GRADUATE BULLETIN 2020 - 2021

LIU Brooklyn

2020 - 2021 Graduate Bulletin

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

General Information: 718-488-1000

www.liu.edu/brooklyn

Admissions: 718-488-1011

Email: [email protected]

Notice to Students: The information in this publication is accurate as of September 1, 2020. However, circumstances may require that a given course be withdrawn or alternate offerings be made. Therefore, LIU reserves the right to amend the courses described herein and cannot guarantee enrollment into any specific course section. All applicants are reminded that the

University is subject to policies promulgated by its Board of Trustees, as well as New York State and federal regulation.

The University reserves the right to effect changes in the curriculum, administration, tuition and fees, academic schedule, program offerings, modes and methods of instruction, and other phases of school activity, at any time, without prior notice. The University assumes no liability for interruption of classes or other instructional activities due to fire, flood, strike, war, epidemic, government action, or other force majeure. The University expects each student to be knowledgeable about the information presented in this bulletin and other official publications pertaining to his/her course of study and campus life. For additional information or specific degree requirements, prospective students should call the campus Admissions

Office. Registered students should speak with their advisors.

Bulletin 2020 - 2021

Residence Life Rates 20

TABLE OF CONTENTS Financial Policies 21

LIU 4 Payment Plans 22

ABOUT LIU BROOKLYN 5 Student Health Insurance 22

Mission Statement 5 FINANCIAL AID 23

Overview 5 Application Process 23

Undergraduate and Graduate Offerings 5 Awards 23

University Policies 5 Standards for Satisfactory Academic Progress 24

DIRECTORY 7 STUDENT ENGAGEMENT AT LIU BROOKLYN 26

ACADEMIC CALENDAR 2020-2021 9 Athletics 26

ADMISSION 10 Campus Ministry 26

Classification of Students 10 Cultural Programs and Exhibitions 26

Students Presenting International Credentials 10 Living on Campus 26

Veterans 10 Public Safety 26

Visiting Students 11 Student Engagement 26

Enrollment and Admission, Related Policies 11 FACILITIES 28

Transfer Credits 11 Arnold and Marie Schwartz Gym 28

New York State Immunization Law 11 Downtown Brooklyn Speech-Language Hearing Clinic 28

Admission Processing Center 11 Kumble Theater for the Performing Arts 28

ACADEMIC POLICY 12 Psychological Services Center 28

Academic Responsibility 12 Steinberg Wellness Center / Wellness, Recreational and Athletic 28 Center (WRAC) Grades 12 Student-Run Businesses 29 Quality Points 12 STUDENT SERVICES AND RESOURCES 30 Absence from Final Examination 12 Alumni Community 30 Application for Degree 12 Bookstore 30 Academic Integrity 12 Center for Learning and Academic Success 31 Discipline 13 English Language Institute 31 Appeals Process 13 Enrollment Services 31 Criminal Background and Drug Testing 13 Information Technology 31 Related Curricular Matters 13 International Student Services 32 REQUIREMENTS FOR DEGREES 15 Mathematics Center 32 REGISTRATION 17 Multimedia Language Laboratory 32 Registration and Advisement 17 Student Support Services 32 Course Load 17 Testing Center 32 Admission of Undergraduate Students to Graduate Programs 17 Veteran Services 32 Maintenance of Student Standing 17 Writing Center 33 Leave of Absence 17 SPECIAL PROGRAMS 33 Withdrawal 17 After School and Evening School-age Child Care - FUN (Family Auditing of Courses 19 33 UNiversity Program) Student Access to Educational Records 19 LIU BROOKLYN LIBRARY 34 Administrative Matters 19

TUITION AND FEES 20

Rate Schedule 20

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 2 LIU Brooklyn

HARRIET ROTHKOPF HEILBRUNN SCHOOL OF NURSING 35

RICHARD L. CONOLLY COLLEGE OF LIBERAL ARTS AND 42 SCIENCES

George Polk School of Communications 66

SCHOOL OF BUSINESS, PUBLIC ADMINISTRATION AND 82 INFORMATION SCIENCES

SCHOOL OF EDUCATION 115

SCHOOL OF HEALTH PROFESSIONS 149

LIU PHARMACY 197

PROGRAMS/COURSES

Athletic Training, Health and Exercise Science 151

Biology 43

Business 85

Communication Sciences and Disorders 158

Counseling and School Psychology 118

Creative Writing 79

Mathematics 52

Media Arts 66

Nursing 36

Occupational Therapy 163

Physical Therapy 174

Physician Assistant Studies 181

Political Science 53

Psychology 56

Public Administration 108

Public Health 186

Social Science 65

Social Work 190

Speech Language Pathology 158

Teaching, Learning and Leadership 132

Technology, Innovation and Computer Science 102

LIU BROOKLYN APPROVED PROGRAMS 198

LIU TRUSTEES AND SENIOR LEADERSHIP TEAM 200

LIU BROOKLYN FACULTY 201

Page 3 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021

LIU

Accreditation and Program Registration Long Island University is accredited by the Middle States Commission on Higher Education, 3624 Market Street, Philadelphia, PA 19104; 267-284-5000; website: www.msche.org. The Middle States Commission on Higher Education is an institutional accrediting agency recognized by the U.S. Secretary of Education and by the Council for Higher Education Accreditation. The degree and certificate programs are approved and registered by the New York State Department of Education.

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 4 LIU Brooklyn

ABOUT LIU BROOKLYN community of more than 265,000 alumni to bilingual extension) as well as the Master of Social become global leaders in fields that include the Work and the Master of Public Health. The arts, health sciences, media, education, pharmacy, Division of Physical Therapy offers a Doctor of Mission Statement business, technology, public service, and Physical Therapy (D.P.T.) program that is a three- professional sports. year post-baccalaureate graduate degree.

Long Island University's mission is to provide The Harriet Rothkopf Heilbrunn School of excellence and access in private higher education Undergraduate and Graduate Nursing offers the Bachelor of Science in Nursing to people from all backgrounds who seek to as well as the Master of Science degrees in Adult- Offerings Gerontology Primary Care Nurse Practitioner and expand their knowledge and prepare themselves Family Nurse Practitioner. for meaningful, educated lives and for service to Richard L. Conolly College offers liberal arts LIU Pharmacy (The Arnold & Marie their communities and the world. and sciences programs leading to the degrees of Schwartz College of Pharmacy and Health Bachelor of Arts, Bachelor of Fine Arts, Bachelor Sciences) offers a Bachelor of Professional Studies Overview of Science, Master of Arts, Master of Fine Arts, (BPS) in Pharmaceutical Sciences and a six-year Master of Science, and Doctor of Philosophy (in Doctor of Pharmacy (Pharm.D.) degree. It offers Long Island University (LIU) was founded in Clinical Psychology). Master of Science degrees in Pharmaceutics (with 1926. The University is committed to providing a The School of Business, Public concentrations in Industrial Pharmacy and high quality education through teaching excellence Administration and Information Sciences offers Cosmetic Science), Drug Regulatory Affairs, and impactful research opportunities. LIU offers degrees of Bachelor of Business Administration Pharmacy Administration, and over 260 undergraduate, graduate, and doctoral (B.B.A.) with concentrations in Accounting, Pharmacology/Toxicology as well as the Doctor of degree programs, educating nearly 17,000 students Entrepreneurship, Finance, Human Resource Philosophy in Pharmaceutical Sciences (Ph.D.) each year across multiple campuses. The Management, Management and Marketing; degree. In collaboration with the School of University cultivates academic, professional, Bachelor of Science in Accounting, Computer Business, Public Administration & Information artistic, and co-curricular opportunities. Science, Entrepreneurship, Finance, Management Sciences, LIU Pharmacy offers an accelerated LIU Brooklyn enables students to realize their (available with a concentration in Human shared credit Doctor of Pharmacy (Pharm. D) and full potential as ethically grounded, intellectually Resource Management), and Marketing; a shared Master of Busines Administration (M.B.A); and in vigorous, and socially responsible global citizens. credit Bachelor of Science and Master of Science collaboration with the School of Health The campus offers more professional programs in in Accounting; Master of Business Administration Professions, an accelerated shared credit Doctor of health care than any other campus in the New (M.B.A.) with concentrations in Entrepreneurship, Pharmacy (Pharm.D) and Master of Public Health York metropolitan area, including the Arnold and Finance, Human Resource Management, (M.P.H.) is available. Marie Schwartz College of Pharmacy & Health International Business, Management, Management LIU Global is designed for students who Science, and The Harriet Rothkopf Heilbrunn Information Systems, and Marketing; a shared desire a hands-on learning approach in a variety of School of Nursing. LIU Brooklyn is home to PharmD Pharmacy and M.B.A; Master of Science international locations. The college offers a Kumble Theater for the Performing Arts, a in Accounting, Computer Science, and Human Bachelor of Arts in Global Studies and minors in dynamic performance venue designed to nourish Resource Management, and a Master of Public Arts and Communications, International Relations, students’ artistic exploration, and Division I sports Administration (M.P.A.) in Health Administration Social Entrepreneurship and Spanish. teams. and in Public Administration. LIU Brooklyn Honors College is open to LIU Post is a scenic, historic, and scholarly The School of Education offers, on the undergraduate students in all majors who meet the campus that offers a small-school environment undergraduate level, the Bachelor of Arts and the Honors College admissions requirements. Courses with the access and resources of a major Bachelor of Science degrees in childhood and offered satisfy the humanities and social science metropolitan university. The University's 330-acre adolescent education, as well as a Bachelor of core curriculum requirements for each major; nine campus is located on the estate of Marjorie Science in Inclusive Early Childhood Education credits of advanced Honors College electives (12 Merriweather Post, 27 miles east of New York (dual certification in early childhood and special for transfer students) are required to complete the City on Long Island's Gold Coast. The campus education). On the graduate level, the school program. Students may design a contract major houses the College of Veterinary Medicine, the offers the Master of Science in Education degrees for majors not offered by the university. A 3.0 first professional School of Accountancy, an in Early Childhood and Childhood Education, cumulative GPA is required to graduate with the AACSB-accredited Business School, and an Adolescence Inclusive Education (dual Honors College designation on the diploma. award-winning theater program. LIU is home to certification), Teaching Children with Disabilities, Students who present at the annual Honors the world-renowned Tilles Center for the School Counseling, Bilingual School Counseling, Performing Arts and the Bethpage Federal Credit Symposium earn distinction in honors. and School Psychology; the Master of Science Union Stadium, where supporters gather to cheer degree in Mental Health Counseling and Marriage on the Sharks’ Division I athletic program. and Family Therapy; and Advanced Certificates in University Policies

LIU Global offers a one-of-a-kind bachelor’s Applied Behavioral Analysis, Bilingual Education, Long Island University does not discriminate degree around the globe. It spans eight countries Bilingual School Counseling, School Counseling, on the basis of race, color, national origin, sex, on five continents, preparing students for careers Mental Health Counseling, and Marriage and disability, or age in its programs. The following as global leaders in business, policy, humanitarian Family Therapy. person has been designated to handle inquiries relief, social entrepreneurship, economic The School of Health Professions offers the regarding the non-discrimination policies: development, and environmental sustainability. Bachelor of Science degree in Diagnostic Medical Ronald Edwards From the shores of Long Island, to the epicenter Sonography, Exercise Science and Wellness, Title IX Coordinator of business and tech innovation in Brooklyn, to the Health Science, Respiratory Care, Social Work, Long Island University far corners of the world, LIU offers a unique and Sport Management; and a combined B.S/M.S. 700 Northern Boulevard college experience for every student seeking in Occupational Therapy. It offers the M.S. degree Brookville, New York 11548 academic enrichment and professional in Exercise Science, Physician Assistant Studies Phone: (516) 299-4236 opportunity. Upon graduation, our students join a and Speech-Language Pathology (with optional For assistance related to Title IX or other civil

Page 5 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021 rights laws, please contact OCR at [email protected] or 800-421-3481, TDD 800-877-8339.

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 6 LIU Brooklyn

DIRECTORY

Department Name Phone Office Hours Email/Website

Admissions 718-488-1011 (M-Th) 9 a.m. - 7 p.m. [email protected] (F) 9 a.m. - 5 p.m. www.liu.edu/brooklyn/admissions (Sat) 9 a.m. - 2 p.m.

Bookstore 718-858-3888 (M-Th) 9:30 a.m. - 6:30 p.m. www.liunet-brooklyn.bncollege.com 718-488-1017 (F) 10 a.m.- 3p.m.

Campus Ministry 718-488-3399 (M,Th,F) 9 a.m. - 5 p.m. www.liu.edu/brooklyn/campus-life (Tu,W) 9 a.m. - 6:30 p.m.

Colleges and Schools

Honors College 718-780-4023 (M-Th) 9 a.m. - 6 p.m. [email protected] (F) 9 a.m. - 5 p.m. www.liu.edu/brooklyn/honors-college

LIU Office of Veterans and Military 516-299-2256 (School Certifiying (M, Tu, F) 9 a.m. - 5 p.m. [email protected] Affairs Official) (Wed, Th) 9 a.m. - 6:00p.m. 718-488-1390 (Success Coach) 718-780-6003 (Student Veterans Resource Center)

LIU Pharmacy 718-488-1234 (M-F) 9 a.m. -5 p.m. www.liu.edu/pharmacy

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

Richard L. Conolly College 718-488-1003 (M-F) 9 a.m. - 5 p.m. www.liu.edu/brooklyn/conolly

School of Business, Public 718-488-1130 (M-F) 9 a.m. - 6 p.m. [email protected] Administration, and Information www.liu.edu/brooklyn/sbpais Sciences

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

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

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

School of Professional and Continuing 718-488-1364 (M-F) 9 a.m. - 5 p.m. [email protected] Studies www.liu.edu/brooklyn/scs

Dean of Students 718-488-1042 (M-F) 9 a.m. - 4 p.m. [email protected]

Development and Alumni Relations 718-780-6562 (M-F) 9 a.m. - 5 p.m. www.liualumni.com

Enrollment Services 718-488-1037 (M-Th) 8 a.m. - 6 p.m. [email protected] • Financial Services / Bursar (F) 8 a.m. - 5:00 p.m. www.liu.edu/brooklyn/es • Registration • Academic Advising

International Student Services 718-488-1389 (M-F) 9 a.m. - 5 p.m.

Learning and Academic Success: 718-488-1040 (M-Th) 9 a.m. - 7 p.m. Tutoring Center (F) 9 a.m. - 5 p.m.

Library 718-488-1680 or (M,W,Th) 8 a.m. – 10 p.m. www.liu.edu/brooklyn-library 718-488-1081 (Tu) 9 a.m. – 10 p.m. (F) 9 a.m. – 5 p.m. (Sat) 9 a.m. – 6 p.m. (Sun) 11 a.m. – 5 p.m. Summer (M-Th) 9 a.m. – 8 p.m.

LIU Promise 718-488-1042 (M-Th) 9 a.m. - 7 p.m (F) 9 a.m. - 5 pm

Mathematics Center 718-246-6317 (M-F) 9 a.m. - 5 p.m. www.liu.edu/brooklyn/mathcenter

English Language Institute 718-488-1323 (M, T, Th, F) 9 a.m. - 5 p.m. (W) 9 a.m. - 8 p.m.

Page 7 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021

Multimedia Language Laboratory 718-780-4568 (M, T, Th) 8 a.m. - 6 p.m. (W) 8 a.m. - 8 p.m. (F) 9 a.m. - 5 p.m.

Public Safety x 1078 (on campus) www.liu.edu/brooklyn/publicsafety emergencies: 718-488-1078

Steinberg Wellness Center (Wellness, 718-488-3009 (Fitness Center) Fitness Center (Academic Year) Recreation & Athletic Center) 718-780-4052 (Pool) (M-Th) 7 am - 10 pm (F) 7 am - 7 p.m. (Sat) 8 a.m. - 4 p.m. Pool (Academic Year) (M-Th) 8 a.m.- 2 p.m. and 4 p.m. - 6:30 p.m. (F) 10 a.m. - 2 p.m. (Sun) 9:00 a.m. - 2 p.m.

Student Support Services 718-488-1044 (M - F) 9 a.m. - 5 p.m.

Testing Center 718-488-1392 (M-Th) 9 a.m. - 6 p.m. www.liu.edu/brooklyn/testingcenter (F) 9 a.m. - 5 p.m.

Vice President of Academic Affairs 718-488-1001 (M-F) 9 a.m. - 5 p.m. and Chief Operating Officer

Writing Center 718-488-1095 Fall and Spring Hours: (M-Th) 9 a.m. - 8 p.m. (F) 9 a.m. - 5 p.m. (Sat) 10 a.m. - 4 p.m. Summer Hours: (M-F) 9 a.m. - 5 p.m. (Sat) 10 a.m. - 4 p.m.

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 8 LIU Brooklyn

ACADEMIC CALENDAR 2020-2021 February 16 Tuesday follows a Monday schedule

February 26 Last day to apply for May degree

Fall 2020 March 6-7 First weekend session final examinations March 8 Spring recess begins September 7 Labor Day-holiday March 15 Classes resume September 8 Weekday classes begin March 20-21 Second weekend session classes begin September 8-21 Registration and program changes April 2 Last day for withdrawal from full-semester classes September 12-13 First weekend session classes begin Second weekend session final examinations/Last May 1-2 September 18 Awarding of September degrees Class Meeting

September 21 Registration and program changes end May 4 Semester classes meeting Monday through Friday end

October 9 Last day to apply for comprehensive examination May 4 Last day to submit thesis Spring 2021 Registration Begins for Continuing October 12 May 5-11 Final examinations-undergraduate and graduate Students May 13 Commencement Ceremony (tentative) October 24-25 First weekend session final examinations May 14 Conferral of May degrees

October 30 Last day to apply for January degree October 31-November Second weekend session classes begin Summer I 2021 1

November 3 Election Day-classes in session May 15-16 Weekend session classes begin

Last day for full or partial withdrawal for full term May 17 Weekday classes begin November 13 Spring courses Registration and program changes end for weekday May 18 Tuesday classes don't meet/Tuesday follows a classes Novemmber 24 Thursday schedule May 21 Last day to add Weekend Session Class

November 26-29 Thanksgiving holiday May 29-31 Memorial Day-holiday

November 30 Classes resume June 15 Last day for withdrawal from Summer 1 classes Second weekend session final examinations/last class December 14-15 June 28 Last day of weekday classes meeting During Last Class Final Exams Summer 1 December 16 Semester classes meeting Monday through Friday end Meeting

December 16 Last day to submit thesis July 3-4 Independence Day holiday - no weekend classes

December 17-23 Final examinations-undergraduate and graduate Weekend session final examinations/Last Class July 10-11 December 24 Winter recess begins Meetings

Winter 2021 Summer II 2021

January 4 Intersession Classes Begin July 5 Weekday classes begin Registration and program changes end for weekday January 15 Final Class Meeting/Final Exam July 6 classes

Spring 2021 July 9 Last day to apply for September degree July 9 Last day to apply for comprehensive examination January 15 Awarding of January degrees July 17-18 Weekend session classes begin January 18 Martin Luther King Day - no classes July 23 Last day to add Weekend Session Class January 19 Weekday classes begin July 30 Last day for withdrawal from Summer II classes January 19 - February Registration and program changes August 13 Last weekday class 1 During Last Class January 23-24 First weekend session classes begin Final Exams Summer 2 Meeting February 1 Registration and program changes end Last day to submit thesis and complete degree August 13 February 15 Summer/Fall 21 Registration begins (tentative) requirements

February 15 President's Day-no classes August 28-29 Weekend session final examinations

Page 9 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021

ADMISSION required. Attention is given to overall grade bulletin for your program of interest as well as the averages, grade trends during undergraduate study, departmental website to determine if an evaluation Applicants are strongly encouraged to submit and areas of scholastic strength. is required. The graduate admissions office an application online at www.liu.edu/apply. Applicants must receive satisfactory scores on reserves the right to request an evaluation on any A paper application may also be obtained by any required examinations. Applicants for the transcripts/marksheets from colleges or visiting the Office of Admissions, LIU Brooklyn, Master of Public Health, Ph.D. in Clinical universities outside the United States. A complete 1 University Plaza, Brooklyn, N.Y. 11201-5372, e- Psychology, Speech-Language Pathology, list of acceptable agencies can be requested from mailing [email protected], or by calling Education, Doctor of Physical Therapy, Physician the Office of Admissions or found on 718-488-1011. A bachelor’s degree (or its Assistant Studies and all graduate Pharmacy www.liu.edu/brooklyn. All students for whom equivalent) from an accredited institution, programs as well as School of Education- English is not a native language are required to indicating an acceptable record, is necessary to be Teaching, Learning and Leadership tracks must take the Test of English as a Foreign Language considered for admission to the graduate submit GRE scores from the General Aptitude (TOEFL) administered by the Educational Testing programs. Additional requirements are described Test at the point of application. Additionally, Service or the International English Language in the sections for each discipline. individuals who apply for the Ph.D. in Clinical Testing System (IELTS) examination. Information The completed application must be submitted Psychology must submit GRE scores from the on the examinations may be obtained by visiting with a personal statement of approximately 500 GRE Subject Test in Psychology. www.ets.org and www.ielts.org, respectively from words. In general, applicants must also submit A student will be classified as matriculant when American consulates and embassies abroad, or official transcripts from all colleges and accepted into a degree program. Students admitted from the United States Information Service (USIS) universities attended showing all undergraduate with technical or academic deficiencies (e.g., in each country. and graduate coursework taken and degrees incomplete official transcripts) will be classified as Proficiency in English must be demonstrated. A received, if any. Some departments may request matriculants with conditions, pending fulfillment student who needs additional study in English may letters of recommendation, resumes, test scores, of those conditions. Technical deficiencies must be be required to take English courses for foreign writing samples, portfolios, copies of professional removed before the end of the first semester of students at LIU before or concurrently with an licenses or other additional documents. Applicants enrollment. Academic deficiencies must be academic program (see English Language Institute should refer to the section of this bulletin for their satisfied before the completion of 12 credits section). program of interest as well as the departmental required in the degree program or within one year. International Students web site to determine what documents are required Non-degree students must meet the same Applications and all supporting documents for admission by their program as well as to admission standards as those admitted to degree from international applicants must be received by determine where credentials and materials are to programs. A student in this category may take a May 1 for fall admission and by November 1 for be sent for processing. An application fee of $50 is limited number of courses for certification, spring admission. required. LIU Brooklyn encourages students to professional advancement or personal enrichment, Upon notification of admission, the student will self-manage their application, which means it is but he or she is not classified as a graduate degree- be requested to send a non-refundable deposit fee the responsibility of the applicant to collect all seeking student. Admission as a non-degree of $200, which will be applied toward the first required documents needed for admission and student permits registration for a maximum of 12 semester’s tuition and fees. Selected programs of submit them to the Admissions Office. Students credits. study require a $500 deposit. Upon admission needing assistance and clarification are If a non-degree student wishes to matriculate, a students are advised if their program of study encouraged to email the Graduate Admissions graduate application must be filed with the Office requires a higher deposit. Upon receipt of the Office at [email protected]. of Admissions. Upon review of the student’s deposit and of a sponsor’s affidavit of support and Most graduate programs are available each application and supporting credentials, the official bank statement, an I-20 form will be issued semester on a rolling admissions basis. However, appropriate department will decide if all that will enable the student to apply for a student it is strongly encouraged that applications and requirements for matriculation have been met. visa. Students should not make plans to come to supporting materials be submitted as early as Courses completed by non-degree students, if the United States until they have received possible. Several graduate programs have specific pertinent to the degree program in which the appropriate nonimmigrant forms. application deadlines. Examples of these programs student has matriculated, and if completed within Students should be aware of the cost of living are the Doctor of Physical Therapy (D.P.T.) which the time limit, are credited toward the degree. and studying in New York City. It is advised that is due March 1; the Master of Physician Assistant students make realistic plans to finance their Studies due on January 15; the Ph.D. in Clinical Students Presenting education. A limited number of graduate Psychology due on December 1; the Master of assistantships are awarded primarily to students International Credentials who have been in attendance at least one semester. Speech-Language Pathology due on February 1; Health insurance coverage is compulsory for all and the Master of Social Work due on April 15. Applications are welcome from students who international students and for their dependents. Consult the section for your academic hold the equivalent of a four-year bachelor’s Information pertaining to the health insurance discipline for additional information. degree. To be considered for admission, coverage may be obtained from the Office of undergraduate transcripts/marksheets for each year International Student Services, which assists Classification of Students of study, including degree conferral students on campus. (diploma/degree certificate) are required. All Students holding F-1 (student) visas are All students admitted to the master’s programs records must be translated into English and be required by law to be fully matriculated and must will be classified as matriculants or non-degree original or copies of the original, certified/attested be registered for at least nine credit hours per students. Matriculants must submit evidence of a by an official of the school issuing that record or semester. bachelor’s degree or its equivalent. They must the Consulate/Ministry of Education of the issuing All forms can be found at have an acceptable record in undergraduate and country. A course-by-course evaluation, www.liu.edu/brooklyn/forms. other studies as reflected in official transcripts of completed by an acceptable international all colleges and universities attended. Usually a B credential evaluation agency, is required for some average in the undergraduate major subject is programs. Please refer to the section of this Veterans

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 10 LIU Brooklyn

LIU Brooklyn welcomes applications from Students seeking a second master’s degree may veterans and encourages them to take full be granted up to 12 credits, when academically advantage of their G.I. Bill benefits. Candidates appropriate, at the recommendation of the are required to submit a copy of Form DD214, department chair and with the approval of the dean Report of Separation, to the Office of Admissions. of the college or school in which s/he is seeking A veterans counselor is available to assist in enrollment. Students entering the school admissions and funding procedures. For further psychology program may be granted up to 18 information, contact the Office of Veterans credits. Affairs. New York State Immunization Visiting Students Law

Graduate students who are degree candidates in The New York State Health Department good standing at other universities may be granted requires college and university students born on or permission to attend courses at LIU upon filing a after January 1, 1957 to be immunized against visiting student application for the courses and measles, mumps and rubella. All full-time and submitting a letter of authorization from the part-time students intending to register for 6 or graduate school that they are attending. Courses in more credits, in an approved degree or registered the Ph.D. programs and field experience courses certificate program at the university, must show need additional departmental approval. proof of immunity before they can register for classes. In addition, New York State requires that Enrollment and Admission, LIU Brooklyn maintain a record of each student’s Related Policies response to the meningococcal disease and vaccine information regardless of their date of birth. The Post-baccalaureate Students form must be signed by the student and contain An applicant who has not completed adequate either a record of meningitis immunization within preparation for a particular graduate program but the past 5 years OR an acknowledgement of who presents an otherwise acceptable meningococcal disease risk and refusal of undergraduate record may be given an opportunity meningitis immunization signed by the student. to remove specific course deficiencies. A post- Students who take classes remotely, or who are baccalaureate student enrolls in a program of and will not be physically present at the University advanced undergraduate courses in the field are not required to provide proof of immunization. selected for graduate study. The appropriate For information on student procedures for department approves the number of credits complying with this law, please contact LIU necessary, the level of achievement required, and Promise at (718) 488-1042. the specific courses to be completed. Upon compliance with those conditions, the post- Admissions Processing Center baccalaureate student becomes eligible to apply for admission to the graduate school. All application materials for graduate students Admission to Classes should be sent to the Admissions Office at 1 Admission to graduate classes does not imply University Plaza, Brooklyn, NY 11201. that the student has been accepted as a candidate for a degree. Acceptance to degree candidacy is contingent upon the student’s obtaining matriculated status and satisfying all admission requirements of the graduate program in which major study will be pursued.

Transfer Credits

Graduate courses taken at other institutions before admission to LIU may, if pertinent to the plan of study, be credited to the graduate degree. Permission to transfer such credits must be requested at the time of admission, and official transcripts must be submitted to the office of LIU Admissions. Transfer credit toward the master’s degree is normally limited to six semester hours, with departmental approval, of credit for courses in which the student has received a grade of B or better and is not recorded as part of the grade point average. Courses with a grade of B- are not transferable.

Page 11 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021

ACADEMIC POLICY number of credits. MY.LIU.EDU student portal. Alternatively, a The grade point average is obtained by dividing paper application can be sumbmitted at the Office the sum of the quality points received in all of Enrollment Services. Degree application Academic Responsibility courses by the total number of credits, including deadlines can be found in the academic calendar unrepeated F’s. available on the Brooklyn website at The responsibility for compliance with these Grade point average computations are carried http://liu.edu/Brooklyn/Enrollment- regulations rests entirely with the student. to the third decimal place from which rounding Services/Registration/Academic-Calendar. takes place to the second decimal place. For Grades and Quality Points example, a computed grade point average of 2.994 Academic Integrity will be rounded down to 2.990. A computed grade Credit is granted for courses completed with the point average of 2.995 will be rounded up to Academic integrity is the practice of honesty grade A, A-, B+, B, B-, C+, or C. The F grade 3.000. On all official LIU transcripts, a grade point and openness in scholarly, creative, and communal signifies failure. P (passed for credit) may be used average will be displayed to three decimal places endeavors. Academic integrity is multifaceted. It to mark completion of work in certain research with the third decimal place always being zero due involves, in addition to ethical practices, the practicums, seminars, workshops and thesis to rounding. avoidance of plagiarism, cheating, and other courses. Good Standing forms of professional and personal INC (incomplete) may be used as an interim The average of grades earned in the approved misrepresentation and dishonesty. grade for the first half of a two-semester course, program of study may be no less than B Integrity is essential to the values and for failure to complete all course requirements, and (equivalent to a quality point index of 3.00). A discourses that characterize the academic for thesis courses before acceptance of the thesis. student whose cumulative grade index is below environment; to the maintenance of the academic Any other failure to complete the course 3.00 has an academic deficiency. Nevertheless, community itself; and to the role of the academic requirements (e.g., the submission of a term paper) such students will continue to be considered in community within society at large. may be recorded as INC. Except in thesis courses, good standing so long as they demonstrate Trust and integrity are integral to any INC grades that have not been replaced by a letter satisfactory progress toward removing the relationship, whether on campus or in later grade within one year may be changed only by deficiency in subsequent semesters. Failure to personal and professional life. repeating the course. If an unusual extension of make a significant improvement in the grade point Plagiarism and cheating are serious violations time becomes necessary to complete the work, the average may lead to dismissal from the graduate of academic integrity that have significant grade change must be approved by the faculty program. Final disposition of such cases is made consequences for the student. member, the chairperson and the dean. The grade by the dean after consultation with the appropriate Plagiarism: “I” is printed on the transcript along with the final department. Plagiarism is the use or presentation of ideas, earned grade and the date the work was completed. A grade of F in any graduate course is words, or work that is not one’s own and that is A student may not repeat a course without ordinarily grounds for dismissal from the not common knowledge, without granting credit to permission of his or her dean. If a student, with the university. the originator. Plagiarism may take many forms. permission of the Dean, repeats a course more than Students accumulating in excess of nine credits To avoid plagiarism, always cite the source of once, all grades except the first will be computed of incomplete (INC) may not register for your information whether from print, in the student’s average. Satisfactory completion additional courses until their work is completed. electronic/online, or other materials. The of the course does not eliminate the original INC Such a restriction does not apply to INC grades in guidelines of each individual discipline must be from the student’s record. thesis courses. consulted for details specific to that discipline. AUD recognizes that a course has been audited. Individual departments may impose even more It is incumbent upon the student to learn and The symbol W is assigned when students stringent academic standards. understand what plagiarism is and how to avoid it. officially withdraw from a course in which they In all schools, a B average or 3.00 cumulative Cheating includes: were doing satisfactory work. The symbol UW is grade point average is required for awarding of the 1. falsification of statements or data assigned when students never attended or stop graduate degree or any graduate certificate. The 2. listing of sources that have not actually been attneding before the official withdrawal date School of Business, Public Administration and used defined in the academic calendar, but don't follow Information Sciences awards diplomas With 3. having another individual write a paper or official withdrawal procedures. The UW is not Distinction to students graduating with a 3.80 create a work in lieu of one’s own; writing a paper computed in the student’s average. average or better. or creating a work for another to use without Students have until the time of their graduation attribution to have changes made on their academic records. Absence from Final Examination 4. purchase of a written paper or work for the Once a student has graduated, the academic record purpose of submitting it as one’s own, or selling a is frozen and cannot be changed retroactively. Students who for valid reasons do not appear written paper or other work for another’s Grade Point Average for final examinations must apply in writing within submission as his/her own 5. using written, verbal, electronic, or other The University’s grade-point average is 10 days to their Dean for permission to take sources of aid during an examination (except when employed to determine the average grade status of deferred final examinations, provided they have expressly permitted, such as on a stated “open- a student. The grade A corresponds to a 4.000 received the grade of INC. They may be asked to book” exam), or knowingly providing such quality point equivalent, A- to 3.667, B+ to 3.333, provide medical certificates in cases of sickness or assistance to another B to 3.000, B- to 2.667, C+ to 2.333, C to 2.000 injury or other documentation of legitimate Please note: This statement and these and F to 0.000. P, INC, W and UW grades do not excuses. Students will be required to pay the definitions were agreed upon and accepted by the affect the index. Deferred Final Examination Fee per examination. Faculty Senate of LIU Brooklyn Campus, March The quality points to which a student is entitled 27, 2007. They are to be supplemented by are computed by the formula X = N x Y, where X Application for Degree additional principles of academic integrity that is the number of quality points, N the quality point are specific to each discipline. equivalent assigned to the grade, and Y the Candidates for graduation are expected to file an application for graduation online in the

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 12 LIU Brooklyn

Discipline hear all cases that may result in suspension or Academic Affairs are investigated and responded dismissal and will recommend an appropriate to only when the complaint has been addessed at Students are expected to conduct themselves in course of action to the dean. the campus level. accordance with the normally accepted standards The activities of a student may upon occasion of academic life. That implies that they will result in violation of state or federal law. Respect Criminal Background and Drug conduct themselves with due regard for the rights for the presumption of innocence requires that the University not impose academic sanctions for the Testing of others and, in particular, that their behavior will sole reason that a student is or has been involved not interfere with the ability of the academic A criminal conviction and/or the use of illegal in criminal proceedings. The university may, community to carry out its usual academic drugs may impede or bar your entry into your however, impose its own sanctions to protect the functions. It also implies that students will observe chosen field of study. Students seeking entrance safety of other students, faculty and property and the usual standards of integrity with regard to the into many fields of study including counseling, to safeguard the academic process. If students, in preparation of essays and the taking of education, and health and human services breaking the law, violate university regulations, examinations. Students are also expected to professions should be aware that a criminal record they will be subject to no institutional penalty comply with those reasonable rules of procedure can result in the refusal of licensing / certification / greater than that which would normally be promulgated by a faculty member for the conduct registration agencies to issue the credential needed imposed. of his or her class or by the University for the to practice in that field of study. Prospective All matters involving criminal activity will, conduct of its business. students are urged to contact the pertinent state upon approval of the dean of students, be referred Specifically, students must be aware not only of and/or federal licensing agency to inquire whether to the appropriate civil authorities for action. the performance and intellectual standards of each a criminal record will have an impact on licensure If there is a possibility that testimony or other course, but also of the means acceptable for or certification eligibility. evidence at a university hearing may be subject to achieving those goals. Students are expected to Many clinical/field experience affiliates now disclosure to civil authorities by way of subpoena, study all materials presented and to master them. require the completion of criminal background the university’s proceedings should be postponed Students may avail themselves of all sources that checks and/or drug testing for employees, to safeguard the student’s right to a fair civil will further that mastery – textbooks, the library, volunteers and students affiliated with the site. determination. student study sessions, tutoring, study aids, and so Therefore, students who plan to participate in a Students can read the full Student Code of on. Ultimately, however, the instructor’s judgment clinical/field experience may be asked to undergo Conduct in the Handbook found at of a student’s performance is based on the a criminal background check, and/or a drug screen. student’s own intellectual achievement and www.liu.edu/Brooklyn/Campus-Life. Students should be aware that our clinical/field honesty. affiliates can reject or remove a student from the Cheating on examinations and plagiarism of Appeals Process site if a criminal record is discovered or if a drug any sort are unacceptable. If proven, either is cause test is positive. In the event that a student is Students at LIU Brooklyn may expect a for the most severe penalties up to and including rejected from a clinical/field site due to scrupulous regard for their rights as students and suspension or dismissal from the university. information contained in the criminal background individuals and should expect to be treated fairly The classroom instructor determines the rules check or drug screen, the student may be unable to and with courtesy by all members of the academic of acceptable student conduct during complete a required clinical/field experience. In community. In any matter in which students feel examinations. Each instructor has the right to insist such an event, the student, may be advised to that their rights have been violated, or in matters of on procedures to ensure the integrity of those withdraw from the program. examinations – seating arrangements, no serious dispute with members of the administration communication among students, the restriction of or faculty, students may avail themselves of the following formal grievance procedure: Related Curricular Matters materials available to students during the 1. The student will write out a clear statement of examination, and so on. Course Numbers the grievance. If a student is discovered cheating on a Courses numbered 600 and above are usually 2. The student may submit the statement to the classroom examination or written assignment, open only to those who qualify for graduate staff member involved. The student will be either by crib notes or by receiving information standing. Courses numbered 500 to 599 are given a written response within a reasonable from or giving information to a fellow student or designed primarily for those who qualify for time. by any means not stipulated by the rules of the graduate standing, but may be taken by advanced 3. If the student is not satisfied with the response examination, the instructor has the right to undergraduate students with permission from the or, initially if preferred, the student may submit confiscate all test materials from the person or dean of the school in which the graduate course is a statement to the appropriate director or persons involved and give the grade of zero for the offered. department head. The director will review the examination to the person or persons knowingly Two consecutive numbers joined by a hyphen matter and provide the student with a written involved. The instructor also has the right to fail (e.g., Psychology 660-661) designate a course that response within a reasonable time. the students involved for the course. runs through two semesters. The first half of such 4. If still not satisfied, the student may institute a Also, students who submit written or other a course is a prerequisite to the second. That is not formal complaint with the dean of the school in work provably not their own or who submit work true of courses with consecutive numbers which he or she is enrolled. The dean will with sources inadequately acknowledged or with separated by a comma (e.g., Chemistry 603, 604), review the matter, hear the student and staff an inadequate system of documentation for a which may be taken individually. Some courses member where appropriate, and see that the specific course assignment may be given the grade are offered in alternate years. A schedule of proper action is taken. of zero for the work submitted and a failing grade courses is available online at The foregoing procedure shall be a formal for the course. www.liu.edu/brooklyn/schedule. grievance procedure for the resolution of all Any breach of discipline may result in Change of Plan (Major) Department student grievances, including those alleging disciplinary action, including suspension or A student transferring from one plan (major) actions prohibited by legislation. dismissal. The Faculty-Student Judicial Review department to another must be formally accepted

Board, in accordance with its procedures, may by the chair of the department to which application Student complaints brought to the Office of

Page 13 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021 for admission is made. The student is expected to notify the chair of the department that he or she is leaving. Application forms are available in the Office of Graduate Admissions. Readmission Students who have not attended classes or maintained their matriculation during any regular fall or spring term arre required to apply for readmission and must gain approval from his or her dean. Such students re-enter under the admissions standards and program requirements in existence at the time of re-entry. Readmission applications are available in the Office of Admissions. Public Information Policy The Family Educational Rights and Privacy Act (FERPA) of 1974 specifically provides that a school may provide what they deem "directory information," without the student's consent or as provided by the law. Directory information at Long Island University includes the following: the student's name, enrollment status, class, major field of study, dates of attendance, degrees and awards received, past and present participation in officially recognized sports and non-curricular activities, physical factors (height, weight) of athletes and the most previous educational agency or institution attended. Students who wish to have their directory information withheld can make this election by filing the appropriate form at Office of Enrollment Services.

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 14 LIU Brooklyn

REQUIREMENTS FOR Master of Business Administration option; it is given after the completion of a Master of Public Administration specified number of credits. The examination is DEGREES The M.B.A. and the M.P.A. degrees are offered designed to test the candidate’s knowledge of

by the School of Business, Public Administration general concepts as well as his or her areas of The responsibility for properly fulfilling the and Information Sciences. The M.B.A. requires concentration and may be oral or written. Failing requirements for degrees rests entirely with the completion of 9 -30 credits in general business the comprehensive examination on three occasions student. Students generally meet the requirements core courses, 10 credits in advanced core courses, will result in dismissal from the program. announced in the Graduate Bulletin for the 9 credits in a concentration, and 3 credits of Examinations are administered at least twice a academic year in which they were matriculated or capstone coursework for a total of 36-60 credits. year – in the fall and the spring. Information readmitted. Students for whom graduation The M.P.A. program consists of 42 credits, concerning their administration may be obtained requirements change during their progress to a including 15 credits in foundation courses, 9 from the appropriate department. Applications for degree may, with their dean’s permission, choose credits in management courses, 12 credits in a the comprehensive examination, which are requirements in effect at the time of admission or concentration and 6 credits of a capstone project. available in the Office of the Enrollment Services, those in effect at the end of the course of study. 600- and 700-Level Courses must be signed by the department chair and Exceptions to the provisions of this section of In the master’s degree programs, a minimum of cleared by the Enrollment Services. this bulletin may be made only with the prior 18 credits must be taken in courses above the 500 Oral Examination (defense of thesis) written sanction of the appropriate dean on the level. Given by most departments as part of the thesis recommendation of the appropriate department Thesis requirement, the oral examination tests the chair. The thesis required in many of the graduate candidate not only on the thesis project but also in In addition to the requirements listed below, programs is intended to test a candidate’s ability to areas ancillary to the thesis. Some departments students must satisfy the various additional engage in original research, organize and evaluate require an oral defense of the thesis proposal as requirements and conditions that appear in the source materials, and express himself or herself well as defense of the completed thesis. Other respective departmental sections of this bulletin. creatively in the area of specialization. A course in departments require an oral defense of research Doctoral Degrees research methods is required of most candidates projects. (consult the specific department for requirements) writing a thesis. The interim grade for thesis Residence The doctor of philosophy degree is offered by courses is INC. That grade will be replaced by the A candidate for the master’s degree must the Department of Psychology in the field of grade P only upon acceptance of the approved complete at least one year of work equaling 24 clinical psychology and in pharmaceutics by LIU thesis by the University Reference Library. credits at the university; in the M.B.A. program, Pharmacy. Completion of the required courses and 30 credits of advanced work are required. The Ph.D. in Pharmaceutics and the Pharm.D. matriculant status are among the prerequisites that A candidate for the doctoral degree is expected in pharmacology are offered by LIU Pharmacy. must be met before a candidate’s thesis will be to complete three years of work in residence at The Doctor of Physical Therapy (D.P.T.) is accepted for consideration. An oral defense of the LIU Brooklyn. offered by the School of Health Professions. thesis is normally required. Students enrolled in LIU Brooklyn programs at Master of Arts Each candidate for the master’s degree writes branch campuses or off-campus sites must register Master of Science the thesis under the direct supervision of the chair and complete residency requirements (usually six Master of Science in Education of the sponsoring committee, who is selected on credits) at LIU Brooklyn. Master of Fine Arts the basis of knowledge of and interest in the Courses taken at another university after Degree requirements vary among different subject of the candidate’s thesis proposal. The admission to LIU may not be used for transfer programs and are described fully under selection of the chair and one or two additional credit unless prior permission is obtained from the departmental listings. There are two general routes committee members will be made by the student major department and the student’s dean. The sum to the master’s degree: thesis and non-thesis. With and the chair of the department concerned. total of transfer credit granted on admission or an acceptable thesis, a candidate usually completes Special Examinations authorized subsequently toward the master’s 30 graduate credits, at least 15 of them in the Departments with degree programs have degree is normally limited to 6 to 8 semester hours major department or area of study. Without a various requirements for examinations at different of credit and is not recorded as part of the grade thesis, the candidate completes 36 credits of stages of the student’s academic career. Students point average. In all instances, transfer credit will specified courses and passes a comprehensive should read departmental requirements and consult not be allowed for any graduate courses in which examination or completes an appropriate specific departmental advisers to determine which of the the grade was less than B; that is, courses with a project. following types of examinations are required in grade B- are not transferable. (Time limits on A maximum of three one-credit workshops may their programs. transferability are outlined below.) be applied toward a degree. No more than three Admission to examinations requires full Time Limits independent study or tutorial courses may be taken matriculant status and the acquisition of the Work for the master’s degree must be for degree credit. minimum credits indicated under the respective completed within five years from the date of If a student is seeking a second master’s degree, departmental headings. Students must be in admission to the graduate program (exclusive of at least 24 graduate credits must be taken in attendance or maintain matriculation during the time spent in the U.S. armed forces), unless the residence. Advanced placement of up to 12 credits semester they take an examination. appropriate dean approves an extension in writing. may be awarded upon the written recommendation Preliminary Examination Any courses outside the time limit will not count of the department chair and the approval of the The preliminary examination is usually given in as credits toward the degree unless approved in student’s dean. In some programs with greater departments that require all students to take a writing by the appropriate department and dean. credit requirements, as many as 18 credits may be common core of courses. It is sometimes a In the Department of Psychology, work for the accepted. When such an option is not available, the condition of continued enrollment. doctoral degree must be completed eight years candidate will be so advised in the letter of Comprehensive Examination after admission. admission or in a letter from the department before Transfer credit will be granted only for courses Most departments require a comprehensive commencement of course work. taken in the five-year and eight-year periods, examination of students choosing the non-thesis

Page 15 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021 respectively, before the granting of the degree.

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 16 LIU Brooklyn

REGISTRATION Undergraduate student enrollment in 600-level reason for the student’s leave courses will not be approved by the graduate dean The leave of absence application is available in The responsibility for compliance with these unless there is exceptional justification given by the Office of Enrollment Services, and must be regulations rests entirely with the student. the department chair. submitted to the Office of Enrollment Services

Registration each semester takes place during after securing dean's approval. the periods indicated in the academic calendar. Maintenance of Student A leave of absence is granted for future terms Non-degree students must obtain permission to only, and is not granted retroactively or in the Standing middle of a term. In such exceptional cases where register from the Office of Graduate Admissions unforeseen circumstances occur after the start of a before the beginning of each semester. It is expected that students will fulfill the term, students are permitted to officially withdraw requirements for the degree by registering over from the university acccording to the university's Registration and Advisement successive semesters, either by attending classes or official withdrawal policy and appeal any charges maintaining matriculation. A degree candidate assessed to their accounts, or receive incomplete To be eligible for registration, every graduate who does not reregister for classes must apply to grades that can be made up with the instructor(s). student must confer with a representative in the his or her dean for maintenance of matriculation In all such cases where an official leave of absence proposed major department. Students can register before or during the registration period, if the is not granted, the university is required to perform online at My.LIU.edu. student wishes to continue under the requirements a return of federal funds calculation for students Payment of all tuition and fees is required in in effect when admitted. A fee must be paid during receiving Title IV federal financial aid. advance of the beginning of classes, unless special the registration period of each inactive semester A student is expected to return from an arrangements are made with Office of Enrollment (excluding summer sessions). approved leave of absence within 180 days from Services. Students who have not been cleared by Maintenance of matriculation does not extend the date of the approved leave. Students who have Office of Enrollment Services cannot be the time limits specified under Requirements for taken a leave of absence due to medical reasons registered. Degrees. might be required to submit documenation before Students serving in the armed forces of the being eligible to re-enroll. When a student fails to Course Load United States maintain their standing return from a leave of absence, the student’s automatically during their time of service. They withdrawal date will be reported to the National Full-time graduate students register for no are, however, required to inform the Office of Student Clearinghouse and NSLDS as the date the fewer than nine credits in each semester of the Enrollment Services of the dates of entrance into student began the leave of absence. Upon academic year. Permission of their dean is military service and termination of active duty. returning from a leave of absence, the student may necessary to take more than 12 credits in the fall or Change of Status spring semester or more than six credits in either register for classes accordingly. No financial aid A non-degree student who has met all the summer session. New York State residents are or additional fees will be assessed during the leave requirements for matriculation must submit a eligible for the Tuition Assistance Program grants of absence period. graduate application to the Office of Admissions. International students should know that ICE when enrolled for 12 or more credits. (Please see Financial Aid for complete requirements and regulations may prohibit those who have been procedures.) Non-degree students are normally Leave of Absence granted such a leave from maintaining their visa limited to two courses in the regular semester and status. LIU Brooklyn permits students to interrupt one course in each of the summer sessions. their studies when appropriate. If granted, a leave

of absence allows a student to continue under the Withdrawal

Admission of Undergraduate requirements in effect when he/she was initially Official Withdrawal from Courses admitted. Students to Graduate Programs An official withdrawal refers to an action taken A student who wants to interrupt their studies at by a student to discontinue enrollment after the Seniors who need substantially less than a full the university for a temporary period may maintain drop period has expired. The course is recorded on program to meet the requirements for the degree status and ensure that his/her degree the transcript with a grade of W. bachelor’s degree may take, concurrently with requirements will remain the same by taking a • Course Withdrawals/Partial Withdrawals - their undergraduate program, a limited number of leave of absence for a maximum total of 180 days when a student withdraws from one or more 500- and 600-level graduate courses and reserve in any 12-month period. A degree candidate who classes, but remains enrolled in at least one the credits for a master’s degree. Such a special is granted a leave of absence does not need to be class. arrangement will be limited to undergraduate readmitted to the university upon returning to their • Term/Session Withdrawals/Complete students who have been formally admitted as program of study. Students are not permitted to Withdrawals - when a student drops or graduate students, pending satisfactory completion attend another college or university while on an withdraws from all of his/her courses in a of bachelor’s degree requirements. Applicants official leave of absence. current term. This can occur at one time or over must have permission from the graduate program A student must meet the following a period of time within a term. as well as authorization from the undergraduate requirements to be eligible for a leave of absence: Unofficial Withdrawal institution. Qualified juniors and seniors attending • Be a degree seeking undergraduate or graduate An unofficial withdrawal refers to a student LIU Brooklyn may, with the approval of the chair student who fails to attend or ceases to attend one or more of the department concerned and the graduate • Be registered for the semester immediately classes without officially withdrawing by the dean, take courses on the 500-level for prior to the beginning of the Leave of Absence withdrawal deadline as listed in the academic undergraduate credit to complete the requirements • Be in good academic standing, on probation, or calendar. The course is recorded on the student's for the bachelor’s degree. The credits they receive on continuing probation with his/her college transcript with a grade of UW. may not subsequently be applied toward the credit • Have no holds (i.e. disciplinary or financial) Course Drop requirements for the master’s degree unless it is which would restrict registration A Course Drop is an action taken by a student part of a shared credit bachelor's/master's degree • Submit a formal written and signed leave of prior to or during the start of the term to remove a program. absence application form, which specifies the

Page 17 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021 course from his/her transcript. Students may drop • 12 week sessions – withdrawals permitted Credits Attempted/Earned one, some or all of their classes though the through the 8th week • Official Withdrawals: The course or courses drop/add period without receiving any grade. • 10 week sessions – withdrawals permitted will be considered attempted but not earned. However, students who fail to drop a course or through the 7th week • Unofficial Withdrawals:The course or courses wish to withdraw from a course after the • 7 week sessions – withdrawals permitted will be considered attempted but not earned. designated drop/add period for a term but before through the 5th week • Drops:The course or courses will neither be the designated withdrawal deadline must follow • 6 week sessions – withdrawals permitted considered attempted nor earned. the Official Withdrawal procedures. See through the 4th week Grade Point Average Withdrawal Policy for details on Withdrawals. • 5 week sessions – withdrawals permitted Withdrawn or dropped courses do not affect a Students can drop full semester classes up through the 3rd week student's grade point average. through the second week of the term with no • 2 week sessions – withdrawals permitted Financial Aid Adjustments penalty as follows: through the 7th day • Change in Student Status: Students who • Drop one or more courses online using their • 1 week sessions – withdrawals permitted change their enrollment status from full-time to MyLIU portal through the 3rd day part-time, or from full or part-time to below • Drop courses at the Office of Enrollment Withdrawal Methods half-time, due to a partial drop or withdrawal, Services The University permits students to withdraw from may have their federal, state, and/or university • Drop courses through their Academic Advisor a course, session, or term in the following manner: aid adjusted. The university may also be The drop period for classes that meet for less Process through MyLIU - Students should use required to report the student's change in than the full semester is as follows: their MyLIU portal to withdraw from courses enrollment status to lenders, which can trigger • Sessions meeting 7 or more weeks: courses can online until the withdrawal deadlines as detailed in the repayment of student loans. Students will be be dropped up through the first week the “Official Withdrawal Deadlines” section notified in these cases via writing. • Sessions meeting 3 to 6 weeks: courses can be above. • Cancellation of Financial Aid: Students will dropped up through the 2nd day of the session Submit Completed Withdrawal Application Form have their financial aid cancelled if the student • Sessions meeting 2 weeks or less: courses can - Students who are unable to withdraw online drops all courses and does not incur any be dropped up through the 1st day of the must submit a signed and completed Withdrawal liability, or fails to meet satisfactory academic session Application Form to the Office of Enrollment progress standards as a result of the withdrawal. Students may have their financial aid reduced if Services by the withdrawal deadline. Financial aid for future terms may also be the student's enrollment status changes from full- Withdrawal Impacts cancelled. See Appeals Policy and SAP Policy time to part-time, or from full-time or part-time to Effective Date of Withdrawal for additional details. below half-time. Students will have their financial The withdrawal date for a student who withdraws • Return of Federal Funds: The university is aid cancelled if the student drops all courses and is the earlier date of: required to return funds for students who stop does not incur any liability, or fails to meet • The date the student began the withdrawal attending all courses before completing 60% of satisfactory academic progress standards as a process; or the term. The student will be notified by mail of result of the cancellation of enrollment. Financial • The date the student otherwise provided the the unearned amounts returned to the federal aid for future terms will also be cancelled. See University with official notification of the financial aid programs. The return of federal Appeals Policy for Student Withdrawals and intent to withdraw; or funds may result in a balance due to the Satisfactory Academic Progress Policy for • The date the institution becomes aware the university, particularly if the student previously additional details. Students receiving Veterans student ceased attendance; or received and cashed a refund check. See Return benefits should meet with the Veteran's Certifying • The midpoint of the payment period or period of Federal Funds Policy for additional details. Official to determine if drops will affect their of enrollment for which Title IV assistance was Residential Life current and future benefits when they; add or drop disbursed if the student ceases to attend without Students residing in on-campus housing must any course, withdraw from or terminate enrollment official notification and withdrawal. contact the Office of Residence Life upon at the University. Tuition Liability and Refund Policy withdrawal from the university. Students must Drops that change a student's enrollment status • Official Withdrawals and Drops: The effective follow proper check-out procedures and must from full-time to part-time, or from full or part date of drops and/or withdrawal will determine vacate their campus housing within 48 hours of the time to below half-time, may have their Federal, the student tuition liability due or refund due to effective withdrawal date. Students who drop or State, and/or University aid adjusted. The the student. See Tuition Liability Policy for withdraw from a future term must vacate their University may also be required to report the additional details, including refunds for room campus housing after completion of finals. Room student's change in enrollment status to lenders, and/or board charges. The university has a and board charges must be cancelled through the which can trigger the repayment of student loans. published Appeals Policy for students who Office of Residence Life. Liability for these Students will be notified in these cases via writing. wish to appeal tuition charges and fees due. charges will be assessed at the time of Drops after the drop/add period must be • Unofficial Withdrawals:The student is cancellation. processed as a partial or full withdrawal. responsible for all associated tuition charges Future Enrollment Official Withdrawal Deadlines and fees. Students who withdraw from all courses may • Withdrawal from full-semester courses- Transcript/Grades be subject to readmission. Students who withdraw Students may officially withdraw from one or • Official Withdrawals: A grade of W will be from the university must be in good financial th more courses through the 10 week of the term assigned for the course or courses and will standing in order to register for future classes or for full-term courses during the fall and spring appear on the student's transcript. have access to their official and unofficial semesters. • Unofficial Withdrawals:A grade of UW will be transcript. • Withdrawal from Summer Session courses or assigned for the course or courses and will Special Program Participation courses meeting for shorter sessions within appear on the student's transcript. • Athletics: In accordance with NCAA the regular fall/spring semesters - Students • Drops: The course will not appear on, or will regulations, all intercollegiate athletes must may officially withdraw according to the be removed from the student's transcript. notify the Athletic Department and Office of schedule below: Admissions when partially or fully withdrawing

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 18 LIU Brooklyn

from the university. • Veterans: In accordance with VA regulations, students receiving veteran's benefits must notify the VA Certifying Official in Office of Enrollment Services when partially or fully withdrawing from the university. Alternatives to Withdrawal Schedule adjustments When contemplating a withdrawal due to scheduling conflicts, students should discuss their situation with their academic advisor, academic dean, or the Office of Enrollment Services to see if accommodations can be made. Incomplete Grades For some students, receiving an incomplete grade and finishing the coursework at a later time may be a better option than withdrawing from the university. Students should be advised to discuss this option with their instructor, academic advisor or academic dean. Refund of Tuition in Cases of Withdrawal When a student withdraws from courses, the university refunds tuition as outlined in the Withdrawal Policy (please see the Tuition and Fee Schedule).

Auditing of Courses

In order to gain necessary background or enhance general knowledge, students may audit graduate courses for no credit. The permission of the instructor and of the dean is required in every case. Laboratory courses, Independent Studies and fieldwork practicums may not be audited. Students (who must have been admitted to a graduate program) pay half the regular tuition for courses, and their transcripts will show that the courses have been audited. No credit or grade is earned in courses that are audited.

Student Access to Educational Records

In compliance with the Family Educational Rights and Privacy Act (FERPA), LIU Brooklyn informs eligible students and their parents that they may obtain copies of the campus’s policy statement concerning the act from the Office of Institutional Advancement and Student Affairs.

Administrative Matters

Cancellation of Courses The university reserves the right to cancel undersubscribed courses. When it does so, there is no fee charged to the student.

Page 19 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021

TUITION AND FEES Less than 12 credits, per term 489

Students are billed for tuition and fees at the time of registration. Room and Course Fees (additional fee per class): board charges are reflected at the time of room assignment. Students must EXS 500, 507, 615 500 make satisfactory payment arrangements prior to the start of each term or before moving into residence halls to remain in good financial standing. EXS 502 150 Acceptable payment arrangements include: EXS 510 549 • Payment in full using check or credit card; MS 613 350 • Approved financial aid covering all charges; • Enrollment in an online University Payment Plan; and/or PSY 840, 841, 843 100 • Participation in an approved third-party payment agreement. TAL 088 300 A student who complies with any combination of the above shall be considered in good financial standing, so long as all conditions are met Other Fees: throughout the term. All payment arrangements must be completely satisfied or late payment fees and/or penalties will be applied to your account. Students First and Second Late Payment Fee 100 who fail to make satisfactory payment arrangements on delinquent past due Third Late Payment Fee 150 balances may be referred to an outside collection agency or attorney, where additional fees and penalties may be charged to their account (up to 30 percent Maintenance of Matriculation Fee 100 of unpaid charges), including reasonable attorney's fees, as permitted by Late Registration Fee 200 applicable law. Accounts referred to outside collection agencies may also be reported to one or more of the national credit bureaus. All policies can be Returned Check/Credit Card 25 found online at www.liu.edu/enrollment-services. Chargeback Fee

Replacement Student ID Card 25 Rate Schedule Diploma Replacement Fee 35 Application Fee (non-refundable) $50 Official Transcript, on demand, per 25 request Tuition Deposit (non-refundable) 200 Official Transcript, online, per 15 Master's Degree and Graduate 1,274 request Studies, per credit

Graduate Audit Fee, per credit 638 Residence Life Rates

Master's Degree and Graduate ACCOMMODATIONS (per term) Studies, special programs: Housing Deposit (non-refundable) $300 Physician's Assistant and Speech 1,298 490 Fulton Language Pathology, per credit 3-4 Bedroom Apartment $10,869 Physical Therapy: 5-6 Bedroom Apartment $7,269 Below 800 Level Courses, per 1,298 Conolly Hall credit Single $8,507

800 and 900 Level Courses, per 1,505 Standard Double $4,536 credit Standard Triple $3,243 Suite Triple $4,668 Clinical Practice I (PT850), per 1,472 Suite Quad $4,866 course Apartment Triple $5,678 Clinical Practice II (PT950), per 1,840 Apartment Quad $6,395 course Intersession Rates $305 Clinical Practice III and IV 2,945 MEAL PLANS (per term) (PT955/956), per course Residential Meal Plan 1 (unlimited $2,796 meals plus $300 dining dollars) Doctoral Degree and Doctoral 26,482 Studies, 12+ credits, per term (years Residential Meal Plan 2 (14 meals per $2,564 1-3) week plus $300 dining dollars) Residential Meal Plan 3 (10 meals per $2,322 Doctoral Degree and Doctoral 1,694 week plus $300 dining dollars) Studies, per credit Residential Dining Dollars $300 Dining Dollars, 9+ credits, per term 75 Dining Dollars+ Plan ($200 additional $200 dining dollars) University Fee: Commuter Meal Plan 1 (25 meals plus $246 12+ credits, per term 977 $50 dining dollars)

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 20 LIU Brooklyn

Commuter Meal Plan 2 (50 meals plus Liability Calendar $395 $50 dining dollars) Students are responsible for knowing that they are registered for classes, All resident students are required to participate in a meal plan. The that they are expected to pay for these classes in a timely manner, and must Residential Dining Dollars plan is only available to residents in apartments understand and follow the correct procedures to withdraw from classes. Non- with kitchens. Dining dollars can be used at point of sale locations across the attendance and/or non-payment do not consititute official withdrawal campus. from the university. The calculation of your tuition and fee liability, if any, is based on the date Financial Policies of your official withdrawal or drop in accordance with university policy: Traditional Fall/Spring Terms Payment Due Dates Withdrawal Date Liability

Term Bill Available Bill Due Date Week 1 0%

Fall June 1 1st Day of Classes Week 2 25%

Winter November 1 1st Day of Classes Week 3 50%

Spring December 1 1st Day of Classes Week 4 75%

Summer May 1 1st Day of Classes Week 5+ 100% Please note that your invoice is subject to change. Charges are subject to Summer and Other Sessions Seven Weeks or Greater change based on changes made to coureses, credit loads, housing and meal Withdrawal Date Liability selections. Charges may also change to reflect fees and fines. Anticipated aid and financial aid credits are not guaranteed. Students must meet and maintain Week 1 0% all program eligibility requirements, complete all required procedures, and Week 2 50% submit all requested documents. Financial aid is traditionally based on full- time status and is therefore subject to proration and/or termination if you are Week 3+ 100% not enrolled full-time. Your MyLIU portal makes it easy to manage your Summer and Other Sessions Three to Seven Weeks college finances and to pay your bills online, 24/7, so that you can concentrate Withdrawal Date Liability on your studies and make the most of your education. To view your bill, log in to your MyLIU account. Your MyLIU Student Center page will be displayed. Day 1-2 0% Click on the “Account Inquiry” link from within the “Finances” section, and Day 3-5 50% your balance will appear. To pay your bill online by using a credit card, check, or wire transfer, click on the “Make a Payment” link from the Student Center Day 6+ 100% home page, or from within the “Account Inquiry” section to access the MyLIU Winter and Other Sessions Two Weeks or Less Payment Gateway. The LIU Payment Gateway is a secure online terminal that Withdrawal Date Liability allows you to make a deposit, pay your bill, or set up an online payment plan. Late Payment Assessment Day 1 0% Fall Term Amount Day 2 50%

2nd Day of Classes $100 Day 3+ 100%

30th Day of Term 100 Room and board charges must be cancelled through the Office of Residence Life. Liability for these charges will be pro-rated based on occupancy dates 60th Day of Term 150 and assessed at the time of cancellation. Students requesting a review of their tuition and fee liability must complete the university's Appeals Form for Winter Term student withdrawals in accordance with university policy and submit all 1st Day of Classes $150 required supporting documentation.

Spring Term

2nd Day of Classes $100

30th Day of Term 100

60th Day of Term 150

Summer Term

July 15 $150

Page 21 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021

Payment Plans

The University offers students and families the ability to pay your tuition bill in installments using our new online payment plan system. These plans can help families budget the cost of tuition and fees by spreading out the cost over a number of payments each term. Enrolling in a payment plan is easy - simply log into the LIU Payment Gateway, pick a plan that meets your needs, and enroll. You can pay online using a credit card or e-check, knowing your information is secured by industry-leading security features. The payment plan system will automatically notify you if your installments increase or decrease due to changes in your student account. The University offers the following payment plans each semester: Fall Payment Plan Spring Payment Plan Summer Payment Plan

Enrollment Fee $35 $35 $35

Enrollment Dates Jun 15 - Oct 31 Nov 1 - Feb 28 May 1 - Jun 30

All applicable charges, less any approved financial aid. Your plan will automatically recalculate if changes are made to Balance Calculation your student account or financial aid during the payment plan term.

First Payment 20% plus fee upon enrollment 20% plus fee upon enrollment 33% plus fee upon enrollment

Four equal installments due 30, 60, 90 Four equal installments due 30, 60, 90 Remaining Payments and 120 days from your enrollment and 120 days from your enrollment Two equal monthly installments date date

Late Payment Fee $25 if payment is not received within 5 days of the scheduled due date.

Payment Methods Mastercard, Visa, American Express, Discover, or ACH/Checking Account; auto deduction options are also available.

Log into your MyLIU account and select "Make a Payment." Then log into the LIU Payment Gateway and select How to Enroll "Payment Plans."

Authorized User Access Yes. You must first set up an authorized user.

Student Health Insurance

Long Island University has partnered with Gallagher Student Health & Special Risk to develop a cost-effective Student Health Insurance Plan that provides our students and families with robust medical coverage at school, back home, and while traveling or studying abroad. The plan is fully compliant with Federal Health Care Reform and offers students access to a network of doctors, hospitals, and pharmacies throughout the country. All international students, clinical students, residential students, LIU Global students, and intercollegiate athletes are automatically enrolled in the Plan but can waive participation online at www.gallagherstudent.com/liu if they have comparable coverage under a family plan or other policy. Students who enter during the spring and summer terms can also participate in the plan with shorter coverage period, reduced rates, and specific enrollment/waiver deadlines. Beginning on July 1st, students can go to their MyLIU account and click on the “Student Health Insurance” link from the Student Center Home Page to enroll in the Plan, print ID cards, check claims, or waive coverage. Coverage begins on August 15, which represents the start of the plan year, and extends through August 14. Remember that if you have been automatically enrolled in the plan and wish to waive coverage, you must go online and receive confirmation by the waiver deadlines listed below. If you require additional assistance, please call the Office of Student Financial Services at 516-299-2553. Enrollment Waiver Periods Annual Plan: July 1 - September 30 Spring Plan: January 1 - February 15 Summer Plan: May 15 – July 15 Annual Rate • Mandatory and Compulsory/Hard Waiver Students - $3,348* NOTES: • New students who enter during the spring or summer terms will participate in the Plan with prorated coverage periods and rates. • Please note that the rates listed above are subject to change based on claims paid in the current year. *2019-2020 Rates

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 22 LIU Brooklyn

FINANCIAL AID must make an appointment with an Office of scholarships do not automatically renew for the Enrollment Services counselor in addition to same amount in subsequent years. Long Island University awards financial aid in completing the FAFSA and New York State Long Island University’s scholarship programs an effort to help students meet the difference application (the LIU graduate New York state are designed to reward students who demonstrate between their own resources and the cost of school code number is 5403). outstanding academic achievement. We are education. All awards are subject to availability of To be considered for financial aid, students committed to providing you with an affordable, funds and the student’s demonstrated need. must be classified either as US citizens or as high-quality education. Awards are given to Renewal of assistance depends on annual eligible noncitizens, be officially admitted to LIU students who demonstrate academic achievement, reevaluation of a student’s need, the availability of or matriculated in a degree program and making athletic talent, or strong leadership as well as funds, the successful completion of the previous satisfactory academic progress toward degree performers and artists. Aid is also awarded based year, and satisfactory progress toward completion requirements. Students in certain advanced on financial need. of degree requirements. In addition, students must certificate or diploma programs may also be PART-TIME EMPLOYMENT meet the published filing deadlines. Detailed eligible for consideration. Generally, university- Graduate Assistantships information on financial aid is forwarded with the administered aid is awarded to full-time students. A limited number of Graduate Assistantships admission application and is also available on the Part-time students may be eligible for federal loans and University Fellowships are granted to various Enrollment Services Office website at but must also maintain satisfactory academic academic departments within each school and www.liu.edu/enrollment-services. progress. college of the University. Graduate Assistantships Many awards are granted on the basis of RENEWAL ELIGIBILITY are also available in administrative departments. scholastic merit. Others are based on financial Financial aid awards are not automatically All students interested in applying for an need. However, it is also possible to receive a renewed each year. Continuing students must Assistantship or Fellowship must complete and combination of awards based on both. Thus, submit a FAFSA each year by the LIU deadline, submit an application to the appropriate University scholarships or fellowships may be continue to demonstrate financial need, make department for review. granted by themselves or in conjunction with satisfactory progress toward degree requirements, ALL OTHER SOURCES OF AID student loans or Federal Work-Study employment. and be in good academic standing. For STATE GRANTS In order to receive the maximum amount of aid, institutional scholarships, students must generally New York State and other states offer a variety students must apply for financial aid by the maintain full-time enrollment and a cumulative of grants and scholarships to residents. Although appropriate deadline. GPA of 3.2 to have their awards renewed. Any application is made directly to the state and grants It is the student’s responsibility to supply break in enrollment without an approved are awarded by the state, the amount each student correct, accurate, and complete information to the deferment on file with the Office of Enrollment is expected to receive is estimated and taken into Enrollment Services Office and to notify them Services will result in a loss of your scholarship. account by the University when assembling the immediately of any changes or corrections in his Please visit our renewal policy on the web at student’s financial aid package. LIU’s graduate or her financial situation, enrollment status, or www.liu.edu/enrollment-services. New York State school code is 5403. For housing status, including tuition remission WITHDRAWAL complete information, contact the New York benefits, outside scholarships and grants, and state- Those receiving federal aid who withdraw Higher Education Services Corporation (HESC) at sponsored prepaid college savings plans. completely may be billed for remaining balances 888-697-4372, or visit their website at A student who has received a financial aid resulting from the mandatory return of funds to the www.hesc.ny.gov. award must inform the Enrollment Services Office U.S. government. The amount of federal aid NYS Math and Science Teaching Incentive if he or she subsequently decides to decline all or “earned” up to that point is determined by the Scholarship - Provides grants to eligible full-time part of that award. Failure to do so may prevent withdrawal date and a calculation based on the undergraduate or graduate students in approved use of the award by another student. If a student federally prescribed formula. Generally, federal programs that lead to math or science teaching has not secured his or her award by the close of the assistance is earned on a pro-rata basis. careers in secondary education. drop/add period, the award may be canceled, and Senator Patricia K. McGee Nursing Faculty the student may become ineligible to receive Awards Scholarship - The Senator Patricia K. McGee scholarship or fellowship aid in future years. Nursing Faculty Scholarship program seeks to Determination of financial need is also based on UNIVERSITY-SPONSORED AND increase the number of educators and adjunct the student’s enrollment status – a change in ADMINISTERED PROGRAMS clinical faculty teaching nursing education in New registration therefore may result in an adjustment Through the generosity of its alumni and other York State. to his or her financial aid. concerned donors, as well as from funds supplied Segal AmeriCorps Education Award - Provided by the federal government, the University is able to New York State residents interested in high Application Process to provide an extensive financial aid program for quality opportunities in community service. its students. Awards are competitive and based on Veterans Tuition Awards - Vietnam, Persian Students must submit the Free Application for academic achievement, test scores, and, in most Gulf, Afghanistan, or other eligible combat Federal Student Aid (FAFSA), available online at cases, financial need. veterans matriculated at an undergraduate or www.fafsa.gov, which is the basic form for all SCHOLARSHIPS AND GRANTS graduate degree-granting institution or in an student aid programs. Be sure to complete all Long Island University maintains an extensive approved vocational training program in New sections. Students should give permission on the program of scholarships and grants-in-aid based on York State are eligible for awards for full or part- FAFSA for application data to be sent directly to academic merit and demonstrated financial need. time study. Long Island University (the LIU federal school Awards are made during the admissions process. States Other Than New York code number is 002751). New students should Institutional scholarships may be combined with Some students from outside New York State submit the application by February 15 for the fall government supported grants and loans into a may qualify for funds from their own state term or by November 1 for the spring term. single financial aid package. Scholarships and scholarship programs that can be used at Long Returning students should apply no later than grants are normally applied to tuition and fees; Island University. Contact your state financial aid March 1. Students requiring summer financial aid they can range from $500 to full tuition and fees agency (call the Federal Student Aid Center at 1- and do not require repayment. Need-based 800-433-3243 for the address and telephone

Page 23 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021 number) for program requirements and application aid or who need additional funding beyond the average (GPA) and the amount of credits they procedures. When you receive an eligibility notice maximum amounts offered by federal loans. These have earned relative to their year in school and from your state program, you should submit it to loans are not guaranteed by the federal enrollment status. the Enrollment Services office in advance of government. LIU urges all students and parents to Satisfactory academic progress is measured registration. research any lender they are considering for this annually, at the end of the0 wpring semester, after FEDERAL GRANTS AND BENEFITS type of funding and to specifically ask a number of all grades have been submitted. Students failing to Veterans Benefits key questions, including: current interest rates; co- meet the criteria stated below are eligible to appeal Various programs provide educational benefits signer requirements; repayment options, both in this decision if extenuating circumstances played a for spouses, sons, and daughters of deceased or school and out; and whether or not the loan may be factor in their academic performance. Examples of permanently disabled veterans as well as for sold to another provider. such circumstances could include an illness, veterans and in-service personnel who served on The university does not have a preferred lender accident, separation or divorce, or the death of a active duty in the United States Armed Forces for private loans; each student has the right to relative. An appeal must be made in writing to the after January 1, 1955. In these programs, the select the educational loan provider of his or her university and include an explanation of the amount of benefits varies. Applications and further choice. To see your choice of lenders, log onto circumstance(s) that may have adversely affected information may be obtained from the student’s www.elmselect.com and select Long Island the student’s ability to meet the academic regional office of the Department of Veterans University. requirements, and the plan or changes that have Affairs. The University is also an annual If you have considered applying for a private occurred which will allow them to make SAP in participant in the Yellow Ribbon Program. loan, you may be required to complete the Free the future. All appeals must be accompanied by Additional guidance may be obtained from the Application for Federal Student Aid (FAFSA) (see supporting documentation, such as a letter from a Enrollment Services office or at the US above for application instructions) in order for the doctor or attorney. If an appeal is granted, the Department of Veterans Affairs website at University to certify your loan eligibility. Private student will either be placed on probationary status www.benefits.va.gov/GIBILL/index.asp. loans that are used to cover prior semesters may for one semester during which the student must SCHOLARSHIPS AND GRANTS FROM require additional information for approval, such meet SAP guidelines, or must successfully adhere OTHER ORGANIZATIONS as letters certifying indebtedness, attendance to an individualized academic plan that was In addition to the sources of gift aid described verification, official transcripts, etc. As such, developed for them by their academic advisor as above, students may also be eligible for a private when requesting funding for prior terms, be sure to part of their appeal. Failure to meet these criteria scholarship or grant from an outside agency or reference the correct academic year on your will result in loss of eligibility for Title IV funds. organizations. Some sources to explore are application. Students wishing to receive Title IV financial employers, unions, professional organizations, and The basic process involved with securing aid for summer semesters may have these awards community and special interest groups. private loans is the electronic filing of an evaluated and offered prior to a determination of FEDERAL LOANS application, institutional certification, and approval SAP. All students receiving summer aid will have Federal Direct Student Loan Program information. Generally speaking, electronic filing their SAP evaluated after all spring grades have The Federal Direct Student Loan is obtained processing requires at least 72 hours before a been submitted. Students not making progress will from the U.S. Department of Education. The total lender will respond. The University will assist you have their summer aid cancelled, and the student amount borrowed in any year may not exceed the in this process and will determine for you the will be liable for all tuition and fee charges cost of education minus the total family maximum loan amount you will be allowed to incurred unless an appeal is filed and granted as contribution and all other financial aid received borrow based on your estimated cost of attendance outlined above. that year. Interest rates are fixed at 6% for and pre-existing financial aid awards. The The criteria below outline the progress that is graduate loans. complete process normally takes 7-14 business required for a full time graduate student to be Direct loan payments are co-payable to LIU days. considered in good standing: and the student, and funds are applied first to any EMPLOYEE EDUCATION PLANS • Completion Rate Requirements: All students outstanding balance on the student’s account. An Many companies pay all or part of the tuition of must earn at least 67% of their attempted hours. origination fee will be deducted from the loan their employees under tuition refund plans. The maximum time frame to complete each funds. A student may borrow up to a total of Employed students attending the University should degree varies by department and is outlined $20,500 per year. For additional details, visit the ask their personnel officers or training directors herein under the specific degree program. US Department of Education website at about the existence of a company tuition plan. • GPA Requirements: Students who have earned www.studentaid.ed.gov/sa/types/loans. Students who receive tuition reimbursement and 12 or less credits must maintain a 2.5 GPA; Federal Direct PLUS Loan Program LIU employees who receive tuition remission must students who have earned 13 credits or more The PLUS loan enables qualifying graduate notify the Enrollment Services Office if they must maintain a 3.0 GPA. students to borrow up to the full amount of an LIU receive this benefit. Notes: education less other aid. There is no aggregate • Progress standards for part-time students are loan limit, and individual lenders will evaluate Standards for Satisfactory prorated based upon the criteria above. point history. The interest rate is fixed at 7%. An • Qualifying transfer credits are counted as both origination fee will be deducted from the loan Academic Progress (SAP) attempted and earned credits but have no effect funds. PLUS loan disbursements are made on the GPA. copayable to LIU and the parent, and funds are Federal Financial Aid Programs • Grades of W (Withdrawal), UW (Unofficial applied first to the current term’s outstanding Federal regulations require students to make Withdrawal), and INC (Incomplete) are balance on the student’s account. To apply for a satisfactory academic progress (SAP) toward the counted as credits attempted but not completed, PLUS loan, log into www.studentloans.gov and completion of a degree or Title IV eligible and do not affect the GPA. select Apply for a PLUS Loan in the advanced certificate program in order to receive • Repeated classes will count only once towards graduate/professional student section. Title IV financial aid through the Federal Direct credits completed. A student may receive aid PRIVATE LOANS Loan Program. Satisfactory academic progress is for a repeated class that has been successfully A private (non-federal) loan may be a financing measured qualitatively and quantitatively by two completed once. option for students who are not eligible for federal components: a student’s cumulative grade point • Any departmental requirements that exceed

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 24 LIU Brooklyn

these standards must be adhered to for the • A student may not receive a New York State purposes of evaluating SAP. award for repeating a class that they have New York State Awards already successfully completed (i.e. the credits Graduate students receiving New York State for a repeated class for which the student has scholarship awards must meet the academic already received a satisfactory grade will not standing requirements established by the New count towards the full-time requirement). York State Education Department. These • A student is placed on the chart above based requirements are different from those set forth by upon their total state aid received, including the federal government, and apply only to New any award(s) received at a previous York State awards. institution(s). The basic measures for good academic standing • To continue to receive New York State for New York State awards include the following: funding, a minimum number of credits must be • Pursuit of Program: A student must receive a completed each term, as well as on a passing or failing grade (A-F) in a certain cumulative basis. percentage of courses each term. • A student must maintain a minimum grade • Satisfactory Academic Progress: A student point average (GPA) prior to being certified for must accumulate a specified number of credits a New York State award payment. This average and achieve a specified cumulative grade point increases as the student progresses in payment average (GPA). points. The requirements for meeting these standards • A student who is not making progress may increase as the student progresses, and are based request a one-time waiver if extenuating upon the number of state awards that the student circumstances affected their academic has already received. Students failing to meet the performance. A student may only receive this required criteria are eligible to request a one-time waiver once for New York State awards. waiver if extenuating circumstances played a factor in their academic performance. Examples of such circumstances could include an illness, accident, separation or divorce, or the death of a relative. An appeal must be made in writing to the university and include an explanation of the circumstance(s) that may have adversely affected the student’s ability to meet the academic requirements, and the plan or changes that have occurred which will allow them to make SAP in the future. All appeals must be accompanied by supporting documentation, such as a letter from a doctor or attorney. If a waiver is granted, the student will be eligible for the state award for the semester for which they were granted the waiver. The student must continue to meet the academic progress and pursuit of program requirements to receive further awards.

The chart below outlines the progress that is required for a graduate student to be considered in good standing: Graduate Semester Based Program Chart Before Being Certified for Payment: Semester Minimum Minimum GPA credits accrued

1st 0 0

2nd 6 2.0

3rd 12 2.5

4th 21 2.75

5th 30 3.0

6th 45 3.0

7th 60 3.0

8th 75 3.0 Notes:

Page 25 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021

STUDENT ENGAGEMENT community where experiential interactions inspire concerning alcohol and drug use, crime learning, citizenship, leadership and holistic prevention, the reporting of crimes, sexual LIU BROOKLYN reflection aligned with the Long Island University assaults, hate crimes, and other relevant matter. mission. Emergency Management

Residents reside in one of two residential halls. LIU Brooklyn's Department of Public Safety Athletics Richard L. Conolly Hall is a 16- story building of offers comprehensive services in emergency standard, suite, and apartment spaces for all response and management to ensure the safety of LIU is home to a unique and proud Division I residents. Graduate students reside in 490 Fulton a our students, faculty and staff. Through several athletics program, fielding 30 athletics teams on three-floor all-apartment residence. initiatives, the campus is prepared for a wide array two campuses. LIU's united NCAA Division I All residential students are required to of emergency situations, ensuring prompt program builds on a foundation of tradition and participate in one of the university meal plan notification and protection of the campus excellence. In LIU's history, its teams have a options. All residences offer free internet, cable, community whether the event is commonplace or combined 23 national championships, 218 study lounges, recreation rooms, TV lounges, extraordinary. In the event of emergency, LIU conference championships, and 376 All- laundry rooms, 24 hours/day security officers, and Brooklyn's Emergency Notification System is Americans. dedicated professional and paraprofessional staff. enabled to instantly and simultaneously contact

Typical residential spaces include an extra-long LIU Brooklyn students, faculty and staff via Long Campus Ministry twin sized bed, desk, desk chair, dresser, wardrobe Island University email, Web site notifications and unit/closet, AC, and personal digital safe. text messaging to those who register their cell Roland H. Robinson phones with the university. Emergency building S Building, Room 301 Public Safety managers assist Department of Public Safety in 718-488-3399 disseminating information in their designated Email: [email protected] Emergencies: 718-488-1078 building and have been trained in “Evacuation” Campus Ministry is committed to facilitating Non-Emergencies: 718-488-1078 and “Shelter-in-Place” procedures. LIU Brooklyn comprehensive programming and services to The Department of Public Safety at LIU employs the use of an outdoor siren warning support the spiritual, academic and personal Brooklyn is located in the rear of Metcalfe system. development of LIU Brooklyn students. building, opposite the Pharmacy building. The An efficient snow and emergency school Undergraduates and graduate students are afforded department has a full-time staff that consists of a closings system is in place to ensure our students meaningful opportunities to participate in faith- director, three tour commanders, three lieutenants, are informed of closings immediately via the LIU based initiatives, leadership development, three desk sergeants, 45 public safety officers, and Brooklyn homepage, our emergency closings observances and community service projects. an administrative assistant. Public safety officers hotline (718-488-1000 or 718-488-1078), as well Campus Ministry will also facilitate interfaith are licensed by the State of New York and are as local radio and television stations. dialogues and forums to discuss the nexus between trained, certified and registered pursuant to the faith and issues pertaining to public life. New York State Security Guard Act of 1992. The Programming and services are scheduled Sunday- Student Engagement department serves the campus 24 hours a day, 7 Friday. Please contact Campus Ministry to inquire days a week year-round and may be reached by LIU Promise about programs and services. dialing 1078 on campus telephones (add prefix Pratt 321, 718-488-1042

488 when using outside lines). LIU Promise facilitates the development of Cultural Programs and The Department of Public Safety is concerned students, and hones their personal and Exhibitions with the welfare and safety of all members of the organizational leadership skills by providing campus community and their guests. The activities opportunities for participation in co-curricular, With three galleries, LIU Brooklyn presents of the Department of Public Safety are enhanced cultural, social, civic, community and wellness monthly exhibitions of paintings, sculpture, by its close relationship with the 84th and 88th programs. The core values of student life are photographs, prints, and other art forms by Precinct, who shares the responsibility of leadership, integrity, service, community, emerging and established artists. This thriving and maintaining law and order on the campus. This diversity, learning, and school spirit, and we carry diverse exhibition program, sponsored by the precinct often notifies the department of any off- out our mission primarily through our oversight of Department of Visual Arts, reflects LIU campus arrest involving members of our campus clubs and organizations, leadership training Brooklyn's strong commitment to making an array community if there is a perceived threat to the programs, evening programs, civic and community of visual art accessible to both students and the welfare of the other members. programs. community. Gallery spaces include the Salena Public safety officers are not peace officers, but All students in good standing are encouraged to Gallery, the Nathan Resnick Showcase Gallery they do handle criminal acts and crime scenes until take part in co-curricular activities. Programs and the Humanities Building Gallery. Located in the police department arrives. Suspects are offered through LIU Promise are funded by the lobby of the Kumble Theater, the glass- identified and detained for action by the arriving student activity fees. The distribution of the enclosed, elliptically shaped Humanities Building police personnel. student activity fee promotes a progressive and Gallery showcases unique presentations of projects Annual Campus Security Report student-centered program. and installations, many of which could not be In accordance with the provisions of the Jeanne Student Organizations displayed anywhere else. Cleary Act, LIU Brooklyn's annual security report We guide and assist student organizations in includes statistics for their previous three calendar planning, organizing and implementing of each Living on Campus years concerning reported crimes that occurred on group’s goals and events. Our student campus; in certain off-campus buildings or organizations include social, academic, cultural, LIU Promise property owned or controlled by LIU Brooklyn; religious groups and honor societies. In addition Pratt 321 and on public property within, or immediately we oversee student run newspaper the 718-488-1042 adjacent to and accessible from, the campus. The Seawanhaka. We provide a safe, caring and respectful report also includes institutional policies Leadership Training concerning campus security issues, such as those LIU Promise provides annual leadership

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 26 LIU Brooklyn training for all students involved in student organizations at leadership retreats. We also offer trainings and workshops throughout the year. The City is Our Campus Our student body has the opportunity to take advantage of being in the greatest city in the world. We believe that the student experience takes place in the classroom, outside the classroom and off campus. LIU students have the opportunity to see some of the best parts of New York City with many free and significantly discounted activities. These range from local events such as food festivals and street festivals to Broadway shows and professional sports. On a given week you could visit the NYC aquarium with some of your classmates or catch a Knicks fame after class one day. Civic and Community Program LIU Promise encourages students to be knowledgeable and engaged citizens. The office registers over 400 students per year in our various voter registration drives. Additionally, the office sponsors “LIU Cares Month” in the month of February, and other service opportunities. Past initiatives, throughout the year, have included fundraising for various benefits such as Relay for Life, Hurricane Sandy relief, breast cancer research, an alternative spring break trip, several blood drives throughout the year, clothing and book drives, holiday celebrations for children in the community and several others. All students and members of student organizations, in particular, are encouraged to participate in community service each year. Student Government Association All enrolled students are members of the Student Government Association (SGA). The executive officers of the SGA, along with the elected representatives from each class, constitute the SGA Student Council. Some of the SGA Student Council’s many duties include allocating of funds to all campus organizations; approving the formation of new organizations; and sponsoring extracurricular programs of intellectual, cultural and social appeal for the student body. In addition to its administrative functions, the SGA Student Council acts as a liaison between the student body and the faculty and administration. In addition, each student organization has representation on the SGA senate.

Page 27 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021

FACILITIES If you believe that you, or someone you know, has a speech-language, swallowing or hearing Steinberg Wellness Center / problem, call us at 718-488-3480. Our fees for Wellness, Recreational & Arnold & Marie Schwartz Gym services are affordable. We also have a reduced fee schedule, if needed and offer a friends and Athletic Center (WRAC) The Brooklyn Paramount Theater opened on family rate to LIU Brooklyn students and staff.

November 23, 1928. At the time of its opening it This 112,000 square foot facility supports LIU was the second largest theater in New York with Kumble Theater for the Brooklyn's 19 Division I athletic teams, provides a 4,500 seats. Once considered the most beautiful state-of-the-art workout facility and swimming Performing Arts pool for the campus community, and offers a motion picture theater in the world, it was the first broad array of health and wellness services to our designed theater for movies with sound. Doubling Kumble Theater for the Performing Arts at LIU students, faculty, and administrators, as well as the as a concert hall, many famous musicians such as Brooklyn is a dynamic, state-of-the art members of the Brooklyn community at large. Ella Fitzgerald, Miles Davis, Duke Ellington, performance venue serving one of the most diverse Steinberg Wellness Center (previously called Chuck Berry and Buddy Holly all graced the campuses and communities in the country. It is Wellness, Recreational & Athletic Center theater with their musical presence. designed to nourish artistic exploration and {WRAC}) features a 2,500 seat arena, which hosts In 1962, a transformation began to turn the development by students and other emerging the campus’ Division I basketball and volleyball historic Paramount Theater into the Arnold and artists while providing the entire community games, high school athletic events, and a variety of Marie Schwartz Athletic Center. Though modified greater access to an exciting range of quality other special events. The fitness center includes into an Athletic Center, all the original decorative classical and cutting-edge professional state-of-the-art cardio and strength equipment, and detail on the walls and ceiling were preserved. In performances from around the world. a group exercise studio that includes free classes addition to the preservation of the structure, the Impeccably crafted for the dramatic and such as Pilates, yoga, hip hop dance, total body world famous Wurlitzer organ is housed and still technical demands of dance, music and theatrical conditioning, Salsa, Zumba and abs-workout operational underneath the basketball court. The productions, this elegant, 320-seat theater provides classes. The facility also includes a 25-yard, eight Arnold and Marie Schwartz Athletic Center finely tuned acoustics and top-tier lighting, lane swimming pool and a rooftop track and tennis became home to the LIU basketball and volleyball projection and other electronic capabilities. With a courts. squads. Officially opening in 1963, it was the stage featuring a “sprung” floor extending to the Steinberg Wellness Center encompasses the Blackbird’s home until the opening of the seating area, the theater fosters an intimacy Health and Wellness Institute which provides Wellness, Recreation and Athletic center in 2006. between performers and their audiences. activities and programs that promote good health With the opening of the Wellness, Recreation This extraordinary theater was made possible and wellness behaviors that reduce health and Athletic Center - now the Steinberg Wellness through the generosity of former LIU Trustee disparities and improve the quality of life for Center - in 2006, the Paramount Gym has become Steven J. Kumble. It is part of an ambitious members of the campus community and the a multipurpose venue used the by the university campus renovation that created an extensive community at large. The Health and Wellness for events, shows, dinners, classes and intramural performing arts complex also featuring a black box Institute houses one of New York City’s only sports. Because of its unique history, majestic theater, dance studios and a glass-enclosed art state-of-the-art HydroWorx 2000 therapeutic pool, ceiling and hand carved wall fixture, the gym has gallery. Among other major supporters of the which includes an elevating floor to allow for easy become a site that outside businesses and the performing arts complex are the EAB/Citigroup access and varied water levels, an underwater Brooklyn community love to use for events. Foundation, through former LIU Board of Trustees treadmill with speeds up to 8.5 mph, underwater In partnership with Barclays Center, the Chair Edward Travaglianti, LIU trustee emeritus video camera and viewing monitors, body weight- Paramunt Gym will be restored to its original state Donald H. Elliott, former LIU trustee Bruce C. support harness system, adjustable temperature as a performing arts venue. The partnership will Ratner, the City of New York and the control, and jets that propel water and can be used focus on bringing new talen to the community and Independence Community Foundation. will create unique part-time job opportunities for to resist movement and to challenge a person’s LIU students, giving them a chance to gain balance. Psychological Services Center The Center for Physical Rehabilitation is a state- valuable experience in various roles at the new of-the-art facility that offers a wide range of Brooklyn Paramount. Matthew J. Morrison, Ph.D., Director physical therapy services to the LIU Brooklyn 718-488-1266 community as well as to residents of the Downtown Brooklyn Speech- At our Psychological Services Center, free and surrounding community. The center provides a confidential personal counseling is offered to Language-Hearing Clinic "hands-on" approach for a broad array of physical students by supervised doctoral candidates in issues and offers a customized treatment plan that clinical psychology. Students experiencing stress The Downtown Brooklyn Speech-Language- is tailored to your specific health needs. We pride in relation to academic, social or family situations Hearing Clinic, located in the Fort outselves on delivering individualized care by or students who simply feel they are not living up Greene/Downtown Brooklyn community, is a vital licensed physical therapists who are experts in to their full potential for various reasons may part of LIU Brooklyn’s graduate program in treating a diverse client population. benefit from speaking to someone at the center. communication sciences and disorders. Our state- The Harriet Rothkopf Heilbrunn (HRH) Whether stress is interfering with a student’s of-the-art center employs speech-language Academic Nursing Center is also located in the ability to do his/her best at school or is affecting pathologists who serve as clinical faculty and cellar level of the Steinberg Wellness Center. The the student’s family or social life, talking can help. supervisors to our graduate interns. Clinical staff HRH Academic Nursing Center’s mission is to No one in or outside the university knows who are licensed by the NY State Office of the reduce health disparities among high-risk comes to the center, except in the rare case of Professions, and certified by the American populations by providing accessible and danger to self or other. Speech-Language-Hearing Association (ASHA) affordable, primary, secondary and tertiary The Psychological Services Center is located and the New York State Department of Education. prevention activities focusing on risk assessment, on the fifth floor of the Pratt Building, Room 510. The graduate program is accredited by the Council education, counseling, and referral for vulnerable, Please call 718-488-1266 to make an appointment. on Academic Accreditation of ASHA. underserved populations in downtown Brooklyn

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 28 LIU Brooklyn including the students and employees of LIU Brooklyn. The center provides free health screenings, programs to monitor existing health conditions, mammogram and HIV testing and counseling and support programs.

Student-Run Businesses

LIU students learn what it takes to run a business by running a business. Students are involved in every facet of operations, from product selection and marketing to sales management and bookkeeping. Profits from LIU’s student-run businesses support student scholarships, along with new business initiatives to create real-world business experiences for more students. Browse Browse offers a selection of popular technology brands and products, and is an authorized Apple campus store, Dell University store, and recently, a Microsoft Surface education store. Students will find all the tools they need to power their LIU Brooklyn experience, from tablets and notebooks to all-in-one desktop computers and gaming consoles, as well as accessories. Students will benefit from the IT help desk, which they can use as a resource for technological needs and questions. In addition, students working in the store will gain expertise as they work alongside certified Apple service help desk technicians. Special discounts are available for LIU community members for personal purchase or gifts.

Page 29 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021

STUDENT SERVICES AND Children’s Academy at LIU Brooklyn. • highlight, take notes, and make them your Visiting Campus own, plus we'll send you reminders when RESOURCES Enjoy the performing arts: alumni receive a 10% your rentals are due back. discount at the Tilles Center for the Performing • Buying your books? LIU offers a variety of support services to aid Arts at LIU Post and receive discounted tickets at • save up to 25% with used textbooks students in achieving their personal and the student price at Kumble Theater for the • sell us your used textbooks during finals professional goals and make the most of their Performing Arts at LIU Brooklyn. week and get up to 50% cash back. educational experience. This includes programs Stay healthy: Alumni receive a discounted $400 • Bartleby designed to serve a diverse variety of students at membership fee to join the Pratt Recreation Center • Bartleby is an online study tool and the various stages of their development and address a at LIU Post and the Wellness Recreation and easier way to study hard! broad range of individual needs and challenges. Athletic Center (WRAC) at LIU Brooklyn. • Bartleby supplements in-class instruction Graduate students are served through the Office Library resources: alumni receive access to and on-campus tutoring to enhance learning of Enrollment Services as well as advisors within LIU’s large and diverse university libraries and outcomes for today's modern student. their home departments. Working in concert, LIU computer labs, including a 10% discount at the • Sign up for Bartleby and get access to over Promise and Enrollment Services strive to campus bookstores. one million step-by-step textbook solutions accommodate the entire LIU student body and Retail Discounts written by sunject matter experts. Plus, those promote student retention. GEICO: alumni receive discounted insurance same pros are waiting 24/7 to provide Using the My LIU portal at https://my.liu.edu, through GEICO, visit www.geico.com/alum/liu thorough explanations to all your homework you can view your financial aid status and account All LIU Brooklyn alumni are encouraged to questions for the titles we cover and those activity, make online payments, schedule support the Fund for LIU, which provides we don't wiht Q&A. appointments with LIU Promise Success Coaches assistance to LIU students in need through vital • Visit the LIU Brooklyn Bookstore or or Enrollment Services coaches, and view "to do" financial aid programs. To obtain an alumni bartleby.com to learn more. items and "holds" that need to be resolved to identification card, update your contact • Go digital with Yuzu continue the enrollment process. Additionally, LIU information, or to learn more about benefits and • Yuzu by Barnes and Noble lets you organize Promise Success Coaches and Enrollment Services volunteer opportunities, please contact LIU and read your digital content on your iPad coaches will provide both you and your family Employer and Alumi Engagement at 718-780- and PC. Learn more about Yuzu; continuous support and service throughout your 6562 or email [email protected]. The office is www.yuzu.com/college time as an LIU student. located in the Metcalfe building, room M101. • Need to return a textbook

• A full refund is given during the first week Alumni Community Bookstore of classes. The book must be in its original condition and you must have your register Alumni Community LIU Brooklyn Bookstore - Your Official receipt or online invoice/order number. LIU Employer and Alumni Engagement Campus Bookstore - 718-858-3888 • A full refund is given during the Add/Drop 718-780-6562 • Location: Between Humanities Building and period. The book must be in its original LIU Employer and Alumni Engagement is Richard Connolly Hall condition and you must have your register dedicated to advancing LIU’s mission of access • Payment Methods: financial aid vouchers, LIU receipt or online invoice/order number. and excellence. Guided by the university’s Wallet, cash, Barnes & Noble gift card, and all We Have Everything You Need to Succeed strategic priorities, the office nurtures lifelong major credit cards. • School supplies relationships with alumni, parents, friends, and • Regular Store Hours: Monday & Wednesday • Pentel, Bic Papermate pens/pencils, Oxford organizations that result in volunteer engagement 10:00 a.m. - 6:00 p.m., Tuesday & Thursday index cards, Five Star notebooks, etc. and philanthropic support. All students of LIU 10:00 a.m. – 6:30 p.m. and Friday 10 a.m. – 2 • Technology & electronics Brooklyn are members of the alumni community p.m. (We have extended hours during the first 2 • HP, Texas Instrument, Case Logic, etc. upon graduation. weeks of classes and reduced hours during the • LIU Brooklyn apparel & gifts Staying Connected summer and intercession.) • Under Armour, Champion, Jansport, Alta Annual Alumni Membership: For $10 a year, • We are Open 24/7; online: Gracia, etc. Alumni receive an alumni ID card, alumni email www.liunetbrooklyn.bncollege.com • Snacks & more address, Microsoft Office 365, and access to We Speak Textbook • Energy bars, candy bars, beverages, Burts Bees, Handshake (LIU's job portal). • Rent or buy new, used, and digital textbooks etc. Alumni Benefits We Price Match! Join Our Team The alumni community of LIU receives access to a • Amazon.com, bn.com & Local Competitors • Fun environment lifetime of benefits designed to keep alumni • Visit or contact us with the competitive price & • Earn competitive wages in a professional connected to one another: book information and our Booksellers will working environment; apply online: Furthering Your Education verify your price match and you'll save www.bncollegejobs.com Graduate Alumni Award: Graduates who want instantly! • Employee discount to pursue their first master’s degree or second • Please see a Bookseller for additional details • Discount on textbooks and other bookstore bachelor's degree are eligible for an annual When You Rent or Buy Textbooks from the merchandise scholarship of $500. Students must enroll in nine LIU Brooklyn Bookstore, You're Guaranteed: • We're flexible credits per semester. • The right textbook (we work directly with the • We'll partner with you to create a work Legacy Alumni Scholarship: Grandchildren, professors to get the right titles on the shelf and schedule that works with your classes children or siblings of alumni are eligible for an on our website.) • Location - we're right on campus, near undergraduate annual scholarship of $500. • Rent or buy textbooks online for in-store everywhere else you need to be Students must enroll in 12 credits per semester. pickup or we can ship directly to you Join our loyalty program and save 10% on one Summer Camp discount: Enjoy a one-time 15% • To save the most money upfront, rent your (1) LIU apparel Item. Visit discount at LIU Post Youth Camps and the textbooks and save an average of 50% www.welcomeclassof.com to sign up.

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 30 LIU Brooklyn

LIU Blue Thursday- wear blue on Thursdays to (student) visas and financial aid are available for Technology also manages business process receive a special 10% discount on one (1) qualified students. The English Language Institute improvement initiatives across the university. Each apparel Item In store only is located in the Library Learning Center, 4th residential campus has a fully-staffed Information Floor. Technology helpdesk centralized through Browse, Center for Learning and LIU's technology store. Enrollment Services Browse Academic Success As a further extension of the university's

Transfer students over 60 credits and graduate commitment to providing students with unique, Dr. William Burgos, Director students will be assigned an Enrollment Services real-world learning opportunities, LIU Information 718-488-1094 Counselor. Enrollment Services Counselors guide Technology launched Browse, LIU's on-campus Location: LLC, 4th Fl. and assist transfer students as well as graduate technology store, an authorized technology Hours: Monday – Thursday, 10 a.m. - 7 p.m. students from their first semester at LIU to products retailer that offers popular technology Friday, 10 a.m. - 5 p.m. graduation. This includes keeping up with brands and products, from tablets and notebooks to Online tutoring available, various hours 7 days academic progress and degree requirements, as all-in-one desktop computers and gaming a week, through Blackboard. well as managing financial aid issues. consoles, as well as accessories, at discounted The Center for Learning and Academic Success Students are responsible for registering for rates for LIU faculty, students, and staff with a (CLAS), located in the Library Learning Center, classes through the My LIU student portal. As valid LIU ID. Students have the opportunity to on the 4th Floor, offers quality one-on-one and such, they should stay in close contact with their learn about retail, customer service, business small-group tutoring across the disciplines to Enrollment Services Counselor to plan for their management, entrepreneurship, small business undergraduates of LIU Brooklyn. We provide enrollment date. operations, supply chain management, e- assistance in mathematics, business, languages, Students with questions regarding the academic commerce, as well as networking and technology and the humanities, as well as the social, physical counseling program should contact their academic troubleshooting, and other work experience that and health sciences. Tutoring sessions are advisor, which can be found on the main page of helps them to build a professional résumé prior to designed to supplement in-class work and focus on their My Center. graduation. Students are encouraged to come to providing opportunities for active learning, self- Browse for helpdesk support issues. For more reflection, and collaborative study. Tutors, acting information, feel free to email: [email protected]. as educational mentors rather than instructors, Information Technology Instructional Technology Centers focus not on teaching content and completing George Baroudi, Vice President for Information LIU's Instructional Technology Resource centers homework assignments, but on posing problems Technology & CIO promotes excellence in teaching throughout the and putting course subjects into practice through Information Technology's (IT) role includes university. This includes face-to-face, online, and critical thinking and re-examination. We want to academic and administrative computing services blended settings. Our mission is to provide help you become a better learner. We offer weekly that facilitates and fosters technology innovations pedagogical support for every situation across one-on-one or small-group sessions, walk-in across the institution - moving the university ahead campus. The instructional design team provides tutoring sessions, online tutoring, targeted group of the technology curve to build a competitive faculty training on a wide variety of pedagogical workshops, study skills support, mid-term and edge in higher education and to offer modern tools issues, curriculum design consultation, and one- final exam review sessions, and assistance with to our students, faculty, staff members and on-one support for anyone looking to build or forming study groups. administrators. improve outstanding courses. Also, staff are The Office of Information Technology is available to facilitate utilization of the e-learning English Language Institute responsible for managing all aspects of the management system along with other teaching and

university's information technology operations, learning tools. We also collaborate with Noga La’or, Director including academic and administrative systems administrative offices to create an exceptional Phone: 718-488-1323; 718-780-4361 and computing, databases, dashboards, teaching and learning environment at LIU. E-mail: [email protected] networking, audiovisual, video and MyLIU Location: LLC, 4th Floor telecommunications infrastructure, academic MyLIU is the university's portal which provides Hours: Monday – Thursday, 9 a.m. – 6 p.m. computer labs and smart classroom spaces.IT students with convenient access to information Friday, 9 a.m. – 5 p.m. maintains 30,000 internet-capable devices and 826 about their records. By logging The English Language Institute offers both analog/digital telephones and 859 Cisco IP phones. into https://my.liu.edu, students may view the intensive and part-time English language programs That includes fiber optic and copper infrastructure schedule of classes, register for courses, obtain for international students, visitors adn tourists, throughout the buildings, firewall and security their grades, and request transcripts. They may immigrants, and refugees who wish to improve access, and wireless internet access. IT provides also view financial aid awards, billing information, their English language skills. Classes include facilities technical support to campus residence make online payments, accept and decline Federal Conversation and Listening, Reading and halls and special off campus programs. IT also Loans and Federal College Work Study, and make Vocabulary, Grammar, and Writing. Full- and maintains the campus' security camera systems, an appointment to see counselors. part-time preparation courses for the TOEFL (Test cafeteria and retail space cash registers, campus Student Email of English as a Foreign Language) and IELTS videoconferencing and campus plasma displays, Each student is assigned a university email (International English Language Testing System) electronic and web signage. address to use for corresponding with university are also offered, as well as elective classes in Information Technology also provides oversight faculty and staff. Students can check their email by Pronunciation Practice, Job Preparation, and for university-wide information systems, logging into https://my.liu.edu. If you have any Idiomatic Expressions and Phrasal Verbs, among compliance and security in accordance with trouble accessing your MyLIU account, please others. Half-semester, quarter-semester, and policies set forth by University Counsel. check with the helpdesk at Browse. University Preparation programs are also Information Technology collaborates with Helpdesk Support available, as well as classes for Au Pairs. Classes Academic Affairs to implement a unified, If you have any questions regarding your are taught mornings, afternoons, and evenings, comprehensive learning management system and technology support services at LIU or have a Monday-Thursday, throughout the year; F-1 online education initiatives. Information request requiring helpdesk support, please contact

Page 31 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021 us. We look forward to hearing from you. Location: LLC-021 accommodations for students presenting with Phone: (516) 299-3300, (718) 488-3300 Hours: Monday, Tuesday, Thursday, Friday 9 disabilities under the following categories: IT Email:[email protected] a.m. – 5 p.m. Psychiatric/Psychological Conditions, Website:https://it.liu.edu Wednesday, 9 a.m. – 8 p.m. Neurological Conditions, Physical The Multimedia Language Laboratory enables Disabilities/Mobility Impairments, Sensory International Student Services all LIU students and staff to improve their Impairments, Chronic Medical Conditions, language skills at their own pace, either Learning Disabilities, and Other Non-specific Steve A. Chin, Director individually or collaboratively, using a full range Disabling Conditions. Phone: 718-488-1389 of interactive language learning software. The E-mail: [email protected] Multimedia Language Laboratory provides a Testing Center The Office of International Student Services learning environment where students can: provides special services to students from abroad • test their comprehension on any items covered Testing Center and responds to their unique needs and problems. in class, Andres Marulanda, Director It gives information and sees to it that the • check their understanding of grammar and 718-488-1392 resources available on campus are being used. It spelling, Location: LLC, 4th floor also guides and helps students with immigration • read a variety of materials and check their Hours: Monday – Thursday, 9 a.m. - 6 p.m. and personal matters. All international students are comprehension of vocabulary and content, Friday, 9 a.m. - 5 p.m. required to contact the Office of International • practice pronunciation and listening The Testing Center is committed to provide a Student Services as soon as possible after comprehension through viewing and hearing nurturing, informative environment for students registration. Special orientation programs are material in the target language. taking the LIU Brooklyn Placement Examination given during the fall and spring semesters. The The Multimedia Language Laboratory is also or other examinations deemed necessary by the office is a source of reference for international offering comprehensive four-week computer university community. The placement examination students on F-1, M-1 and J-1 visas. courses. The courses are complimentary. Students is administered on campus or electronically can take classes in: through the Online Writing Assessment. Our Mathematics Center • Python and Data Scinece center supports student success by ensuring that • SQL and Database Design entering students are placed in appropriate English Dung Duong, Assistant Director • Security+ and mathematics courses. 718-246-6317 • CISCO Certified Entry Networking Technician Other examinations administered by the center Hours: Monday – Thursday: 10 a.m. – 7 p.m. • Typing include retests, Foreign Language Placements, and Friday: 10 a.m. – 5 p.m. • Advanced Excel exemption exams such as the Math-10 exit exam, Saturday: 10 a.m. – 3 p.m. • Excel Power BI Ability-to-Benefit exams required for some The Mathematics Center, located in room M – • Microsoft Word students for financial aid and exams to fulfill the 1105, offers students the opportunity to develop • PowerPoint Beginner to Advanced core curriculum computer literacy graduation basic mathematics skills required for mathematics • Adobe Photoshop CS6/CC requirement. Support and appropriate problem solving, as well as logical and analytical • WordPress for Business arrangements are available for out-of state thinking by offering the non-credit courses DSM- students. 01 and DSM- 09. Tutors are available as well as Student Support Services The Testing Center works collaboratively with opportunities to learn how to use software in the campus community and supports academic personal computers. The Mathematics Center is a Joanne Hyppolite, Ph.D, Director departments by providing testing and proctoring place where all students will be able to enhance 718-488-1044 services. The office administers the Teaching and their knowledge and understanding of Email: [email protected] Learning Assessment, the TEAS nursing exam, mathematics. All students are able to visit the Location: Pratt 410 diagnostic tests including the ASSET and Mathematics Center to obtain free tutoring. The Hours: Monday - Friday, 9:00 a.m. - 5:00 p.m. Accuplacer exams, Certified Surgical Technology Mathematics Center provides help and tutoring for Student Support Services is the office test and other professional and certification all students taking freshman level mathematics for responsible for providing reasonable examinations. Applicants with qualifying academic credit. The Mathematics Center is not accommodations and support to students with disabilities should contact the Office of Student only a place for students with mathematics related disabilities. We strive to ensure equal access to all Support Services for testing accommodations. problems on specific subjects, it is also a of Long Island University Brooklyn Campus challenging work site for advanced students in all programs, services, and facilities for students with Veteran Services areas of studies where mathematics in involved. a documented need. The Mathematics Center always welcomes walk-in In order to receive accommodations under the LIU Brooklyn has a proud and distinguished students. In addition, individual tutors are Americans with Disabilities Act (ADA) a current history of serving its nation’s military veterans, available to assist with the use of software or incoming student must: active duty service members, and their families. applicable to other areas of study – biology, 1. have a physical or mental impairment which Our supportive community of staff and faculty is chemistry, physics, pharmacy – offering useful substantially limits any major life activity dedicated to seeing you succeed in your education, tools for a better analysis and understanding of 2. have a record of such an impairment your career and your life. To accomplish this those disciplines. All students are eligible to 3. be regarded as having such an impairment mission, LIU Brooklyn's Student Veterans participate, either voluntarily or upon instructor Section 504 of the Rehabilitation Act of 1973 Resource Center (SVRC) provides the resources referral. states that no otherwise qualified person due to a that you need to pursue your education while disability may be denied the participation in, be balancing the demands of life both inside and Multimedia Language Laboratory denied the benefits of, or be subjected to outside the classroom. discrimination under any program or activity For additional information and resources for Peter Kravsky, Associate Director receiving federal financial assistance. veterans, please visit the Student Veterans 718-780-4568 Student Support Services provides Resource Center (SVRC) in S-235, or contact

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 32 LIU Brooklyn them via email at [email protected] or by phone schoolwork and eat a healthy dinner - leaving at 718-780-6003. The Veterans School Certifying parents free to pursue their education. It also Official and Assistant Dean for Veterans, Karlene serves as a lab space for School of Education Thompson, can be reached at 718-488-1390 or by students to conduct fieldwork, observer and email at [email protected]. facilitate activies. FUN's model is aligned with the School of Education's mission and philosophy and Writing Center the program benefits from advisory and consutation provided by School of Education Donald McCrary, Director administration and faculty. Lynn Hassan, Associate Director The program operates Monday-Thursday, 3:30 718-488-1095 pm - 8:30 pm, fall and spring semesters. There is a Fall and Spring Hours: Monday-Thursday: 9 minimal sliding scale fee per family, per semester. a.m.-8 p.m. FUN is accredited by the Council On Friday: 9 a.m.-5 p.m. Accreditation (COA) and licensed by the New Saturday: 10 a.m.-4 p.m. York State Office of Children and Family Services Summer Hours: (OCFS). It is made possible by a grant through the Monday - Friday, 9 a.m. - 5 p.m. Child Care Access Means Parents In Schools Saturday, 10 a.m. - 4 p.m. (CCAMPIS) program of the US Department of The Writing Center, located in Room LLC-415, Education. offers free one-on-one and small group tutoring to all LIU Brooklyn students. Its mission is to help students become better writers over time. Tutors work with students at all stages of the writing process: understanding an assignment, drafting an essay, learning more effective reading strategies, developing and supporting arguments, and learning how to proofread and edit papers. Students may register for ongoing weekly 50- minute sessions, one-time appointments, or distance tutoring. The Writing Center also serves as an on-campus resource and reference center for writing instruction and, through its Student Writing Group Project, works closely with the Writing Across the Curriculum (WAC) program, offering in-class writing workshops across the disciplines. Students registered at the Writing Center are welcome to use the dual-platform computer lab.

SPECIAL PROGRAMS

After School & Evening School- Age Child Care - FUN (Family University Program)

Guin Ellsworth, FUN Program Director718- 246-6488 Charlotte Marchant, School of Education718- 246-6496 The School of Education's Family Unversity (FUN) Program serves financially eligible LIU Brooklyn students and their children by offering after school and evening programming for students with school-age children. FUN is located on the second floor of the Library Learning Center (LLC- 240), within the School of Education. All undergraduate or graduate students with children who are enrolled in classes in the Brooklyn campus are welcome to apply. FUN provides a safe space for children to engage in community- building, explore their creativity through arts and literacy-based activities, receive help with their

Page 33 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021

LIU BROOKLYN LIBRARY

Ingrid Wang, Associate Professor Dean of University Libraries 718-488-1680 The LIU Libraries system serves a combined total of over 15,000 students, more than 500 full-time faculty members and over 1,000 part-time faculty across residential and regional campuses. The university’s libraries share many online resources that can be accessed from anywhere at any time via remote access including subscriptions to more than 323,000 online journals; 200 online databases; 240,000 electronic books; and 17,000 files of streaming media. These resources may be accessed via the LIU Brooklyn Library homepage at www.liu.edu/brooklyn-library. Collectively, the libraries house approximately 628,000 print books and more than 15,000 non-print media items. The collections of all LIU libraries are listed in LIUCAT, the library catalog. Books, journal articles and other library materials owned by LIU’s libraries not available at a particular campus can be requested through LIUCAT and supplied via the intralibrary loan service of the LIU libraries. Items not available at LIU libraries can also be requested through interlibrary loan and brought to campus or delivered electronically. In addition, the LIU Libraries system administers the Digital Commons @ LIU, an open access online repository that preserves, promotes, and disseminates the academic work of LIU students and faculty. The LIU Brooklyn Library houses a rich collection of books, periodicals, microforms, audio and videotapes, CDs and DVDs, pamphlets, and other materials in support of the campus’ educational programs. The Reference Collection, Reference Desk and Technical Services departments are situated on the third floor of the Salena Library Learning Center. An information commons, consisting of clusters of computers, provides access to the databases, library catalog, and the Internet. These computers, as well as all other computers in the library, are also equipped with productivity software such as word processing, spreadsheet, and presentation programs. Copies of dissertations and mater's theses may be requested at the Reference Desk. The Periodicals department, with a collection of both print and microform titles, is located on the fourth floor, where digital microform readers and printers are available. The Interibrary Loan, Archives and Special Collections, Rare Book Room, and the Electronic Services department are also located on the fourth floor. Highlights of the Special Collections include Artist Books Collection, the New York African Society for Mutual Relief Collection, Robert C. Weinberg Collection, and the Seawanhaka Student Newspaper Collection. The Circulation Desk, Reserve Collection, and the main book stacks are located on the fifth floor. The Media Center, housing the multimedia collection, media equipment and a group viewing room, is also on the fifth floor, as is the Library’s Cyber Lab. The Cyber Lab, a "green" lab, is equipped with computers that provide access to databases, library catalog, and Internet as well as up-to-date word processing, spreadsheet, presentation and database programs. In addition, the Library’s “smart classrooms” are located on the fifth floor. Photocopying machines are available on all three floors of the Library. The LIU Brooklyn Library is a member of several consortia, which grant both reading and borrowing privileges to LIU students. The Library offers information literacy classes and curriculum-integrated instruction. Library faculty and staff are available to help faculty and students with reference questions and research strategies.

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 34 LIU Brooklyn

HARRIET ROTHKOPF HEILBRUNN SCHOOL OF NURSING

The Harriet RothKopf Heilbrunn School of Nursing Graduate Program offers the Master of Science degree for the baccalaureate prepared registered nurse interested in pursuing a career as a nurse practitioner. Advanced certificate programs are available for registered nurses who already possess a master's degree in Nursing. The master's degree program at the Long Island University Harriet Rothkopf Heilbrunn School of Nursing is accredited by the Commission on Collegiate Nursing Education (www.ccneaccreditation.org) and the New York State Board of Regents. Graduates of the Nurse Practitioner programs are eligible for New York State certification as either an adult gerontology primay care nurse practitioner or family nurse practitioner. Upon successful completion of the master’s degree in nursing or advanced certificate program, students will meet educational eligibility requirements to apply and take the following American Nurses Credentialing Center (ANCC) and American Academy of Nurse Practitioners Certification Board (AANPCB) national certification exams: • Adult Gerontology Primary Care Nurse Practitioner • ANCC: Adult Gerontology Primary Care Nurse Practitioner examination • AANPCB: Adult-Gerontology Primary Care NP examination Family Nurse Practitioner • ANCC: Family Nurse Practitioner examination • AANPCB: Family NP examination For information, please contact the School of Nursing at 718-488-1031 or visit the website at www.liu.edu/brooklyn/brooklyn/academics/harriet-rothkopf-heilbrunn-school-of- nursing.

Dr. Peggy C. Tallier Dr. Audrey Stedford Dean Director, Graduate Programs [email protected] [email protected]

Dr. Patricia Reineke Dr. Julius Johnson Associate Dean Director, Family Nurse Practitioner Program [email protected] [email protected]

Ms. Lori Melton Administrative Assistant to the Graduate Program [email protected]

Page 35 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021

SCHOOL OF NURSING gender identity, age, socioeconomic status, Applicants are advised to submit all application culture, health care beliefs, and religion while materials as soon as possible, in order to secure a Associate Professors: Ma working with and understanding the roles of all seat in the program. Assistant Professors: Barnes, Broholm, Boyle- members of the interprofessional team. Submitting an Application for Admission Duke, Delaney, Johnson, Stedford, Vergara • Value the life-long learning and continuing All applicants must apply on-line for Adjunct Faculty: 9 professional development that prepares admissions to LIU Brooklyn. For information, go Graduate Nursing Program Goals graduate nurses to influence the delivery of safe to The goals of the Harriet Rothkopf Heilbrunn quality care to diverse populations in a variety http://www.liu.edu/Brooklyn/Admissions/Graduat School of Nursing graduate program are to prepare of settings and in a variety of rules. e. professional nurses who: Graduate Programs Program Requirements • assume leadership roles within the context of • M.S., Adult Gerontology Primary Care Nurse A grade of B or higher is required in all the interprofessional team to improve Practitioner graduate nursing courses and an overall GPA of healthcare outcomes for diverse populations. • M.S., Family Nurse Practitioner 3.0 or higher is required to progress through and • lead initiatives that promote safety and improve • Advanced Certificate in Adult Gerontology graduate from the graduate nursing program. quality outcomes Primary Care Nurse Pracitioner Clinical Clearance • translate evidence into advanced nursing • Advanced Certificate in Family Nurse Prior to beginning clinical placements, students practices Practitioner must complete a clearance process, which includes • effectively use technology in the care Programs are presented in a blended format. a current health assessment by the student's health

environment care provider, current titers, immunizations, • advocate for policy that addresses health Admission to the Degree and background check, drug screen, and disparities, promotes health equity, improves documentation of professional liability insurance. Advanced Certificate Programs Detailed information on specific requirements are population health and the nursing profession available in the Graduate Nursing Student • design and implement advanced nursing Educational Requirements: Handbook and School of Nursing website practices that consider the needs of diverse For the MS Program: (https://liu.edu/Brooklyn/Academics/Harriet- populations Graduation from a baccalaureate nursing Rothkopf-Heilbrunn-School-of-Nursing/Clinical- • commit to lifelong learning to improve care program accredited by the Commission on decisions Information). Collegiate Nursing Education, the Accreditation • are prepared for doctoral study Commission for Education in Nursing or the Graduate Nursing Program Outcomes National League for Nursing Commission for Upon completion of the program graduates are Nurse Practitioner Programs Nursing Education Accreditation. prepared to: For the Advanced Certificate Programs: The Nurse Practitioner programs are designed • Select relevant theoretical, scientific, and Graduation from a Master's degree nursing to prepare the Registered Nurse for advanced clinical knowledge to design, provide, and program accredited by the Commission on practice roles in primary care settings. The Master evaluate safe advanced nursing care to diverse Collegiate Nursing Rducation, the Accreditation of Science degree programs prepare students to clients in multiple settings. Commission for Education in Nursing or the meet the requirements for New York State • Formulate leadership behaviors that promote National League for Nursing Commision for certification to practice as an adult gerontology interprofessional collaboration and Nursing Education Accredition. primary care or family nurse practitioner. Upon communication, fiscal accountability, system In addition, the following are the minimum successful completion of the master’s degree in change, advocacy for the elimination of health criteria for acceptance into any of the graduate nursing or advanced certificate program, students disparities, and the provision of quality care. programs in Nursing: will meet educational eligibility requirements to • Monitor and assess outcomes to create quality • A cummulative GPA from all post-Secondary apply and take the following American Nurses improvement and safety initiatives that promote schools attended of at least 3.0 in nursing and Credentialing Center (ANCC) and American a ust culture of safety and excellence in 3.0 overall. Academy of Nurse Practitioners Certification organizational systems. • New York State Professional R.N. License and Board (AANPCB) national certification exams: • Build and lead collaborative interprofessional current registration Adult Gerontology Primary Care Nurse teams to evaluate and translate evidence into • Two years of clinical experience as an RN Practitioner Program practice to enhance quality and improve preferred • ANCC: Adult Gerontology Primary Care Nurse healthcare outcomes. • Prior college-level statistics, nursing research, Practitioner examination • Evaluate and manage the appropiate use of and health assessment courses are required for • AANPCB: Adult-Gerontology Primary Care technology to evaluate outcome data, promote the MS and Advanced Certificate programs. NP examination safe practice environments and effective (Statistics may be completed during the first Family Nurse Practitioner Program communication, and educate patients and year of graduate study at LIU Brooklyn). • ANCC: Family Nurse Practitioner examination members of the healthcare team to improve Application for Admission • AANPCB: Family NP examination healthcare outcomes. Applications are not considered until all of the The course of study for Adult Gerontology • Advocate, shape, and integrate policy that following have been received: Primary Care Nurse Practitioner may be completed influences social determinants of health, • Completed LIU Brooklyn application form in six semesters of part time study; the Family equitable access to care, reduces health care • A current resume or CV, official transcripts Nurse Practitioner may be completed in seven disparities, and promotes the advancement of from all post-secondary schools attended, and a semesters of part time study. The course of study the nursing profession. copy of the applicant's current New York State for Advanced Certificates can be completed in five • Demonstrate effective assessment, planning, registration as a Registered Professional Nurse. semesters for the Adult Gerontology Primary Care implementation, design, and evaluation Deadlines for Submission of Application track or six semesters for the Family Nurse strategies in caring for individuals and groups Applications are considered and accepted on a Practitioner track. regardless of race, sex, sexual orientation, rolling basis for both fall and spring semesters.

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 36 LIU Brooklyn

Credit and GPA Requirements NUR 694 Diagnosis and 4.00 M.S. Adult Gerontology Primary Minimum Total Credits: 40 Management of Illness Minimum Major GPA: 3.0 and Physical Conditions

Nure Care Practitioner of Family III

Blended Learning - Onsite & Online M.S. Family Nurse Practitioner NUR 695A/ Preceptored Practicum In 4.00

The 40-credit M.S., Adult Gerontology Primary B Primary Care of the Blended Learning - Onsite & Online Care Nurse Practitioner program prepares nurse Family III The 46-credit M.S., Family Nurse Practitioner practitioners by integrating extensive clinical program prepares nurse practitioners by Credit and GPA Requirements practice with foundational knowledge that is integrating extensive clinical practice with Minimum Total Credits: 46 required of all graduate nursing students. It is foundational knowledge that is required of all Minimum Major GPA: 3.0 designed for the registered nurse with a B.S. in graduate nursing students. It is designed for the nursing who wishes to acquire the clinical registered nurse with a B.S. in nursing who wishes knowledge and skills needed for advance-practice Advanced Certificate in Adult to acquire the clinical knowledge and skills needed nursing roles in the care of adults in a variety of for advance-practice nursing roles in a variety of Gerontology Primary Nurse primary care settings. primary care settings. This program is presented in a blended format. Practitioner This program is presented in a blended format. All courses are web-enhanced using Blackboard. All courses are web-enhanced using Blackboard. Blended Learning – Onsite & Online Up to 49% of course content may be online. Up to 49% of course contentn any one course may The 32-credit Advanced Certificate Adult Gerontology Primary Care Nurse Practitioner be online. program prepares nurses who already have a M.S., Adult Gerontology Primary M.S., Family Nurse Practitioner Master’s degree in nursing with the knowledge Care Nurse Practitioner [Program Code: 24686] {1203.1} and skills to practice as a nurse practitioner [Program Code: 20000] {HEGIS: 1203.1} Must complete all courses below: providing care for adults and older adults.

Must complete all courses below: NUR 610 Nursing Research 3.00 NUR 610 Nursing Research 3.00 Applicants who are already certified as nurse NUR 612 Pathophysiology for 3.00 practitioners in another specialty will have their NUR 612 Pathophysiology of the 3.00 Advanced Practice prior academic record evaluated to identify courses Adult Nursing for which they may be granted credit

NUR 614B Primary Health Care of 2.00 NUR 614 Primary Health Care of 2.00 the Adult the Family Advanced Certificate, Adult Gerontology Primary Care Nurse NUR 615 Foundations for 2.00 NUR 620 The Theoretical Basis of 3.00 NUR 620 Adult/Geriatric Primary 3.00 Advanced Practice Practitioner (Post-Masters) Care Practice Nursing [Program Code: 20001] The Theoretical Basis of Must complete all courses below: NUR 630 The Advanced Practice 2.00 Advanced Practice NUR 612 Pathophysiology for 3.00 Role Nursing Advanced Practice NUR 634 Advanced Physical 3.00 Nursing NUR 630 The Advanced Practice 2.00 Assessment Role NUR 614B Primary Health Care of 2.00 NUR 644 Pharmacology 4.00 the Adult NUR 634 Advanced Physical 3.00 Assessment NUR 670 Healthcare Issues, 2.00 NUR 615 Foundations for 2.00 Policies, and Ethics NUR 630 Adult/Gerontology 2.00 NUR 644 Pharmacology 4.00 Primary Care Practice Specialty requirement: NUR 670 Healthcare Issues, 2.00 The Advanced Practice NUR 690 Diagnosis and 4.00 Policies, and Ethics Role Management of Illness Specialty requirement: and Physical Conditions NUR 634 Advanced Physical 3.00 NUR 650 Diagnosis and 4.00 of Family I Assessment Management of Illnesses NUR 691A/ Preceptored Practicum in 4.00 NUR 644 Pharmacology 4.00 and Physical Conditions B Primary Care of the of the Adult I NUR 650 Diagnosis and 4.00 Family I Management of Illnesses NUR 654A/ Preceptored Practicum in 4.00 NUR 692 Diagnosis and 4.00 and physical Conditions B Primary and Acute Care Management of Illness of the Adult I of the Adult I and Physical Conditions NUR 654A/ Preceptored Practicum in 4.00 NUR 660 Diagnosis and 4.00 of Family II B Primary and Acute Care Management of Illnesses NUR 693A/ Preceptored Practicum in 4.00 of the Adult I and Physical Conditions B Primary Care of the of the Adult II NUR 660 Diagnosis and 4.00 Family II Management of Illnesses NUR 664A/ Preceptored Practicum in 4.00 and Physical Conditions B Adult Primary and Acute of the Adult II Care II

Page 37 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021

NUR 664A/ Preceptored Practicum in 4.00 Credit and GPA Requirements B Primary Care of Adult II Minimum Total Credits: 38 Minimum GPA: 3.0 Credit and GPA Requirements Minimum Total Credits: 32 Minimum GPA: 3.0

Advanced Certificate in Family Nurse Practitioner

Blended Learning – Onsite & Online The 38-credit Advanced Certificate Family Nurse Practitioner program prepares nurses who already have a Master’s degree in nursing with the knowledge and skills to practice as a nurse practitioner providing care for families and individuals throughout the lifespan.

Applicants who are already certified as nurse practitioners in another specialty will have their prior academic record evaluated to identify courses for which they may be granted credit.

Advanced Certificate, Family Nurse Practitioner (Post-Masters) [Program Code: 24687] Must complete all courses below: NUR 612 Pathophysiology for 3.00 Advanced Practice Nursing

NUR 614 Primary Health Care of 2.00 the Family

NUR 630 The Advanced Practice 2.00 Role

NUR 634 Advanced Physical 3.00 Assessment

NUR 644 Pharmacology 4.00

NUR 690 Diagnosis and 4.00 Management of Illness and Physical Conditions of Family I

NUR 691 Preceptored Practicum in 4.00 Primary Care of the Family I

NUR 692 Diagnosis and 4.00 Management of Illness and Physical Conditions of Family II

NUR 693A/ Preceptored Practicum in 4.00 B Primary Care of the Family II

NUR 694 Diagnosis and 4.00 Management of Illness and Physical Conditions of Family III

NUR 695A/ Preceptored Practicum in 4.00 B Primary Care of the Family III

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 38 LIU Brooklyn

Every Fall and Spring setting. A laboratory practicum is incorporated into Nursing Courses this course to give students the opportunity to NUR 615 Foundations for Adult/Geriatric integrate theoretical content into clinical NUR 610 Nursing Research Primary Care Practice experience. Emphasis is placed on developing a The purpose of the course is to teach This course is designed to help students develop the comprehensive and problem-oriented health knowledgeable consumers of nursing research at the necessary knowledge base and problem solving skill assessment of clients. graduate level to develop a basic research proposal for practice as an adult/geriatric primary care nurse The pre-requisites of NUR 610 and NUR 612 are or state-of-the-science paper based on a topic of practitioner. The content will introduce the required. interest and/or concern to the nursing profession. methodologies used to diagnose and treat some of Credits: 3 Additionally, it is stressed that critical evaluation of the most common complaints seen in primary care Every Fall and Spring the scientific merit of nursing research and and focus on health promotion. Emphasis will be incorporation of relevant evidence-based findings placed on expected body function and NUR 644 Pharmacology into their practice will facilitate the integrity of developmental changes based on age from This course is designed for nurse practitioner practice as well as client health outcomes. The adolescence through geriatrics. This course will students. The course provides the student with an importance of evidence-based practice and the incorporate the use of simulation exercises to create advanced understanding of pharmaceutics, research process to the development of nursing a foundation of assessment, intervention and pharmacokinetics and pharmacodynamics. The knowledge and subsequent practice is discussed. evaluation as well as group clinical practice. major classifications of drugs used across the Emphasis is placed on the application of The pre-requisites of NUR 614 and NUR 630 are lifespan in primary care settings are emphasized in appropriate research methodology, and required. terms of therapeutic effects, adverse effects, development of a research proposal or state-of-the- Credits: 2 interactions, and patient and family teaching. science paper from critically evaluated evidence in Every Fall and Spring Ethical considerations and cultural and financial the literature. This process occurs within a issues related to medication are also discussed. NUR 620 The Theoretical Basis of Advanced culturally-diverse and collegial atmosphere. Students have the opportunity to apply knowledge Practice Nursing Pre-requisite of NUR 620 is required. and gain critical thinking skills with a variety of case The purpose of the course is to provide students Credits: 3 studies. The course includes three hours of content with an in-depth examination of conceptual nursing Every Fall and Spring on both New York State and Federal laws and and behavioral models applicable to advanced regulations related to prescribing and record NUR 612 Pathophysiology for Advanced Practice practice nursing. The course includes the discussion keeping. Nursing and comparison of various theoretical models from Pre-requisites of NUR 610 and NUR 612 are This course reviews the pathophysiology of disease nursing and other disciplines with a major focus on required. entities and foster the development of critical their relevance and application to nursing practice, Credits: 4 thinking in interpreting changes in function that research and theory development. Every Fall and Spring result in symptoms indicative of illness. Credits: 3 Credits: 3 Every Fall and Spring NUR 650 Diagnosis and Management of Illnesses

Every Fall and Spring and Physical Conditions of the Adult I NUR 630 The Advanced Practice Role This course is one of two courses that focus on NUR 614 Primary Health Care of the Family The seminar provides an opportunity to critically clinical decision-making skills. Knowledge of This course is an overview of common issues in examine the advanced practice role within the advanced physical assessment, pathophsiology and primary care, including principles of screening, context of a rapidly changing health care delivery pharmacology are the underpinnings for the course prevention, anticipatory guidance, patient system. The role of the primary care nurse content. Critical thinking and diagnostic reasoning education techniques, multicultural issues, practitioner is explored from historic, legal and are reinforced as the basis of practice. The use of occupational and alternative medicine. All issues professional perspective. The processes of evidence based practice protocols and guidelines is are related to current best evidence as well as the interdisciplinary collaboration and policy an integral part of this course. Common acute and impact of health literacy on specific populations. development are discussed. Strategies for proactive chronic conditions of adolescents and adults in the The Healthy People 2020 goals are the basis for all leadership and decision-making are also examined. collaborative practice primary care setting are discussions. Critical thinking, group dynamics, leadership skills, emphasized. The pre-requisites of NUR 610 and NUR 612 are and role of the APN as educator are studied and Pre-requisites of NUR 612, 614, 630, 634 and 644 required. modeled in classroom experiences, field are required. Credits: 2 experiences, and course assignments. Credits: 4 Every Fall and Spring The pre-requisites of NUR 610 and NUR 612 are Every Fall and Spring required. NUR 614B Primary Health Care of the Adult Credits: 2 NUR 654A Preceptored Practicum in Primary This course is an overview of common issues in Every Fall and Spring and Acute Care of the Adult I primary care, including principles of screening, This segment, of a two-segment preceptored prevention, anticipatory guidance, patient NUR 634 Advanced Physical Assessment practicum, provides an opportunity to practice skills education techniques, multicultural issues, The student is provided with knowledge, methods and develop competency in the diagnosis and occupational and alternative medicine. All issues and laboratory practicum experience to build upon management of common acute and chronic are related to current best evidence as well as the and to refine physical assessment skills. conditions of adolescents and adults. Students, impact of health literacy on specific populations. Comprehensive physical examination of adults and with the supervision of their preceptor, develop The Healthy People 2020 goals are the basis for all children as well as psychosocial, developmental, skills in diagnostic reasoning, learn to develop plans discussions. occupational and cultural aspects of health of care, and gain experience in the selection and The pre-requisites of NUR 610 and NUR 612 are assessment is studied in depth, using an evidence- prescription of drug therapy using practice required. based approach. Emphasis is placed on the protocols. Students also focus on the health Credits: 2 collaborative aspects of being a member of an education needs of individual clients in their interdisciplinary health care team in a primary care

Page 39 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021 clinical site. This segment, of a two segment preceptored in the selection and prescription of drug therapy Pre-requisite or Co-requisite of NUR 650 is practicum, provides an opportunity to practice skills using practice protocols. Students also focus on the required. and develop competency in the diagnosis and health education needs of individual clients in their Credits: 2 management of common acute and chronic clinical site. Every Fall and Spring conditions of adolescents and adults. Students, The pre-requisite or co-requisite of NUR 690 is with the supervision of their preceptor, continue to required. NUR 654B Preceptored Practicum in Primary refine their skills in diagnostic reasoning, Credits: 2 and Acute Care of the Adult I developing plans of care, and to gain experience in Every Fall and Spring This segment, of a two-segment preceptored the selection and prescription of drug therapy using practicum, provides an opportunity to practice skills practice protocols. Students also focus on the NUR 691B Preceptored Practicum in Family and develop competency in the diagnosis and health education needs of individual clients as well Primary Care I management of common acute and chronic as the needs of the community served by the clinical This segment, of a two segment preceptored conditions of adolescents and adults. Students, site. practicum, provides an opportunity to practice skills with the supervision of their preceptor, develop Pre-requisite or Co-requisite of NUR 660 is and develop competency in the diagnosis and skills in diagnostic reasoning, learn to develop plans required. management of common acute and chronic of care, and gain experience in the selection and Credits: 2 conditions of infants, children, adolescents, and prescription of drug therapy using practice Every Fall and Spring adults. Emphasis is on pediatrics and women’s protocols. Students also focus on the health health. Students, with the supervision of their education needs of individual clients in their NUR 670 Healthcare Issues, Policies, and Ethics preceptor, develop skills in diagnostic reasoning, clinical site. This course provides graduate nursing students with learn to develop plans of care, and gain experience Pre-requisite or Co-requisite of NUR 650 is the analytical tools and historical perspective to in the selection and prescription of drug therapy required. actively influence policy development affecting the using practice protocols. Students also focus on the Credits: 2 delivery of nursing and health care in the United health education needs of individual clients in their Every Fall and Spring States and the world. The course is designed to clinical site. explore current factors, policy determinants, and The pre-requisite or co-requisite of NUR 690 is NUR 660 Diagnosis and Management of Illnesses ethical issues affecting health care, specifically as required. and Physical Conditions of the Adult II they affect nursing at all levels of practice, nursing Credits: 2 This course is one of two courses that focus on education and nursing and healthcare Every Fall and Spring clinical decision-making skills. Knowledge of administration. advanced physical assessment, pathophsiology and Credits: 2 NUR 692 Diagnosis and Management of Illness pharmacology are the underpinnings for the course Every Fall and Spring and Physical Conditions of Family II content. Critical thinking and diagnostic reasoning This course is one of three courses that focus on are reinforced as the basis of practice. The use of NUR 690 Diagnosis and Management of Illness clinical decision-making skills in family oriented evidence based practice protocols and guidelines is and Physical Conditions of Family I practice. Knowledge of advanced physical an integral part of this course. Common acute and This course is one of three courses that focus on assessment, pathophsiology and pharmacology are chronic conditions of adolescents and adults in the clinical decision-making skills in family oriented the underpinnings for the course content. Critical collaborative practice primary care setting are practice. Knowledge of advanced physical thinking and diagnostic reasoning are reinforced as emphasized. assessment, pathophysiology and pharmacology the basis of practice. The use of evidence based The pre-requisites of NUR 612, 614, 630, 634 and provide the underpinning for the course content. practice protocols and guidelines is an integral part 644 are required. Critical thinking and diagnostic reasoning are of this course. Common acute and chronic Credits: 4 reinforced as the basic for practice. Family theory conditions of adolescents and adults in the Every Fall and Spring concepts are presented to form the foundation for collaborative practice primary care setting are practice. Physical assessment skills related to emphasized. NUR 664A Preceptored Practicum in Adult infants and children are reinforced. The use of Pre requisites: NUR 612, 630, 634 and 644 Primary and Acute Care II evidence based practice protocols and guidelines is Credits: 4 This segment, of a two segment preceptored an integral part of this course. The student will Every Fall and Spring practicum, provides an opportunity to practice skills focus on the assessment, diagnosis and treatment of and develop competency in the diagnosis and pediatric and pregnancy health issues. NUR 693A Preceptored Practicum in Primary management of common acute and chronic The pre-requisites of NUR 612, 614, 630, 634 and Care of the Family II conditions of adolescents and adults. Students, 644 are required. This segment, of a two segment preceptored with the supervision of their preceptor, continue to Credits: 4 practicum, provides an opportunity to practice skills refine their skills in diagnostic reasoning, Every Fall and Spring and develop competency in the diagnosis and developing plans of care, and to gain experience in management of common acute and chronic the selection and prescription of drug therapy using NUR 691A Preceptored Practicum in Family conditions of infants, children, adolescents, and practice protocols. Students also focus on the Primary Care I adults. Emphasis is on adolescents and adults. health education needs of individual clients as well This segment, of a two segment preceptored Students, with the supervision of their preceptor, as the needs of the community served by the clinical practicum, provides an opportunity to practice skills continue to refine their skills in diagnostic site. and develop competency in the diagnosis and reasoning, developing plans of care, and to gain Pre-requisite or Co-requisite of NUR 660 is management of common acute and chronic experience in the selection and prescription of drug required. conditions of infants, children, adolescents and therapy using practice protocols. Students also Credits: 2 adults. Emphasis is on pediatrics and women’s focus on the health education needs of individual Every Fall and Spring health. Students, with the supervision of their clients as well as the needs of the community served preceptor, develop skills in diagnostic reasoning, by the clinical site NUR 664B Preceptored Practicum in Adult learn to develop plans of care, and gain experience The pre-requisite or co-requisite of NUR 692 is Primary and Acute Care II

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 40 LIU Brooklyn required. NUR 695B Preceptored Practicum in Primary Credits: 2 Care of the Family III Every Fall and Spring This segment, of a two segment preceptored practicum, provides an opportunity to practice skills NUR 693B Preceptored Practicum in Primary and develop competency in the diagnosis and Care of the Family II management of common acute and chronic This segment, of a two segment preceptored conditions of infants, children, adolescents, and practicum, provides an opportunity to practice skills adults. Emphasis is on adolescents and adults. and develop competency in the diagnosis and Students, with the supervision of their preceptor, management of common acute and chronic continue to refine their skills in diagnostic conditions of infants, children, adolescents, and reasoning, developing plans of care, and to gain adults. Emphasis is on adolescents and adults. experience in the selection and prescription of drug Students, with the supervision of their preceptor, therapy using practice protocols. Students also continue to refine their skills in diagnostic focus on the health education needs of individual reasoning, developing plans of care, and to gain clients as well as the needs of the community served experience in the selection and prescription of drug by the clinical site therapy using practice protocols. Students also The pre-requisite or co-requisite of NUR 694 is focus on the health education needs of individual required. clients as well as the needs of the community served Credits: 2 by the clinical site Every Spring The pre-requisite or co-requisite of NUR 692 is required. NUR 700 Independent Study Credits: 2 An opportunity for students to do advanced work Every Fall, Spring and Summer under the guidance of the faculty. Pass/Fail only. Open to graduate nursing students with the NUR 694 Diagnosis and Management of Illness permission of their Program Director and Physical Conditions of Family III Credits: 1 This course is one of three courses that focus on On Demand clinical decision-making skills in family oriented practice. Knowledge of advanced physical NUR 700P Independent Study - Practicum assessment, pathophsiology, and pharmacology are This one credit independent study allows adult the underpinnings for the course content. Critical nurse practitioner students who have not thinking and diagnostic reasoning are reinforced as completed the clinical hours for a practicum the basis of practice. The use of evidence based experience in the semester in which they are practice protocols and guidelines is an integral part registered to continue to work under the of this course. Common acute and chronic supervision of their preceptor and their practicum conditions of adolescents and adults in the advisor during the following semester. collaborative practice primary care setting are emphasized. NUR 701 Independent Study The pre-requisites of NUR 612, 614, 630, 634 and An opportunity for students to do advanced work 644 are required. under the guidance of the faculty. Open to graduate Credits: 4 nursing students with permission of their Program Every Spring Director. Credits: 1 NUR 695A Preceptored Practicum in Primary On Demand Care of the Family III This segment, of a two segment preceptored NUR 701P Independent Study - Practicum practicum, provides an opportunity to practice skills This one credit independent study allows family and develop competency in the diagnosis and nurse practitioner students who have not management of common acute and chronic completed the clinical hours for a practicum conditions of infants, children, adolescents, and experience in the semester in which they are adults. Emphasis is on adolescents and adults. registered to continue to work under the Students, with the supervision of their preceptor, supervision of their preceptor and their practicum continue to refine their skills in diagnostic advisor during the following semester. reasoning, developing plans of care, and to gain experience in the selection and prescription of drug therapy using practice protocols. Students also focus on the health education needs of individual clients as well as the needs of the community served by the clinical site The pre-requisite or co-requisite of NUR 694 is required. Credits: 2 Every Spring

Page 41 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021

RICHARD L. CONOLLY COLLEGE OF LIBERAL ARTS AND SCIENCES

The College of Liberal Arts and Sciences at LIU Brooklyn offers the doctoral degree in clinical psychology, as well as the master’s degree in biology, media arts, and psychology, and master of fine arts degrees in creative writing, and writing and producing for television. All degrees and certificates are registered with the New York State Department of Education. The College is named in honor of Admiral Richard L. Conolly, who was the university’s president from 1953-1962. For information, please contact the Dean’s Office at 718-488-1003, fax 718-780-4166, or visit the website at www.liu.edu/brooklyn/clas. Ryan Buck Dean [email protected] Margaret Cuonzo Associate Dean [email protected] Judy Luu Assistant to the Dean [email protected]

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 42 LIU Brooklyn

DEPARTMENT OF BIOLOGY and be employed in research laboratories in Department of Biology. Students will be pharmaceutical and biotechnology companies, responsible for answering comprehensive Professors: Chung, DePass, Kwon, Morin (Chair) hospitals and federal and state agencies. questions relating to those seminars that are Professors Emeriti: Birchette, Cohen, Hammerman Successful graduates also may choose to enter relevant to their graduate courses.

Associate Professors: Kovac, Kwak, Leslie, medical, osteopathic, veterinary or dental schools Molina, Tello, Vogelstein to obtain professional degrees. In addition, M.S., Biology Associate Professor Emeriti: McKenna students can choose from a wide variety of health [Program Code: 06886] {HEGIS: 0401.0} Assistant Professor: Zolnik related fields, such as physical therapy, nursing, Instructor: Peckham genetic counseling, radiologic technology, to name Biology, Microbiology (Plan I) Adjunct Faculty: 28 a few. Biology majors are encouraged to develop The following courses are required: specific career objectives while pursuing their graduate studies. Departmental advisers will assist BIO 536 Laboratory in 1.00 At the graduate level, the Department of students in exploring career possibilities and in Bacteriological and Biology offers the M.S. in Biology which offers devising a personalized plan of study that will best Molecular Techniques concentrations in general biology, prepare them for their career goals. molecular/cellular biology, microbiology and BIO 537 Laboratory in 1.00 Admission Requirements medical Microbiology. Our core of full-time Biochemistry and To be admitted to this program you must: faculty members augmented by over 20 adjuncts Computer Use • Have completed a bachelor’s degree with a provides students with unrivaled expertise in a grade point average of 3.0 or greater BIO 620 Biochemistry 3.00 wide variety of subject areas including molecular • Have completed at the undergraduate level (1) and cellular biology, bioinformatics, ecology, BIO 641 Advanced Microbiology 3.00 six advanced courses in biology, (2) one year of evolution, microbiology, genetics, ornithology. college mathematics including at least one BIO 642 Advanced Microbiology 4.00 The goal of the department is to provide a semester of calculus, (3) one year each of BIO 695 General Virology 3.00 challenging and stimulating curriculum that fosters inorganic and organic chemistry, and (4) one critical thinking and promotes scientific curiosity Student complete either Option A or Option B. year of college physics. Deficiencies in any of on current topics in the biological sciences. Thesis Track (Option A): these qualifications may be removed during the The minimum credit requirement for thesis track first year of graduate study without credit. (Option A) is 30 credits. In addition to the courses • International students: (1) Must complete the listed above (15 credits), the following is required: M.S. Biology equivalent of a four-year bachelor’s degree. (2) • Thesis courses: The M.S. in Biology is designed to prepare Submit all records translated into English and BIO 707 Research and Preparation 3.00 students for graduate or professional studies as have the original record, or copies of the of the Thesis well as for entering the job market. Students original, certified or attested to by an official of choose from one of four concentrations: general the school issuing the record, or by the BIO 708 Research and Preparation 3.00 biology, molecular/cellular biology, microbiology Consulate/Ministry of Education of the issuing of the Thesis country. (3) Submit a course-by-course or medical microbiology. Students, with the • A total of 9 credits in electives from graduate evaluation, completed by an acceptable approval of their advisor, design their course of biology courses: international credential evaluation agency, for study which may vary from the specific areas of BIO 500-599 any BIO listed all transcripts/marksheets from colleges or molecular/cellular biology, microbiology or in catalog medical microbiology to more general areas such universities outside of the United States. (4) as sustainability, ecology, systematics or Submit an official copy of the Test of English BIO 600-699 any BIO listed environmental studies. For each concentration a as a Foreign Language (TOEFL) administered in catalog by the Educational Testing Service or the student chooses one of two pathways to complete BIO 700-799 any BIO listed International English Language Testing System the degree: (1) takes a comprehensive examination in catalog based upon the course work completed; or (IELTS) examination. (2) completes a research project under the • Transfer students must present an overall grade Internship maximum of 6 advisement of one of the faculty members, and point average of 3.0 and submit official credits transcripts for the attended college(s) writes and successfully defends a thesis based Comprehensive Exam Track (Option B): • Submit a completed application to the Office of upon that research. The research option may not be The minimum credit requirement for Admissions (see Submitting an Application for available for all students, dependng upon the comprehensive exam track (Option B) is 36 Admission) availability of professors. Each concentration has a credits. In addition to the courses listed above (15 Submitting an Application for Admission set of required core courses (see Course of Study) credits), the following is required: All applicants must apply for admission to LIU which the student must complete; additional • 21 credits from graduate biology courses: Brooklyn. Please apply online at My LIU or use course work is completed from elective classes. BIO 500-599 any BIO listed the Apply Now link in the top navigation bar. For Students who elect to complete a thesis must in catalog complete a total of 30 credits (core plus electives). more information on the admissions process, visit Students who elect to take the comprehensive the Office of Admissions website. BIO 600-699 any BIO listed examination must complete a total of 36 credits Fully matriculated students may begin their in catalog research projects after defending their thesis (core plus electives). BIO 700-799 any BIO listed proposals before a committee of graduate biology A master of science degree can be used as a in catalog steppingstone for multiple career paths. Students faculty. An oral defense of the completed thesis may further their scientific pursuits by continuing before a committee of the graduate faculty of the Internship maximum of 6 on to earn a Ph.D. in the biological sciences. department is required. credits All graduate students are required to attend the Alternatively, students may enter the work force regularly scheduled seminars given by the

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Biology, Medical Microbiology (Plan II) BIO 537 Laboratory in 1.00 Internship maximum of 6 The following courses are required: Biochemistry and credits Computer Use BIO 536 Laboratory in 1.00 Bacteriological and BIO 620 Biochemistry 3.00 Biology, General Biology (Plan IV) Molecular Techniques The following courses are required: The following courses are required: BIO 537 Laboratory in 1.00 BIO 550 Molecular and Cell 2.00 BIO 701 Biology Seminar 1.00 Biochemistry and Biology Computer Use BIO 702 Biology Seminar 1.00 BIO 551 Molecular and Cell 2.00 The following courses are required: BIO 620 Biochemistry 3.00 Biology Laboratory In addition, all students must take a minimum of All of the following courses are required: Of the following courses only one (1) is 11 credits (Option A - See below) or 17 credits BIO 641 Advanced Microbiology 3.00 required: (Option B - See below) from the foundation BIO 642 Advanced Microbiology 4.00 BIO 612 Cytology: The Nucleus 3.00 courses listed below BIO 503 Modern Concepts of 3.00 BIO 695 General Virology 3.00 BIO 613 Cytology: The Cytoplasm 3.00 Evolution Of the following courses only one (1) is BIO 697 Medical Microbiology 3.00 required: BIO 505 Biostatistics 3.00 BIO 698 Medical Microbiology 4.00 BIO 609 Human Genetics 3.00 Laboratory in BIO 703 Seminar in Microbiology 1.00 BIO 631 Genetics 3.00 BIO 536 Bacteriological and 1.00 Molecular Techniques BIO 704 Seminar in Microbiology 1.00 Student complete either Option A or Option B. Laboratory in Of the following courses only one (1) is Thesis Track (Option A): BIO 537 Biochemistry and 1.00 required: The minimum credit requirement for thesis track (Option A) is 30 credits. In addition to the courses Computer Use BIO 647 Immunology 4.00 listed above (15 credits), the following courses are BIO 608 Ecology 3.00 BIO 648 Immunology 3.00 required: BIO 613 Cytology: The Cytoplasm 3.00 Student complete either Option A or Option B. • Thesis courses Thesis Track (Option A): BIO 707 Research and Preparation 3.00 BIO 620 Biochemistry 3.00 The minimum credit requirement for thesis track of the Thesis Effective Communication (Option A) is 30 credits. In addition to the courses BIO 622 3.00 BIO 708 Research and Preparation 3.00 in Science listed above (27 credits), the following course is of the Thesis required: BIO 625 Plant Molecular Biology 3.00 • Thesis course • 9 credits of electives from graduate biology courses: BIO 631 Genetics 3.00 BIO 707 Research and Preparation 3.00 of the Thesis BIO 500-599 all BIO BIO 692 Molecular Biology 3.00 Subjects listed Comprehensive Exam Track (Option B): Students complete either Option A or Option B. in catalog The minimum credit requirement for Thesis Track (Option A): comprehensive exam track (Option B) is 36 BIO 600-699 all BIO The minimum credit requirement for thesis track credits. In addition to the courses listed above (27 Subjects listed (Option A) is 30 credits. In addition to the courses credits), the following is required: in catalog listed above (13 credits), the following courses are • 9 credits of electives from graduate biology required: BIO 700-799 all BIO courses: • Thesis courses Subjects listed BIO 707 Research and Preparation 3.00 BIO 500-599 any BIO listed in catalog in catalog of the Thesis Internship maximum of 6 BIO 708 Research and Preparation 3.00 BIO 600-699 any BIO listed credits in catalog of the Thesis Comprehensive Exam Track (Option B): • 11 credits of electives from graduate biology BIO 700-799 any BIO listed The minimum credit requirement for courses: in catalog comprehensive exam track (Option B) is 36 credits. In addition to the courses listed above (15 BIO 500-599 any BIO listed Internship maximum of 6 credits), the following is required: in catalog credits • 21 credits of electives from graduate biology BIO 600-699 any BIO listed courses: in catalog Biology, Molecular-Cellular Biology (Plan BIO 500-599 any BIO listed BIO 700-799 any BIO listed III) in catalog in catalog The following courses are required: BIO 600-699 any BIO listed Internship maximum of 6 BIO 536 Laboratory in 1.00 in catalog Bacteriological and credits BIO 700-799 any BIO listed Molecular Techniques Comprehensive Exam Track (Option B): in catalog The minimum credit requirement for comprehensive exam track (Option B) is 36

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 44 LIU Brooklyn credits. In addition to the courses listed above (19 credits), the following is required: • 17 credits of electives from graduate biology courses: BIO 500-599 any BIO listed in catalog

BIO 600-699 any BIO listed in catalog

BIO 700-799 any BIO listed in catalog

Internship maximum of 6 credits

Credit and GPA Requirements Minimum Credits: 30 (Thesis Option) Minimum Credits: 36 (Comprehensive Exam Option) Minimum Major GPA: 3.00

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Biology Courses BIO 508 The Biology of Cancer in Biology. A general survey in oncology. Lectures address the Credits: 1 historical perspective of cancer research, the Every Spring BIO 503 Evolution definition and classification of tumors, the A study of the basic concepts and principles of epidemiology of human cancer, gene regulation and BIO 541 Special Topics in Biology evolutionary biology, beginning with a brief history differentiation in normal and tumor cells, A presentation of subjects of unusual and current of evolutionary thought, followed by the characteristics of transformed malignant cells, the interest. Two hours of lecture per week, including fundamental concepts of evolutionary genetics, biology of tumor metastasis, host transformed selected demonstrations plus term papers. Course adaptation and natural selection. Additional topics malignant cells, the origins of human cancer, and may be repeated. include molecular evolution and systematics, the cancer therapy. Two hours of lecture per week plus Credits: 3 origins of biological diversity, and paleobiology and term paper. Prerequisite: General background in On Demand macroevolution. The primary emphasis will be on Biology and Chemistry. BIO 543 Current Topics in Biology concepts with a major goal to impart some Credits: 3 This course is a one-day conference on a current understanding of the methods used in evolutionary Alternate Fall and interesting biological topic, covering a wide investigations: the kinds of observations and range of biological disciplines. Each year the topic is experiments that are used, the facts that are BIO 531 Neurochemistry chosen for its timeliness. Speakers who are experts observed and inferred, and the kinds of reasoning A discussion of the morphology, biochemical in their particular field are invited to speak and to used to develop and test hypotheses. Concepts are composition, metabolism, physiology and suggest several pertinent papers. Students are reinforced through independent trips to the pharmacology of the nervous system. The course required to write a paper that presents an overview American Museum of Natural History. Two hours begins with the general principles of synaptic of the topic and then synthesizes the information of lecture per week plus a term paper. Prerequisite: transmission and deals in depth with several of the from the talks and papers. An undergraduate major or minor in biology. A neurotransmitter systems in terms of biosynthesis of Credits: 1 course in genetics is strongly recommended. the transmitter, storage, release, inactivation in the synapse, and receptor types and how they mediate Every Spring Credits: 3 their signals in the postsynaptic cells. Also included Every Fall BIO 544 Biology of Pathogenic Microorganisms are discussions on aging and development in the Emphasis on microorganisms that cause infectious BIO 504 Evolution and Human Development nervous system, drug addictions, and the role of diseases, including bacteria, fungi and viruses as This course explores the evolution of humans various dietary nutrients on nervous system well as their interrelationship with the host's within a broad comparative and theoretical function. Two hours of lecture per week. Offered immune system. Characteristics of these infectious framework involving molecular genetics, gross and on occasion. Prerequisite: At least one semester of micro-organisms with respect to mechanisms of microscopic anatomy, embryology, human and non- Biochemistry. pathogenesis and transmission as well as methods human paleontology, ecology, and macro-/micro- Credits: 3 of prevention and treatment where appropriate. evolutionary processes. An overview of current Cross-Listings: BIC 531, BIO 531, CHM 531 Two hours of lecture per semester. Prerequisite: primate taxonomy and its attendant problems is On Occasion Undergraduate - or graduate-level general followed by a brief consideration of our earliest bacteriology course. primate ancestors before proceeding to a BIO 536 Laboratory in Bacteriological and Credits: 3 comprehensive examination of subsequent ‘human’ Molecular Techniques A laboratory course that introduces students to the On Occasion precursors and several controversies regarding the basic methods in bacteriology and molecular rise and distribution of modern human BIO 545 Biophysical Chemistry biology. The first seven weeks deal with such populations. Two hours of lecture per week plus An introduction to principles and techniques in bacteriological techniques as pure cultures, sterile term paper. Prerequisite: An undergraduate major Physical Chemistry and the application of those technique, metabolism and growth of bacteria. The or minor in biology which includes at least one fundamentals to studies on biomolecules, including second seven weeks introduce the basic techniques upper level course in human anatomy and biomembranes, peptides, proteins and DNA. in molecular biology, including isolation of plasmid physiology. BIO 503 is strongly recommended. Designed for students who plan to work in and chromosomal DNA, cloning, transformation, Credits: 3 chemical or pharmaceutical companies or who plan gel electrophoresis of nucleic acid, and PCR. Two Every Spring to do research in the biochemical, biological, hours of laboratory per week. Prerequisite: An biomedical and chemical sciences. Two hours of BIO 505 Introduction to Biostatistics undergraduate degree in Biology. lecture and four hours of laboratory per week. This course is designed for graduate students in the Credits: 1 Credits: 4 biological or health related sciences with the Every Fall On Demand objective of enabling them to understand and apply BIO 537 Laboratory in Biochemistry and the theories underlying the techniques of point and BIO 550 Molecular and Cell Biology Computer Use interval estimation, hypothesis testing, regression An advanced course in the molecular biology of A laboratory course that introduces students to analysis and the design of experiments. In the eukaryotic gene structure and regulation, with basic methods in biochemistry and to the main, the course will focus on the analysis of emphasis on mammalian cell and developmental applications of computers to research and thesis biostatistical, pharmaceutical and clinical trial data biology and genetics. Biochemical and biophysical preparation. The first seven weeks deal with and will be motivated by solving problems in many studies of nucleic acids, chromatin and chromatography, electrophoresis, enzymology, radio diverse areas of applications in the biological and chromosome structure, somatic cell and isotopes and spectroscopy. The second seven weeks pharmaceutical realm. Two hours of lecture per immunogenetics; DNA sequence organization and introduce students to the Science Division week. Pre-requiste: MTH 30. cell developmental biology are all considered. Two computer laboratory; that is, how to use the World Credits: 3 hours of lecture per week. A course in molecular Wide Web/Internet and how to use computers to Cross-Listings: BIO 505, MTH 505 biology or genetics is recommended. analyze and present data. Two hours of laboratory On Occasion Credits: 2 per week. Prerequisite: An undergraduate degree Every Fall

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include introductory topics that are the foundation described, with an emphasis on establishing a firm BIO 551 Molecular and Cell Biology Laboratory for the field, issues at the levels of populations, foundation of understanding of important signaling An advanced laboratory course in the molecular communities and ecosystems, and end with the systems in biology. Molecular and genetic aspects of biology of eukaryotic cells. Laboratory instruction practical application of conservation biology in a intracellular signal transduction are explored in may include RNA isolation and analysis, protein real and complex world. Specific topics to be depth. Topics also include quantitative and expression and purification, protein-protein investigated are: the meaning and ethics of qualitative treatment of the interaction of ligands interaction, DNA-mediated gene transfer and conservation and biodiversity, the recognition of with their receptors. Knowledge-based approaches microcomputer analysis of DNA sequence species in danger of extinction (using techniques of to drug discovery are analyzed as well. Two hours of databases. Two two-hour laboratory sessions per population genetics and ecology, biogeography and lecture per week plus term paper. Prerequisites: week. systematics), and preservation of species. The Undergraduate biochemistry. Credits: 2 course will consist of lectures, class discussions of Credits: 3 Every Fall original research and review papers, and a research Alternate Spring

paper and presentation. Two hours of lecture per BIO 552 Current Methods in Biotechnology week plus two field trips and a term paper. BIO 612 Cytology: The Nucleus New sequencing technologies, in particular next- Credits: 3 A detailed treatment of the structure and function generation sequencing (NGS), Alternate Spring of the cell, with particular attention directed toward have resulted in a deluge of genomic data. What the chromosome and its composition, structure and used to take decades to sequence can now be BIO 605 Topics in Evolution and Ecology conformation during the cell cycle. Regulation of sequenced in a week or less using NGS. This course will be an interactive discussion of nuclear events by extracellular ligands and Sequencing, coupled with real time PCR, has avian ecology and evolution, designed to go beyond cytoplasmic signalling pathways are discussed. Two resulted in unparalleled advances in genetic testing the textbook knowledge of avian ecology and hours of lecture per week plus collateral reading and screening, gene expression and genomics. One evolution and provide the students with a critical and a term report. application of NGS is bacterial metagenomic examination of the theories, hypotheses, and lab Credits: 3 sequencing that can quickly elucidate bacterial and field based data that support or refute these On Occasion diversity and composition (microbiome) within any hypotheses. This course will be based on a recent sample. Certain diseases have been shown to affect book on avian speciation, which presents some BIO 613 Cytology: The Cytoplasm gut microbiomes, making them useful as disease novel and provocative perspectives on important An investigation of the organization and structure markers in clinical applications. The Biology issues in avian ecology and evolution, plus of the cytoplasm, including a detailed treatment of Department at LIU houses an NGS platform, the additional readings from primary literature. Two cell organelles and their activities and interactions. Ion Torrent Personal Genome Machine, which hours of lecture per week plus a term paper. The molecular and biochemical relationship among specializes in microbiome sequencing. This course Credits: 3 all cellular components is stressed. Two hours of aims to teach students( I) applications of real time On Occasion lecture per week plus a term paper. PCR, (2) how to conduct 16S metagenomics Credits: 3 sequencing and to analyze the resulting data, similar BIO 607 Neuroanatomy Every Spring to approaches used in clinical diagnostics, (3) A study of the organization of the human central invitro transcription and translation and (4) nervous system. Emphasis is placed on the BIO 615 Bioinfomatics functional protein assays. Two hours of lecture and structures and organizations of the brain and spinal The course covers modern approaches to analysis of two hours of laboratory per week cord and on the cranial nerves, with additional the vast quantities of data generated by current Graduate standing; for undergraduates upper level material on the cranium and spinal column, the biological studies. Advanced statistical methods are laboratory course in molecular biology meninges, the blood supply, embryonic explored including Bayesian approaches. The uses Credits: 3 development, and histology of the central nervous of DNA sequence comparisons are explored. Finally On Demand system. Two hours of lecture per week plus a term the structural role of proteins in health and disease paper. Prerequisite: General Biology. A course in are covered and a statistical framework to explain BIO 554 Principles of Molecular Pharmacology anatomy is recommended. structural features is developed. Three hours of Molecular pharmacology is the study of drug Credits: 3 lecture per week function at a molecular level. A major focus of this Every Fall Credits: 3 course involves the exploration of the molecular Every Fall mechanisms of drug action and metabolism. BIO 609 Human Genetics Research on drugs from the major therapeutic areas A basic course in the principles of human genetics BIO 616 Biology of the Blood and Bone Marrow will be studied. The mechanisms of both intended and molecular biology. Lecture topics include This course presents an overview of hematology, effects and side effects will be reviewed. New structure of the human chromosome; techniques in including the structure and function of approach to drug discovery will be considered, with molecular biology and cytogenetics; structures of erythrocytes, leukocytes and platelets, and their a focus on the molecular basis of drug function as a chromosomal abnormalities; abnormal development in the bone marrow. Mechanisms of key to drug identification. There will be an chromosomes in humans and their related diseases; normal and abnormal hemostasis (blood assigned paper on the molecular mechanism, karyotype analysis; inheritance patterns of human coagulation) will be covered. Recent findings in distribution, and function of a selected drug group. diseases; mapping human chromosomes; and normal and in pathologic states will be discussed. Two hours of lecture per week plus term paper. human gene isolation. Two hours of lecture per Two hours of lecture per week plus a term paper. Pre-requisites: Chemistry 121 and 122. week plus term paper. Credits: 3 (Biochemistry would be helpful but is not required). Credits: 3 On Occasion

Credits: 3 Alternate Fall BIO 619 Structural Biology Alternate Spring BIO 611 Signal Transduction and Pharmacology The course examines the structure of biological BIO 602 Conservation Biology A study of the mechanisms by which molecules and molecules with a focus on proteins. The synthesis, Conservation Biology is a study of the diversity of drugs affect biological processes. Signaling on the folding of protein families and the structural motifs life and threats to that diversity. This course will organismal, cellular and molecular levels is of proteins are studied. Tools for the determination

Page 47 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021 and prediction of protein structure are presented plant tissues and the development of plant organs. evidence regarding developmental phenomena. from the perspective of the investigator who needs Recent achievements in these fields will be reviewed Special emphasis is placed on the molecular biology to judge the quality of available data. A major focus by the instructor. Molecular techniques such as and genetic control of selected phases and processes is the area of structural genetics: understanding gene cloning and genetic methods used by of animal development. Two hours of lecture per how changes in protein structure induced by researchers will be reviewed as well. Half of each week plus collateral readings and term paper. mutation lead to genetic dysfunction and disease. lecture will be dedicated to discussing and analyzing Prerequisite: A college course in Embryology or the Course includes a computer laboratory. Two hours primary research articles related to the topics. equivalent; a college course in Genetics is of lecture per week plus term paper. Students are strongly advised to read the articles recommended. Credits: 3 beforehand. Current techniques used for genomics Credits: 3 Every Spring and proteomics will be introduced and students will On Occasion learn how to use the fruition of genomics, BIO 620 Biochemistry proteomics and bioinformatics in public databases BIO 641 Advanced Microbiology The course examines the synthesis and degradation that are available through the Internet. Students First semester of a two semester sequence (BIOs of cellular macromolecules in prokaryotic and will submit a term paper about the anaylsis of an 641 & 642). Presentations on the anatomy and mammalian systems. Topics include the structure of Arabidopsis gene using bioinformatics databases at physiology of various prokaryotic and eukaryotic macromolecules and sugar, lipid and amino acid the end of the semester. The goals of this course microorganisms. Emphasis is placed on the metabolism. Emphasis is placed on the regulation, are 1) learning current questions of plant molecular composition, structure and function of cellular integration, and organ specialization of the biology and up-to-date techniques of plant organelles, enzyme localization, molecular metabolic pathways. Two hours of lecture per week genomics and 2) providing basic training for future mechanisms of action of antimicrobial agents, and plus term paper. molecular biology researchers or plant scientists in selected topics of current interest in microbial Credits: 3 academia or industry. Two hours of lecture per physiology. Two hours of lecture per week plus Every Fall week plus term paper. collateral readings and term paper. Prerequisite:

Credits: 3 Microbiology. BIO 622 Effective Communication in Science On Occasion Credits: 3 Students will develop creative and imaginative Every Fall means to produce a presentation. A highlight of BIO 629 Molecular Biology of Infectious Diseases the course will be when students present a seminar A study of the mechanisms used by infectious BIO 642 Advanced Microbiology to the class. The means and needs for producing a organisms to infect their hosts and to evade the Second semester of a two semester sequence (BIOs visually pleasing, interest holding poster and hosts immune response and the response by the 641 & 642). Presentations on the anatomy and PowerPoint presentation, will be covered. The host to the infectious organism. Topics include life physiology of various prokaryotic and eukaryotic course will prove of benefit to the student whether cycles of relevant organisms, protein receptor microorganisms. Emphasis is placed on the they follow a research career or work for industry as binding, antigenic variation, antigen presentation composition, structure and function of cellular in both circumstances the skills they learn will and antibody/T-cell receptor diversity. Emphasis is organelles, enzyme localization, molecular prove of great usefulness. Two hour lecture per on the molecular mechanisms of such processes. mechanisms of action of antimicrobial agents, and week plus term paper. Two hours of lecture per week plus term paper. selected topics of current interest in microbial Credits: 3 Credits: 3 physiology. Two hours of lecture and three Every Fall Alternate Spring laboratory hours per week. Prerequisite: BIO 641. Credits: 4 BIO 623 Molecular Genetics of Bacteria and BIO 630 Systematic Biology Every Spring Phage Concepts, principles, and methods of comparative Overall objective of this course is to offer a biology as they apply to the evolutionary BIO 648 Immunology comprehensive vision of molecular genetics of relationships among organisms. Laboratory A study of the basic principles of immunology, prokaryotic microorganisms including Bacteria, exercises and discussions of relevant literature are including antigens and their reactions, antibodies Archaea, and Bacteriophages. This course is suited used to reinforce the concepts learned during and their properties, the cells and tissues of the for advanced undergraduate and graduate students. lectures. Two hours of lecture and three hours of immune system, tolerance, and the specificity and Emphasis of the course will be placed on the laboratory per week plus term paper. Prerequisite: molecular biology of the immune response. Two molecular aspects of bacterial chromosomes, A course in Evolution and Genetics. hours of lecture per week plus term paper. transformation, conjugation, transduction (lytic and Credits: 4 Credits: 3 lysogenic phages), genetic recombination, and On Occasion Every Fall global regulatory mechanisms in prokaryotic microorganisms. This course will also include a BIO 631 Genetics BIO 661 Endocrinology laboratory session to practice the lecture subjects. A comprehensive review of modern genetics with An exploration of the development, structure and Two hours of lecture and three hours of laboratory an emphasis on recent approaches. One major function of the endocrine system: how hormones per week. Prerequisites: BIO 101, BIO 109, BIO theme is genomics, gene mapping and discovery; act as regulators of growth and metabolism by 126, BIO 128 or other lower-level microbiology- another is use of functional genetics to understand affecting activity of target cells and tissues. Using a related courses. gene function and complex processes in model combination of lecture, interactive questioning and Credits: 4 organisms. Two hours of lecture per week plus term microscope or Kodachrome slides, basic anatomy is On Occasion paper. Prerequisites: An undergraduate major in correlated with the physiology, regulation and Biology or equivalent and knowledge of the effects of secretions. Homeostasis and BIO 625 Plant Molecular Development fundamental principles of genetics. pathophysiology are discussed. Two hours of lecture This course is designed for graduate students who Credits: 3 per week plus term paper. are interested in plant biology, molecular biology Every Spring Credits: 3 and developmental biology. The main topics of the On Occasion course are 1) biosynthesis and molecular function BIO 632 Developmental Biology of plant hormones and 2) pattern formation in A review of the current concepts and experimental BIO 670 Plant Ecology and Biogeography

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Plant Ecology and Biogeography is a three credit Every Fall faculty supervisor. graduate course, covering the current topics and Credits: 1 to 3 state-of-the-art methodologies of addressing the BIO 702 Seminar in Biology On Demand topics in the science of plant ecology. The topics A presentation of selected topics in biological fields include global change, the value and preservation of by members of the graduate faculty and visiting biodiversity, invasion biology, and habitat guest speakers. This course may be taken for credit, destruction/fragmentation and restoration. The but it is required that all Biology majors attend. methodologies include experiemental design, data Subject matter changes each semester. May be analysis and SAS programming, classification repeated for credit. One hour per week. ordination and PC-ORD software, meta-population Credits: 1 theory and RAMAS software, meta-analysis and Every Spring

Meta-Win software, spatial analysis and PASSAGE BIO 703 Seminar in Microbiology software, and GIS/remote sensing and Meetings conducted by the members of the staff to ARCVIEW/ARCINFO software. The class meets consider current research and problems in the area two hours per week and is a combination of of medical microbiology and related fields. lectures, computer lab exercises and literature Participants include staff members, students and reviews. invited guests. All students registered in the Credits: 3 program must attend. One hour per week. On Occasion The co-requisite of BIO 697 is required. BIO 692 Molecular Biology Credits: 1 A detailed look at the biosynthesis of DNA and Every Fall

RNA, the genetic code, and the mechanisms of BIO 704 Seminar in Microbiology protein biosynthesis. The application of molecular Meetings conducted by the members of the staff to biology techniques to current research problems is consider current research and problems in the area explored. Two hours of lecture per week plus term of medical microbiology and related fields. paper. Participants include staff members, students and Credits: 3 invited guests. All students registered in the Alternate Spring program must attend. One hour per week.. BIO 695 General Virology The co-requisite of BIO 698 is required. A consideration of such topics as physico-chemical Credits: 1 characteristics, identification, genetics, and Every Spring immunology of viruses. Molecular biology of virus- BIO 706 Seminar in Molecular Biology host interaction is emphasized. Representative Research presentations by students on current studies of animal, bacterial, and plant viruses are topics in molecular biology. Faculty discuss their emphasized to illustrate fundamental aspects of research interests with students. One hour per viral replication, cell susceptibility, and cell week. response to viral infection. Two hours of lecture per Credits: 1 week plus collateral readings and term paper. On Occasion Credits: 3 Every Spring BIO 707 Research and Preparation of the Thesis

Open only to matriculated students with approval BIO 698 Medical Microbiology of Department Chair. Selection, supervision and Second semester of a two semester sequence (BIOs completion of the thesis topic. Pass/Fail only. 697 & 698). This course is a study of microbial- Credits: 3 human host interrelationships, with particular Every Fall, Spring and Summer attention to the transmission, pathogenicity, and principles of immunity of infectious diseases, BIO 708 Research and Preparation of the Thesis especially those of bacterial origin. Emphasis is Selection, supervision and completion of the thesis placed on the newest approaches to the detection, topic. Pass/Fail only. Open only to matriculated isolation and identification of the organisms students with approval of Department Chair. implicated in the disease process. Two hours of Credits: 3 lecture and one three-hour laboratory per week. Every Fall, Spring and Summer Credits: 4 Every Spring BIO 709 Independent Study Prerequisites: 12 credits toward the master's degree; BIO 701 Seminar in Biology specific course prerequisites to be determined by A presentation of selected topics in biological fields faculty supervisor. by members of the graduate faculty and visiting Credits: 1 to 3 guest speakers. This course may be taken for credit, On Demand but it is required that all Biology majors attend. Subject matter changes each semester. May be BIO 710 Independent Study repeated for credit. One hour per week. Prerequisites: 12 credits toward the master's degree; Credits: 1 specific course prerequisites to be determined by

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DEPARTMENT OF are discussions on aging and development in the elimination, insertion and elimination reactions, nervous system, drug addictions, and the role of nuclophillic and electrophillic additions and CHEMISTRY AND various dietary nutrients on nervous system abstractions are considered, as are synthetic and BIOCHEMISTRY function. Two hours of lecture per week. Offered catalytic aspects of organo-metallic chemistry. on occasion. Prerequisite: At least one semester of Biological applications and environmental aspects Senior Professor Zavitsas Biochemistry. of organo-metallic compounds are also examined. Professors Bensalem, Chung, Lawrence, Credits: 3 Prerequisite: CHM 621. Matsunaga, Shedrinsky, Vasanthan Cross-Listings: BIC 531, BIO 531, CHM 531 Credits: 3 Professors Emeriti Ferraro, Hirschberg, Huang, On Occasion On Occasion

Loscalzo, Reidlinger, Rogers, Chawla CHM 541 Special Topics in Chemistry CHM 626 Polymer Chemistry Associate Professors Bhattacharjee, Donahue, A presentation of subjects of unusual current A study of synthetic and natural macromolecules, Luján-Upton, Schnatter interest. Three hours of lecture, including selected including polymerization, depolymerization, Adjunct Faculty: 10 demonstrations. Course may be repeated. structure determination, and physical and chemical Credits: 3 properties. The graduate offerings of the Department of On Occasion The pre-requisite of CHM 621 is required. Chemistry and Biochemistry are designed to Credits: 3 enhance the knowledge of the professional CHM 551 Environmental Chemistry On Occasion chemist, to prepare students for entry into the A survey of the chemistry of the environment broad areas of research and development, to covering chemistry of the atmosphere, the CHM 631 Spectroscopy strengthen students’ preparation for further study, hydrosphere, the lithosphere and the biosphere. An An illustration of modern spectroscopic methods or to allow for a concentration in chemistry in-depth look is taken at the role of energy and the for the structural elucidation of organic and necessary for inter-area study in fields such as various sources of energy in modern societies, inorganic compounds including UV/V, H NMR, C biology and pharmacy. ranging from fossil fuels and nuclear power to NMR, mass spectrometry, and IR. Prerequisites: alternate and renewable energy sources, such as CHE 606, 621.

solar, hydroelectric, wind, biomass, geothermal and Credits: 3 Chemistry Courses ocean energy, with an emphasis on the impact of On Occasion those energy sources on the environment.

Discussions of toxicology as it relates to CHM 701 Seminar in Chemistry CHM 503 Advanced Inorganic Chemistry environmental pollutants are conducted. A presentation of selected topics in the branches of A study of such selected topics in inorganic Credits: 3 chemistry, with attention to recent literature. chemistry as the nature of the chemical bond, acid- On Occasion Students must present a seminar on their thesis based theories, reaction kinetics and mechanisms, research to the assembled faculty and graduate coordination theories and structure. Two lecture CHM 606 Advanced Physical Chemistry student body. Attendance is mandatory for all hours and four laboratory hours. A review of advanced topics in physical chemistry matriculated students in Fall and Spring semesters Credits: 4 and their applications in thermodynamics, kinetics but credit is given only during the semester in Every Fall and quantum mechanics. which they present their seminar. Pass/Fail only.

Credits: 3 Credits: 1 CHM 525 Instrumental Methods of Analysis Every Spring Every Fall A hands-on approach to instrumental analysis and its application to research. Students use several CHM 621 Advanced Organic Chemistry I CHM 702 Seminar in Chemistry analytical techniques, including voltammetry and A study of the major classes of organic reactions A presentation of selected topics in the branches of polarography; high performance liquid with respect to their applications to synthesis, their chemistry, with attention to recent literature. chromatography (HPLC); gas chromatography mechanisms and methods for determining them, Students must present a seminar on their thesis (GC); uv-visible and infrared spectrophotometry; and the effect of structure on reactivity. Bonding research to the assembled faculty and graduate atomic absorption spectroscopy; and proton and structure, stereochemistry, molecular student body. Attendance is mandatory for all magnetic resonance spectroscopy. Students are also conformation, stereoelectronic effects, substitution, matriculated students in Fall and Spring semesters encouraged to use the computer for data analysis addition and elimination reactions, reactions of but credit is given only during the semester in and presentation. One-hour lecture and six-hour enolates, carbonyls and free radicals. which they present their seminar. Pass/Fail only. laboratory. Credits: 3 Credits: 1 The pre-requisite of CHM 503 is required or Every Fall Every Spring permission from the Department. Credits: 4 CHM 622 Advanced Organic Chemistry II CHM 707 Research and Preparation of Thesis Every Spring The emphasis is on synthetic applications and total Open only to matriculated students with approval synthesis. Oxidations and reductions, of the Chair. The assignment of a thesis problem CHM 531 Neurochemistry cycloadditions and rearrangements, aromatic to each student for investigation. Original A discussion of the morphology, biochemical substitutions, carbon-carbon bond forming laboratory work is required. Pass/Fail only. composition, metabolism, physiology and reactions of boron, tin and silicone, and other Credits: 3 pharmacology of the nervous system. The course selected topics. Every Semester begins with the general principles of synaptic Credits: 3 transmission and deals in depth with several of the On Occasion CHM 708 Research and Preparation of Thesis neurotransmitter systems in terms of biosynthesis of Open only to matriculated students with approval the transmitter, storage, release, inactivation in the CHM 623 Organo-metallic Chemistry of the Chair. The assignment of a thesis problem synapse, and receptor types and how they mediate A study of synthesis and properties of organo- to each student for investigation. Original their signals in the postsynaptic cells. Also included metallic complexes. Oxidative addition, reductive laboratory work is required. Pass/Fail only.

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 50 LIU Brooklyn

Credits: 3 A discussion of the morphology, biochemical Every Semester composition, metabolism, physiology and pharmacology of the nervous system. The course CHM 709 Research and Preparation of the Thesis begins with the general principles of synaptic Prerequisite: Chemistry 708 transmission and deals in depth with several of the If the student's thesis is not accepted by the neurotransmitter systems in terms of biosynthesis of Department during the semester in which the the transmitter, storage, release, inactivation in the student is registered in CHM 708, the student will synapse, and receptor types and how they mediate be required to register in the appropriate thesis their signals in the postsynaptic cells. Also included course in each successive semester until the thesis is are discussions on aging and development in the accepted by the Department. Pass/Fail. nervous system, drug addictions, and the role of Credits: 1 various dietary nutrients on nervous system Every Semester function. Two hours of lecture per week. Offered

on occasion. Prerequisite: At least one semester of CHM 709X Research and Preparation of the Biochemistry. Thesis Credits: 3 If a student's thesis in not accepted by the Cross-Listings: BIC 531, BIO 531, CHM 531 Department during the semester in which the On Occasion student is registered in CHM 708, the student will be required to register in the appropriate thesis BIC 541 Special Topics in Biochemistry course in each successive semester until the thesis is A consideration of subjects of special or current accepted by the Department. Pass/Fail. interest in biochemistry. Threee hours of lecture Prerequisite: CHM 708. including selected demonstrations, course may be Credits: 1 repeated. Every Semester Credits: 3

On Occasion Biochemistry Courses

BIC 508 The Biology of Cancer A general survey in oncology. Lectures address the historical perspective of cancer research, the definition and classification of tumors, the epidemiology of human cancer, gene regulation and differentiation in normal and tumor cells, characteristics of transformed malignant cells, the biology of tumor metastasis, host transformed malignant cells, the origins of human cancer, and cancer therapy. Two hours of lecture per week plus term paper. Prerequisite: General background in Biology and Chemistry. Credits: 3 Alternate Fall

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

BIC 531 Neurochemistry

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DEPARTMENT OF differential equations including heat equations and On Occasion wave equations. Prerequisite: MAT 610 or MATHEMATICS AND equivalent. MTH 636 Abstract Algebra II Credits: 3 Basic theory of groups, rings, fields. Special topics PHYSICS from Galois theory, group representation, field On Occasion extensions, rings, modules, Lie algebras. Professors: Achuthan, Arons (Chair), Myers, Park, MTH 620 Theory of Functions of a Real Variable Prerequisite: Advanced Calculus. Zuckerberg I Credits: 3 Professors Emeriti: Clark, Glickman, Kleinman, Topologies on the real line, measurable functions, On Occasion Posmentier, Stanley, Zuckerman limit theorems, Riemann and Lebesgue integrals, Associate Professors: Su metric spaces, measure spaces, normed linear MTH 650 Numerical Analysis II Associate Professors: Emeriti Farber, Tucker spaces. Prerequisite: Advanced Calculus. Numerical differentiation and integration, Adjunct Faculty: 12 Credits: 3 summation, least squares, numerical solutions of Courses in mathematics are offered for students On Occasion differential equations, boundary value problems. who need them to meet the requirements for Prerequisite: One year of calculus. degrees in the sciences or pharmacy, or for the MTH 621 Theory of Functions of a Real Variable Credits: 3 M.S.Ed. in Secondary Education. II On Occasion

Topologies on the real line, measurable functions, Mathematics Courses limit theorems, Riemann and Lebesgue integrals, MTH 670 Topology metric spaces, measure spaces, normed linear Topological spaces and functions. Compactness,

spaces. Prerequisite: Advanced Calculus. connectedness, separation axioms, extension MTH 505 Introduction to Biostatistics Credits: 3 theorems, metrization theorems. Introduction to This course is designed for graduate students in the On Occasion homotopy and homology theory. Prerequisite: biological or health related sciences with the Advanced calculus. objective of enabling them to understand and apply MTH 625 Theory of Functions of a Complex Credits: 3 the theories underlying the techniques of point and Variable I On Occasion interval estimation, hypothesis testing, regression Preliminary geometrical and topological concepts; analysis and the design of experiments. In the elementary, analytic and meromorphic functions; main, the course will focus on the analysis of Cauchy theory; residues; Taylor and Laurent series; biostatistical, pharmaceutical and clinical trial data infinite products; entire and harmonic functions; and will be motivated by solving problems in many conformal mapping; analytic continuation periodic diverse areas of applications in the biological and and algebraic functions; Riemann surfaces. pharmaceutical realm. Two hours of lecture per Prerequisite: Advanced Calculus. week. Pre-requiste: MTH 30. Credits: 3 Credits: 3 On Occasion Cross-Listings: BIO 505, MTH 505 On Occasion MTH 626 Theory of Functions of a Complex Variable II MTH 515 History of Mathematics Preliminary geometrical and topological concepts; The development of mathematical concepts and elementary, analytic and meromorphic functions; methods from ancient times to the present, Cauchy theory; residues; Taylor and Laurent series; including bases for number systems, Euclidean and infinite products; entire and harmonic functions; non-Euclidean geometry, and the origins of algebra conformal mapping; analytic continuation periodic and calculus. and algebraic functions; Riemann surfaces. Credits: 3 Prerequisite: Advanced Calculus. On Occasion Credits: 3

On Occasion MTH 550 Numerical Analysis I Nonlinear equations, matrices, linear and MTH 630 Linear Algebra nonlinear systems of equations, polynomial Vector spaces, linear dependence and interpolation and approximation. independence, linear operators, matrices, similarity, Credits: 3 congruence, inner product spaces, orthogonality, On Occasion adjoints, Hermitian and normal operators,

eigenvalues and eigenvectors, the characteristic and MTH 610 Differential Equations I minimal polynomials, Jordan Canonical form. Students will be instructed on initial-value Prerequisite: One year of calculus. problems, including existence and uniqueness of Credits: 3 solutions and their dependence on initial data; On Occasion linear systems; boundary value problems; qualitative theory. MTH 635 Abstract Algebra I Credits: 3 Basic theory of groups, rings, fields. Special topics Every Fall and Spring from Galois theory, group representation, field

extensions, rings, modules, Lie algebras. MTH 611 Differential Equations II Prerequisite: Advanced Calculus. Systems of differential equations, Fourier Series and Credits: 3 Fourier transforms, selected topics from partial

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 52 LIU Brooklyn

DEPARTMENT OF POLITICAL SCIENCE

Professors: Stevens Haynes, Sánchez (Chair) Professors Emeriti: DiMaio, Werner, McSherry Associate Professors: Sheppard, Fahmy Assistant Professor: Rossi Adjunct Faculty: 6 The Political Science Department’s central mission is to help students become informed citizens and effective professionals. We offer a comprehensive curriculum that examines domestic and international power structures, socioeconomic relations, and the building blocks of public life — government, ideas and activity — in their domestic, international, comparative, geographic and theoretical dimensions. We seek to further the university’s vision of “a learning community dedicated to empowering and transforming the lives of its students to effect a more peaceful and humane world that respects differences and cherishes cultural diversity; improving health and the overall quality of life; advancing social justice and protecting human rights; reducing poverty; celebrating creativity and artistic expression; rewarding innovation and entrepreneurship; honoring education and public service; and managing natural resources in an environmentally responsible, sustainable fashion.

Page 53 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021

Political Science Courses Credits: 3 POL 601 Capital Cities and Politics: Comparative On Occasion International Urbanization An examination of the political, physical, POL 505 Foundations of Political Theory POL 571 Public Administration and Public economic, social and cultural aspects of A graduate-level survey of the threads of continuity Policy urbanization as a worldwide development, with and the sources of change in the development of A study of administrative history, theories and particular emphasis on selected great cities and political philosophy from Socrates through Marx. practices; policy formation and programs; and their regions and on regional urban/suburban Required of all candidates for the M.A. in Political budget and personnel issues. Case studies are interaction. (Same as URB 601.) Science. reviewed. Credits: 3 Credits: 3 Credits: 3 On Occasion Alternate Years On Occasion POL 604 Urban Government and Politics POL 507 Contemporary Political Theory POL 574 The Politics of Popular Culture A study of the management and organization of A consideration of selected topics in contemporary An examination of the interplay between political American cities; politics and changing political theory, including Marxism, liberalism, issues and popular culture. constituencies; and the impact on community fascism, postmodernism, postcolonialism, and Credits: 3 participation, city management and mayoralty. feminism. Not Set (Same as Urban Studies 604 and Public

Credits: 3 Administration 781). POL 575 Concepts of the American Presidency: On Occasion Credits: 3 Executive Leadership and Power Cross-Listings: PM 781, POL 604, URB 604 An examination of the theories and practices of the POL 508 Seminar on Political Theory On Occasion A focus on selected topics in political theory. American presidency, incorporating case studies Credits: 3 comparing executive power in other countries. POL 605 Conflict Resolution On Occasion Consideration is given to constitutional factors, An examination of the theories and methods of party politics, modes of executive leadership in light conflict resolution in a variety of settings, such as POL 521 The Electoral Process: Parties, Interest of new technology, and the evolving role of labor relations, criminal justice, community and the Groups and Voter Behavior federalism and globalism. international arena. A study of the continuity and changes in the Credits: 3 Credits: 3 American electoral system. Consideration is given On Occasion Alternate Years to the structure and nature of parties, the impact of interest groups, and select issues affecting voter POL 577 Problems in American Foreign Policy POL 606 Marxism behavior, including modern technology. (Same as A consideration of selected topics in the analysis of An examination of the social, economic, historical URB 520.) the shaping, determination and conduct of and political theories of Karl Marx and Frederick Credits: 3 American foreign policy since World War II, Engels. On Occasion including domestic, institutional and global factors. Credits: 3 Credits: 3 On Occasion POL 547 Human Rights in World Politics On Occasion An examination of the impact of human rights on POL 613 Comparative Politics state policies, theories of human rights, cross- POL 580 International Politics of Middle East A basic introduction to theoretical frameworks, cultural perspectives of human rights, and the A study of the regional and international politics of concepts, approaches and methodologies in the question of universality. Also considered are the the Middle East. field of comparative politics. The course explores five categories of rights recognized by the Credits: 3 contending perspectives, foreign viewpoints and international community, negative and positive On Occasion comparative case studies. The development of rights, the three generations of rights and the distinctive political systems in the industrialized POL 582 Geopolitics evolution of international human rights and the world and the developing world and the utility of This course will introduce the basic principles legal instruments and covenants designed to protect comparative theories to explain similarities and behind the concept of geopolitics in order to help them. Case studies of major human rights abuses differences are considered. Required of all students gain a better understanding of the and the efforts by the international community to candidates for the M.A. in Political Science. environmental and geological forces that have deal with them - the role of the United Nations, Credits: 3 shaped the political, economic and social particular states, nongovernmental organizations Alternate Years trajectories of human societies throughout recorded and individuals - are reviewed. history. It will examine how our ongoing Credits: 3 POL 630 The American Constitution and interaction with these forces continues to shape our On Occasion Political System world today and ask whether modern science and A study of the U.S. Constitution, its historical and POL 550 Nations vs. States technology has altered this balance or if the same political background and its relationship to major This course will examine what it means to be a state patterns are simply repeating themselves on a larger political institutions and practices. Required of all and a nation, how people acquire (and lose) their scale. candidates for the M.A. in Political Science. identification and loyalty to these entities, as well as Credits: 3 Credits: 3 the evolution of these concepts in human history Alternate Years Alternate Years and political theory. We will examine classic POL 583 Causes of War political theorists such as Hobbes, Locke and POL 637 The Legislative System A discussion of the historical, economic and Rousseau and others. We will also pay attention to An in-depth study of the legislative process at the political causes of armed conflict. the contemporary role of sport and religion in local, state and national levels. Focus is on Credits: 3 building national identity and state building. Some legislative analysis, including the study of legislative Not Set histories, lobbying, the role of unions, elected assignments will be filed-based.

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 54 LIU Brooklyn officials, the media and the general public. (Same as theories offered to explain Latin American POL 707 Research Methods/Thesis Seminar URB 637). development (or underdevelopment). The region's A year-long development of a research thesis. In Credits: 3 uneven development and political turmoil are the first semester, advanced study of scientific On Occasion charted as the course traces the historical roots of method in the discipline of political science, the complexities of Latin America: history of together with the preparation of a master's thesis POL 638 International Relations Spanish colonialism; U.S. hegemonic power; proposal. In the second semester, the actual writing An intensive survey of major theoretical revolutions, both liberal and socialist; military of the thesis. Pass/Fail only. Open only to perspectives and conceptual frameworks in coups and regimes; and recent transitions to matriculated Masters students. international relations as well as a historical democracy. The political-economic impact of the Credits: 3 grounding in major recent and contemporary issues current embrace of free-market capitalism is Every Fall in world politics. Topics covered include realism, considered. Case studies of major Latin American liberalism, Marxism and dependency, world systems countries and regional processes and POL 708 Research Methods/Thesis Seminar theory, U.S. foreign policy, the role of the United transformations are reviewed. A year-long development of a research thesis. In Nations and international organizations, and Credits: 3 the first semester, advanced study of scientific globalization. Required of all candidates for the On Occasion method in the discipline of political science, M.A. in Political Science. together with the preparation of a master's thesis Credits: 3 POL 667 Future Politics - Utopia or Dystopia proposal. In the second semester, the actual writing Alternate Years Drawing on a range of sources from historical of the thesis. Pass/Fail only. Open only to analogy to scientific analysis and speculative fiction, matriculated Masters students. POL 639 International Political Economy this course will assess the critical debates that will Credits: 3 A comprehensive study of political economy in the shape the politics of the future. Issues will include Every Spring global system: the complex interactions between environmental factors, challenges to state politics and economics, power and wealth. sovereignty, prospects for human rights and Students examine key theories, specific exploration and colonization beyond earth. contemporary problems and major issues in Credits: 3 political economy, including Third World Alternate Years development, the economic restructuring of former Communist countries, foreign aid, regional POL 668 Contemporary Nationalism cooperation, the role of transnational corporations An analysis of the phenomenon of nationalism: its and the International Monetary Fund, and the historical roots in Europe; the emergence of new relationship between democracy and free markets. states in the Third World and the post-Cold War Credits: 3 period; and the struggle of states to achieve national Alternate Years identities and cultural, economic and political independence. Nonviolent as well as revolutionary- POL 640 Public International Law nationalist patterns are discussed as are the Studies in the substantive rules of the law of difficulties of achieving viable state-directed nations pertaining to the relations among states in national societies in the global order. the family of nations and between states and Credits: 3 international organizations. Also discussed is Cross-Listings: PM 768, POL 668 procedural law for the settlement of international On Occasion disputes. Credits: 3 POL 685 Approaches to Political Inquiry On Occasion This course is a comprehensive survey of modern research techniques and methods in political POL 642 International Organization, The United science. It reviews the competing approaches to Nations and its Affiliated Agencies research in political science and evaluates the A study of the theories, origins, functions and strengths and weaknesses of alternative methods of operations of international organizations. The dealing with various research problems. Students principal organs of the United Nations, with will be trained in the proper methods of political emphasis on the General Assembly and the Security inquiry for all subfields. These include building Council, are examined. (Same as PM 767.) salient research questions, testing hypotheses, and Credits: 3 evaluating theory. This course introduces students Cross-Listings: PM 767, POL 642 to both quantitative and qualitative methods of On Occasion research and offers useful training in writing

analytically and thinking logically. POL 662 Islam and Democracy Credits: 3 An examination of the tensions and connections On Occasion between Islam and democracy. Historical, ideological and political issues are examined. POL 700 Independent Study Credits: 3 The development of selected topics in conjunction On Occasion with a faculty adviser. Prerequisite: Approval of the

Department. POL 664 Contemporary Latin American Politics Credits: 3 An examination of the history, politics and All Sessions economics of Latin America and an analysis of

Page 55 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021

DEPARTMENT OF minimum of 24 credits of course work per year practicing clinical psychologists and to meet the during the first three years of residence, although academic requirements for licensure in psychology PSYCHOLOGY students in the first year of the program are as set by the New York State Education expected to take a minimum of 17 credits of Department. Professors Duncan, Kose (Director, M.A. coursework each semester.* Students in the fourth Admission to the Ph.D. Program Program), Papouchis, Ramirez, Samstag, year are expected to work full time on their All applicants should ordinarily have completed Schuman, Wong (Director, Ph.D. Program) doctoral dissertations. a minimum of 18 undergraduate credits in Professor Emeriti Allen, Fudin, Hurvich, Magai, A candidate for the Ph.D. may also elect to psychology, including courses in experimental Mcguire, Penn, Ritzler qualify for the Master of Arts degree by psychology and statistics. Minimal requirements Associate Professors Haden, Kudadjie-Gyamfi completing the requisite 36 credits of course work. for consideration for admission to the Ph.D. (Chair), Meehan, Saunders Program Philosophy and Goals program include an undergraduate grade point Assistant Professor Morrison (Director, LIU The philosophy of the Ph.D. program is that a average of 3.2 and a grade point average in Psychological Services) clinical psychologist is a psychologist first, and psychology of 3.4. All applicants are also required Adjunct Faculty: 14 subsequently a specialist. That philosophy is based to submit scores on the Graduate Record on the assumption that all the skills and services a Examination (GRE) (including the advanced test The Department of Psychology offers education clinician may develop are founded upon, and in psychology). Each applicant should ask at least and training in understanding emotions and critically evaluated from, the science of three professors to submit letters of behavior, at the undergraduate, master’s and psychology. The training model followed might recommendation. doctoral levels. The department is comprised of 12 best be described as a scholar-practitioner model. The deadline for all applicants is January 5, full-time faculty members, with specialties The primary goal of such a model is to prepare although applications will be formally reviewed including personality assessment, mentalization students to be clinical psychologists who are beginning on December 1st. Applicants are and reflective functioning, emotional regulation, carefully grounded and competent in the scientific strongly encouraged to submit their applications as psychotherapy process and outcome, cultural and aspects of psychology. To achieve that goal, a early as possible. Students whose applications are ethnic issues, community violence, the variety of clinical courses, seminars and practicum favorably reviewed will be interviewed for the development of aggression, abuse and trauma, experiences are available to students to develop program at the beginning of February. Notification racial stereotypes and prejudice, psychological their knowledge and skills in the areas of of the final decision of the Admissions Committee problems with political refugees and psychopathology, assessment and the will usually take place in mid-March and continue psychodynamic and cognitive-behavioral models fundamentals of a variety of intervention through April 15. In accordance with APA of treatment. Full-time faculty members teach at techniques with emphasis on empirically standards, acceptance of an offer to the Ph.D. all levels of the department. supported treatments. program must be made by April 15 and will be The department offers two programs of At the same time, students are exposed to the binding thereafter. There are no midyear graduate study, one leading to the Doctor of experimental areas in general psychology and are admissions to the program. At the present time, no Philosophy in Clinical Psychology, and the other trained in sophisticated statistical procedures, candidates are admitted with advanced standing, leading to the Master of Arts in Psychology. research design and methodology. Coursework in although students can transfer 6 credits of selected Candidates for any graduate degree in psychology statistics and basic principles of research design graduate courses from another university with the may be terminated at any time by reason of weak are offered in the first year of training. Students approval of the director of the doctoral program. academic performance, professional unsuitability, are then expected to begin to develop independent Applicants not accepted into the Ph.D. program or failure to progress at a satisfactory rate. research projects, the second year research project, will have their applications automatically under close faculty supervision in the Spring forwarded to the M.A. program for review and

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

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 56 LIU Brooklyn

Degree Requirements and Time Limits The best sources of housing information are PSY 700 Research Design II 3.00 Ordinarily, completion of the requirements for current doctoral students, local real estate agents, PSY 710 Psychotherapy Research 3.00 the Ph.D. degree in Clinical Psychology will entail and online. There is also new graduate housing Clinical Practice I a minimum of five years of full-time academic provided by the university. One Course Required study. The first three years in residence usually Psychological Counseling involve full-time course work, while the fourth The New York City metropolitan area is PSY 630A Introduction to Clinical 3.00 involves full-time work on the doctoral saturated with possibilities for low-cost Interviewing and Practice dissertation before the clinical internship. Full- counseling, psychotherapy and psychoanalysis, I time work on the dissertation often occupies the whether through neighborhood clinics or the PSY 630B Introduction to Clinical 3.00 year after the internship as well. There is an eight- clinical services attached to the various Interviewing and Practice year time limit on the completion of all postdoctoral training institutes that abound in the I requirements. The average time for completing the city. Doctoral students are not required to be in Clinical Practice II program has been 6.3 years over the past eight psychotherapy, but such self-exploration is One Course Required years. During this same time period, encouraged if it is at all possible. approximately one third of each class has PSY 631A Introduction to Clinical 3.00 completed the program within five years. Ph.D., Clinical Psychology Interviewing and Practice The degree requirements in clinical psychology [Program Code: 06948] {HEGIS: 2003.0} II include a minimum of 90 credits of graduate PSY 631B Introduction to Clinical 3.00 courses, completion of the second-year project, A minimum of 90 credits required Interviewing and Practice one full year of clinical internship at an approved Required Course Work II installation, satisfactory performance on the PSY 600 Research Design I 3.00 Clinical Practice III clinical qualifying examination paper and oral One Course Required exam, and the presentation and satisfactory PSY 602 Developmental 3.00 PSY 635A Advanced Clinical 3.00 defense of a doctoral dissertation that represents an Psychology original contribution to psychology. Interviewing III PSY 603 Contemporary 3.00 Students who have completed 36 credits PSY 635B Advanced Clinical 3.00 Psychological Theories receive the M.A. degree in Psychology. Interviewing III The internship for clinical psychology students PSY 606 Statistics in Psychology I 4.00 Clinical Practice IV ordinarily encompasses one full year of training at PSY 607 Professional Ethics and 3.00 One Course Required an installation approved by the department. Standards PSY 636A Advanced Clinical 3.00 Further regulations concerning maintenance of Interviewing IV good standing in the programs will be found in the PSY 611 Cognitive and Affective 3.00 Graduate Student Handbook issued by the Issues in Psychology PSY 636B Advanced Clinical 3.00 Department of Psychology. Interviewing IV PSY 613 Social Psychology 3.00 Academic Counseling Clinical Practice V All faculty are willing and available to aid PSY 614 Cross-Cultural Issues in 3.00 One Course Required students encountering specific difficulties in their Psychology PSY 691A Clinical Practice V 3.00 academic studies. In addition, the director of PSY 620 Tests and Measurements 4.00 clinical training meets with each class in residence PSY 691B Clinical Practice V 3.00 on a once-a-month basis to discuss issues relevant PSY 625 Psychological 4.00 Clinical Practice VI to students’ academic and clinical experience. Assessment I One Course Required Students are also assigned to a specific faculty PSY 655 Psychopathology I 3.00 PSY 692A Clinical Practice VI 3.00 member who serves as their faculty adviser during their time in the program. In courses such as PSY 660 Intervention Techniques I 3.00 PSY 692B Clinical Practice VI 3.00 Statistics and Psychological Assessment, advanced PSY 671 Dynamic Psychotherapy I 3.00 Clinical Internship students with special skills hold teaching PSY 840 Clinical Internship 0.00 assistantships and work with students in laboratory PSY 676 Psychological 4.00 sections. In courses such as Research Design, Assessment II PSY 841 Clinical Internship 0.00 students have ample opportunity to work in a PSY 678 Clinical Neuropsychology 3.00 Dissertation Courses tutorial relationship with the professor, especially PSY 850 Doctoral Thesis 3.00 on preparation of designs for research projects. In PSY 706 Statistics in Psychology II 4.00 Supervision connection with clinical activities, the program PSY 755 Psychopathology II 3.00 ensures that all treatment and diagnostic activities PSY 851 Doctoral Thesis 3.00 are carefully supervised. PSY 771 Dynamic Psychotherapy 3.00 Supervison Graduate Assistantships II PSY 852 Doctoral Thesis 3.00 Assistantships may be available to students in PSY 779 Data Management 1.00 Supervison the doctoral program during the first three years. Teaching assistantships, usually reserved for PSY 776(1) Special Topics: 1.00 PSY 853 Doctoral Thesis 3.00 second- and third-year students, may also be Externship I Supervison available. Research assistantships within the PSY 776(2) Special Topics: 1.00 PSY 854 Doctoral Thesis 3.00 department can carry partial tuition remission. Externship II Supervision Information about such assistantships is available Advanced Research Design (One Course at the time of admission to the program. Required) Housing

Page 57 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021

PSY 855 Doctoral Thesis 3.00 psychology courses are open to both M.A. and Supervision Ph.D. students without prerequisite.

PSY 856 Doctoral Thesis 3.00 M.A., Psychology Supervision [Program Code: 06947] {HEGIS: 2001.0} PSY 857 Doctoral Thesis 3.00 Supervision Core Course Requirements PSY 858 Doctoral Thesis 3.00 Twelve (12) Credits Required. Supervision PSY 603M Contemporary 3.00 Psychological Theories

Credit and GPA Requirements PSY 616M Statistical and Research 3.00 Methodology I Minimum Credits: 90 Minimum Major GPA: 3.25 PSY 617M Stastistical and Research 3.00 Methodology II

M.A. Psychology PSY 665M Professional Issues and 3.00

Ethics in Psychology Students enrolled in the M.A. in Psychology receive a mix of theoretical and applied Psychology Course Requirements coursework. The program is designed to provide a At least twenty-seven (27) credits from broad grounding in psychological principles and psychology masters courses practice that ready the student for work in related M.A. in Psychology Non-Thesis Option fields or for continued education at the doctoral Thirty-six (36) total credits required level. Non-Thesis Option Admission to the M.A. Program Six (6) additional credits in psychology Applicants to the M.A. program must have Written comprehensive examination completed at least 12 undergraduate credits of M.A. in Psychology Thesis Option psychology, including statistics, with a grade point Thirty-three (33) total credits required average of at least 2.75. In addition, they must Thesis Option submit letters of recommendation from two Three (3) credits from psychology 709M professors. Admission to the M.A. program in no way implies acceptance into the Ph.D. program. Credit and GPA Requirements Nonetheless, outstanding master’s degree Minimum Credits (Thesis Option): 33 candidates are admitted into doctoral courses with Minimum Credits (Non-Thesis Option): 36 the permission of the directors of both programs, Minimum Major GPA: 3.0 and some M.A. graduates are accepted into the

Ph.D. program. Both graduate programs are committed to increasing the enrollment of aspiring minority students. All applicants to the Ph.D. program who were not accepted for admission to the Ph.D. program will have their applications automatically forwarded to the M.A. program for review and possible admission. M.A. Degree Requirements and Time Limits The M.A. program is ordinarily completed in one and one half to two years of intensive study. The time limit for the M.A. degree is five years. Candidates must have completed 33 credits, which includes an acceptable thesis (10 courses plus Psychology 709M, Master’s Thesis Supervision), or 36 credits (12 courses) and pass a written comprehensive examination. These courses must be successfully completed before registration for the comprehensive examination. Credit for courses taken outside the Department of Psychology must be approved by the master’s program director and will be limited to a maximum of six credits. Curriculum for M.A. Degree The typical curriculum for the M.A. degree consists of 600-level courses designated by the letter M, which are offered in weekday late afternoon, evening or weekend classes. Some

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dimensions about: basic emotions; basic emotions Psychology Courses PSY 605M Family Dynamics and neuroscience; cognitive appraisals; higher-order An examination of the family: its structure and cognition (interpretation, judgment, decision PSY 600 Research Design I functions, its members and their interactions, the making and reasoning); unconscious processes; An introduction to the basic theories issues, institutions of society that influence it, and how repression-dissociation; the intersection of self, concepts and constructs of what constitutes sound familial pathology is defined and treated. culture, and emotion; emotion and cognition in psychological research. Students are expected to Credits: 3 psychotherapy; and other similar topics. The develop the capacity to critically evaluate research, On Occasion course will draw upon primary sources, and will be and to formulate research proposals on their own. conducted in a composite seminar-lecture style that PSY 606 Statistics in Psychology I Students complete a proposal for their second-year encourages active student participation in This course is designed to provide you with a research project as part of the course requirement. integrating the current literature with individual statistical knowledge base and teach you how to Prerequisite: Psychology 606 scholarly interests. apply this knowledge to your own data. This course Must be a student in the Doctoral Psychology Credits: 3 will review basic descriptive statistics, mean program Annually comparisons (t-tests, ANOVA, ANCOVA, Credits: 3 MANOVA), correlations, bivariate regression, Annually PSY 613 Social Psychology hierarchical regression, and ways of testing An analysis of fundamental concepts in PSY 601M Human Sexuality mediation and moderation. Three hours lecture; interpersonal and group relations, with A survey of sexual behaviors (both normal and one hour laboratory. Prerequisite: Undergraduate consideration of the application of social deviant), with emphasis on the dynamics of course in psychological statistics. psychology to contemporary human problems; for motivations. Developmental aspects -- myths, Must be a student in the Doctoral Psychology example, personality development and adjustment, fallacies and taboos associated with sex-- and program ethnic attitudes and conflicts, social movements, modern concepts based on research and clinical Credits: 4 and propaganda. studies are all studied. Annually Credits: 3

Credits: 3 Annually PSY 607 Professional Ethics and Standards On Occasion An examination of the broad spectrum of PSY 614 Cross-Cultural Issues in Psychology PSY 602 Developmental Psychology contemporary ethical issues encountered by An examination of key issues and concepts in cross- A consideration of developmental issues from psychologists as teachers, researchers and cultural psychology as a growing area within empirical research, interpersonal-psychoanalytic practitioners and a forum for increased ethical psychology. A major goal of the course is to have theory and cognitive theory. Major theorists awareness and analysis. Pass/Fail only. students gain an appreciation of the impact of discussed include Piaget, Bowlby, and others. The Must be a student in the Doctoral Psychology cultural factors on attitudes and behavior of those aim of the course is to look at developmental issues program who are recipient of services as well as the service from differing points of view and to examine points Credits: 3 provider. Emphasis is placed on clinical and of convergence and divergence. Annually community psychology constructs and applications.

Must be a student in the Doctoral Psychology African-American and Latino groups get special PSY 609M Independent Study program attention. Prerequisites: Completion of the 12-credit core, at Credits: 3 Must be a student in the Doctoral Psychology least one required course in the area of Annually program specialization, and other courses as determined by Credits: 3 the faculty supervisor. PSY 603 Contemporary Psychological Theories Annually A survey of the transformation of psychological thought from nineteenth century philosophy, An opportunity for practicum experience or an PSY 614M Introduction to Consultation and physiology and medicine to modern psychology as a independent project for the advanced student. The Community Mental Health scientific discipline. Implications for behavioral course and its specific requirements are under the This course offers an introduction to the major science and its variety of disciplines and schools of supervision of a faculty member. Successful concepts and strategies of community intervention: thought are examined with an emphasis on history completion requires submission of a final paper situation analysis and case conceptualization, and systems of current psychological theories. documenting the process and outcome. Requires program development and implementation. Must be a student in the Doctoral Psychology the permission of the Chair of the Department and Emphasis will be placed on community program the Dean. May be repeated; maximum six credits. mobilization, collaboration, and program Credits: 3 The pre-requisites of PSY 603M, 616M, 617M and sustainability. Annually 665M are required. Credits: 3 Credits: 3 On Occasion PSY 603M Contemporary Psychological Theories Every Semester A survey of the transformation of psychological PSY 615M Personality thought from nineteenth century philosophy, PSY 611 Cognitive and Affective Issues in A critical examination of the leading theories of physiology and medicine to modern psychology as a Psychology personality, with the purpose of evolving a scientific discipline. Implications for behavioral This course will examine contemporary issues comprehensive conceptualization. Required for science and its variety of disciplines and schools of centering on the intersection of emotion, specialization in Clinical Psychology. thought are examined. Required of all candidates motivation, and cognition. Topics will include Credits: 3 for the M.A. in Psychology. basic research from social, cognitive, and On Occasion Credits: 3 neuroscientific perspectives, as well as research Every Semester relevant to understanding these topics in an applied PSY 616M Statistical and Research Methodology I context. We will examine core topics in which A study of how to design and conduct experiments, students will be exposed to essential questions and interpret obtained results, and refine the succeeding

Page 59 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021 design and procedures, as well as how to read and Introduction is made to the Rorschach and other techniques. The seminar also addresses ethical critique a problem, design and execute a small- projective tests, as well as continued work with issues in clinical practice and offers students the sample experiment, and interpret and critique the neurocognitive tests. Three hours lecture; one hour opportunity to learn through direct practicum outcome. Required of all candidates for the M.A. in laboratory. Cultural differences are covered. experience, role playing or observation of other Psychology. Prerequisite: Psychology 620 or its equivalent. students clinical experience. The empirical Credits: 3 Must be a student in the Doctoral Psychology literature on psychotherapy outcome studies is also Every Fall program presented as well as cultural and ethnic factors Credits: 4 affecting the clinical process. Issues related to the PSY 617M Stastistical and Research Methodology Annually identification and reporting of child abuse and II maltreatment are also addressed. Pass/Fail only. This course is the second in the series for Statistical PSY 630A Introduction to Clinical Interviewing Must be a student in the Doctoral Psychology and Research Methodology. See description for PSY and Practice I program 616M (the first in the series). Required of all An introduction to clinical interviewing techniques Credits: 3 candidates for the M.A. in Psychology. and didactic material across a range of intervention Every Spring The pre-requisite of PSY 616M is required. strategies, with a focus on cognitive-behavioral Credits: 3 techniques. The seminar also addresses ethical PSY 631B Introduction to Clinical Interviewing Every Spring issues in clinical practice and offers students the and Practice II opportunity to learn through direct practicum An introduction to clinical interviewing techniques PSY 618M Modalities of Therapeutic Intervention experience,role playing or observation of other and didactic material across a range of intervention A discussion of various therapeutic strategies and students clinical experience. The empirical strategies, with a focus on cognitive-behavioral tactical alternatives in a variety of settings. literature on psychotherapy outcome studies is also techniques. The seminar also addresses ethical Credits: 3 presented as well as cultural and ethnic factors issues in clinical practice and offers students the On Occasion affecting the clinical process. Issues related to the opportunity to learn through direct practicum

identification and reporting of child abuse and experience, role playing or observation of other PSY 620 Tests and Measurements maltreatment are also addressed. Pass/Fail only. students clinical experience. The empirical A consideration of the principles of psychometric Must be a student in the Doctoral Psychology literature on psychotherapy outcome studies is also theory. Issues of test construction, validity and program presented as well as cultural and ethnic factors reliability are discussed. Principles of Credits: 3 affecting the clinical process. Issues related to the administration, scoring and interpretation of the Every Fall identification and reporting of child abuse and Stanford-Binet, the Wechsler series, and a survey of maltreatment are also addressed. Pass/Fail only. personality inventories, occupational tests and PSY 630B Introduction to Clinical Interviewing Must be a student in the Doctoral Psychology neurocognitive tests are covered. Cultural and Practice I program differences related to test biases and performances An introduction to clinical interviewing techniques Credits: 3 are covered. Three hours lecture; one hour and didactic material across a range of intervention Every Spring laboratory. strategies, with a focus on cognitive-behavioral Must be a student in the Doctoral Psychology techniques. The seminar also addresses ethical PSY 631M Practicum program issues in clinical practice and offers students the Supervised experience in an area that relates to Credits: 4 opportunity to learn through direct practicum students' interests or specialization. On-site Every Fall experience,role playing or observation of other experiences are employed during the weekly

students clinical experience. The empirical seminar to focus on students' concerns and basic PSY 620M Introduction to Clinical Assessment literature on psychotherapy outcome studies is also issues of ethics, theory and practice. Students must An introduction to the use of interviews, projective presented as well as cultural and ethnic factors find their own placements. techniques and other semistructured instruments in affecting the clinical process. Issues related to the Credits: 3 psychological research, assessment and occupational identification and reporting of child abuse and On Occasion settings. Classroom demonstrations of techniques maltreatment are also addressed. Pass/Fail only. are included, and each student is required to gain Must be a student in the Doctoral Psychology PSY 635A Advanced Clinical Interviewing III some practical experience with at least one program An intensive case seminar taken in conjunction assessment procedure. Credits: 3 with a two-day per week practicum placement. The Credits: 3 Every Fall seminar uses the practicum experiences to focus on On Occasion issues in clinical interviewing, therapeutic alliance

PSY 630M Practica building, treatment planning and psychotherapy as PSY 621M Tests and Measurement Supervised experience in an area that relates to well as empirically supported therapies. Topical An introduction to concepts of psychological test students' interests or specialization. On-site readings related to each of these areas are assigned construction and evaluation. Principles of ethical experiences are employed during the weekly regularly for discussion as well as cultural and conduct, administration and interpretation are seminar to focus on students' concerns and basic ethnic factors affecting the clinical process. Issues illustrated for standardized tests commonly used in issues of ethics, theory and practice. Students must related to the identification and reporting of child vocational counseling, employment practices and find their own placements. abuse and maltreatment are also addressed. clinical assessment. Credits: 3 Pass/Fail only. Credits: 3 On Occasion Must be a student in the Doctoral Psychology On Occasion program PSY 631A Introduction to Clinical Interviewing PSY 625 Psychological Assessment I Credits: 3 and Practice II A study of the basic principles of assessment, Every Fall An introduction to clinical interviewing techniques including interviewing and psychological testing, and didactic material across a range of intervention PSY 635B Advanced Clinical Interviewing III with an emphasis on individual differences. strategies, with a focus on cognitive-behavioral An intensive case seminar taken in conjunction

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 60 LIU Brooklyn with a two-day per week practicum placement. The Annually theory and research in intervention techniques, seminar uses the practicum experiences to focus on including cognitive behavioral models, issues in clinical interviewing, therapeutic alliance PSY 644M Group Processes and Techniques psychodynamic models, interpersonal models, and building, treatment planning and psychotherapy as An examination of groups and of such group humanistic models with a particular emphasis on well as empirically supported therapies. Topical techniques that may be used for treatment, short-term psychotherapies. This course will readings related to each of these areas are assigned promotion of growth, or improvement of elucidate why (or for what purpose) therapists of regularly for discussion as well as cultural and relationships in diverse settings. The format of the different orientations use certain intervention ethnic factors affecting the clinical process. Issues course may be both didactic and experiential. The techniques as opposed to others and will focus on related to the identification and reporting of child empirical literature is considered. areas of convergence as well as discrepancies abuse and maltreatment are also addressed. Credits: 3 between the various models. Finally, this course Pass/Fail only. On Occasion will provide an overview of important issues facing

Must be a student in the Doctoral Psychology contemporary clinical psychologists, including PSY 648M Developmental Psychology I: program cultural competence, psychotherapy integration, Childhood and Adolescence Credits: 3 and empirically supported treatments. Corequisite: A consideration of issues that concern the Every Fall Psychology 655 development of the individual from conception to Must be a student in the Doctoral Psychology late adolescence. Theories of development are PSY 636A Advanced Clinical Interviewing IV program surveyed. Attention is given to the impact of An intensive case seminar taken in conjunction Credits: 3 biological and social factors that influence the with a two-day per week practicum placement. The Every Fall seminar uses the practicum experiences to focus on course of development. issues in clinical interviewing, therapeutic alliance Credits: 3 PSY 665M Professional Issues and Ethics in building, treatment planning and psychotherapy as On Occasion Psychology well as empirically supported therapies. Topical A seminar devoted to discussions and the PSY 655 Psychopathology I readings related to each of these areas are assigned evaluation of various theoretical and practical issues An introduction to the core concepts and major regularly for discussion as well as cultural and in psychology. Problems of ethics and the roles of research findings in psychopathology, including ethnic factors affecting the clinical process. Issues the psychologist receive particular attention. how major mental disorders are defined, explained, related to the identification and reporting of child Required of all candidates for the M.A. in and classified by the DSM-5. The course will abuse and maltreatment are also addressed. Psychology. emphasize major etiological and sociocultural Pass/Fail only. Credits: 3 factors contributing to these disorders, as well as Must be a student in the Doctoral Psychology Every Fall how to apply these diagnostic categories to clients program presenting in clinical practice. Credits: 3 PSY 668M Ethnic Cultural, and Minority Issues Must be a student in the Doctoral Psychology Every Spring in Psychology program An examination of the impact upon gender, racial, PSY 636B Advanced Clinical Interviewing IV Credits: 3 ethnic, religious and other minorities of An intensive case seminar taken in conjunction Every Fall stereotyping, discrimination, and efforts to ignore with a two-day per week practicum placement. The differences or compel uniformity. PSY 655M Psychopathology seminar uses the practicum experiences to focus on Credits: 3 A study of the genesis, course, conceptualization, issues in clinical interviewing, therapeutic alliance On Occasion diagnosis and treatment of mental illness. building, treatment planning and psychotherapy as Credits: 3 well as empirically supported therapies. Topical PSY 669M Seminars in Special Topics On Occasion Consideration of special areas of interest in readings related to each of these areas are assigned psychology at the master's level by intensive study in regularly for discussion as well as cultural and PSY 657 Childhood Psychopathology a seminar format. ethnic factors affecting the clinical process. Issues A study of the essentials for understanding the Credits: 3 related to the identification and reporting diagnosis of childhood psychopathology and its of child abuse and maltreatment are also addressed. On Occasion assessment. The empirical literature of a range of Pass/Fail only. diagnostic categories is reviewed as well as the PSY 670M Seminars in Special Topics Must be a student in the Doctoral Psychology impact of cultural factors. Prerequisite Psychology Consideration of special areas of interest in program 655. psychology at the master's level by intensive study in Credits: 3 Credits: 3 a seminar format. Every Spring Annually Credits: 3

PSY 643 Teaching Seminar in Psychology On Occasion PSY 658 Psychotherapy of Children This course is designed to prepare psychology An in-depth study of the theory and practice of PSY 671 Dynamic Psychotherapy I graduate students for the teaching of psychology at child psychotherapy. Emphasis is on This course examines the theory and techniques of the undergraduate level and as teaching assistants. psychodynamic approaches as well as some dynamic psychotherapy with the neurotic and The course involves syllabus preparation, selection application of behavioral management and family character disordered individual. The emphasis is on of instructional material, testing, evaluation, and systems theory. The empirical literature in this area the beginning phase of treatment, the therapeutic demonstration lectures. Also included in the is also examined. alliance, transference, resistance and other key course is a discussion of classroom management Credits: 3 issues in dynamic psychotherapy. While focusing strategies and techniques, as well as other practical Annually on common principles shared by varied schools of and theoretical issues relating to the teaching of dynamic psychotherapy, we will also look at areas of psychology. PSY 660 Intervention Techniques I difference between schools, at empirically Credits: 0 This course is designed to orient students to current supported techniques, and at treatment issues

Page 61 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021 raised by clients with diverse cultural backgrounds. The purpose of this course, which is a continuation supervision is also discussed as are empirically Concurrent supervised experience (Clinical Practice of Psychology 625, is to provide participants with supported therapies. Pass/Fail only III) is required. the theoretical knowledge and practical skills Must be a student in the Doctoral Psychology The pre-requisite of PSY 655 is required and the co- necessary to conduct an individual, comprehensive program requisite of PSY 635A or B is required and is only psychological assessment in a mental health setting. Credits: 3 open to students in the PhD program. Participants will learn about test selection, as well as Every Fall Credits: 3 approaches to working with a multi-method test Annually battery. Tests covered will include cognitive (e.g., PSY 691B Clinical Practice V WAIS-IV), self-report personality tests (e.g., MMPI- See the description for Psychology 691A for a full PSY 671M Topics In Cognition 2), and projective (or performance-based) description of this clinical case seminar. Pass/Fail This course will study the history and development personality tests (e.g., TAT; Rorschach). While only. of Cognitive psychology in the late twentieth participants will learn test administration and Must be a student in the Doctoral Psychology century. This course will also review contemporary scoring, a major goal of the course will be on program research on perception, language, concept interpretation and integration of findings in the Credits: 3 formation, imagery, and reasoning. context of writing a comprehensive report for use in Every Fall

Credits: 3 diverse clinical settings. The course will consist of PSY 692A Clinical Practice VI On Occasion weekly class meetings in a composite lecture- This case seminar is a continuation of Psychology seminar format, and weekly lab meetings. Three PSY 672M Forensic Psychology 691A. Pass/Fail only hours lecture; one hour laboratory. Prerequisite: This graduate course considers a range of topics Must be a student in the Doctoral Psychology Psychology 625 that are of concern to both psychologists and program Must be a student in the Doctoral Psychology members of the legal profession. In this course, we Credits: 3 program will investigate how psychology works with the legal Every Spring Credits: 4 system as social scientists, consultants, and expert Every Fall PSY 692B Clinical Practice VI witnesses. We will examine how psychological This clinical case seminar is continuation of theories, research data, techniques and methods PSY 678 Clinical Neuropsychology Psychology 691B. Pass/Fail only. can enhance and contribute to our understanding An introduction into the interrelation between Must be a student in the Doctoral Psychology of the judicial system. In addition to offering an human biology, physiology, neurology and human program introduction to the field of forensic psychology, this behavior. The literature and research concerned Credits: 3 graduate course will focus on: 1) psychological with the assessment of organicity or pathology, assessment of competency, malingering, and Every Spring conceptions of the physiological basis of abnormal criminal responsibility, 2) jury selection process and behaviors, and related topics are presented. PSY 699 Second Year Research Project jury decision making, and 3) psychological Must be a student in the Doctoral Psychology This seminar may be enrolled in when working on treatment for crime victims and perpetrators. program a Second Year Research Project and may be taken Credits: 3 Credits: 3 only once. Pass/Fail only. The one credit may not On Occasion Annually be used toward the 90 credits required for

graduation. PSY 673 Empirically-Supported Psychotherapies PSY 679 Family Therapy Credits: 1 This course is designed to orient students to current A study of a variety of conceptual approaches to techniques utilized in empirically-supported On Occasion family therapy. These approaches include, but are treatments. While theory and research will be not limited to, structural systems theory and object PSY 700 Research Design II discussed, the focus will be on application of relations approaches to family therapy practice. The This seminar, an extension of Psychology 600, treatment techniques in clinical practice. empirical literature evaluating such approaches is involves a detailed examination of methods used in Empirically-supported treatment techniques will be discussed as are ethnic and cultural differences. experimental psychology that have implications for primarily derived from dialectical behavior therapy Must be a student in the Doctoral Psychology conducting research related to psychodynamic (DBT), transference focused psychotherapy (TFP), program theory and treatment. Drawing upon specific and mentalization based therapy (MBT), with a Credits: 3 studies in social, cognitive, and clinical psychology, focus on case conceptualization and how to select Annually participants will examine a variety of approaches and implement appropriate intervention techniques that rely on explicit and/or implicit methods. In with diverse populations PSY 680 Neuropsychological Assessment doing so, participants will examine different topics, Credits: 3 An examination of the variety of assessment including: self/self-descriptions, object relations, Annually techniques designed to evaluate and interpret unconscious processes, attachment, and personality. neuropsychological functions. It is recommended Emphasis is placed on learning practical skills both PSY 674 Psychology of Gender that this course follow Psychology 678. to assess existing studies, and to develop future A psychological study of the traditional perspectives Credits: 3 studies (including a doctoral dissertation research of gender, the means by which psychologists Annually attempt to study gender, the relationship of gender proposal). Prerequisites: Psychology 600 and 606 to traditional issues in psychology, the causes of sex PSY 691A Clinical Practice V Must be a student in the Doctoral Psychology differences and similarities, and how biological and An intensive case seminar taken in conjunction program cultural factors influence the development of with a two to two-and-a-half day per week practicum Credits: 3 gender roles and identities. placement. This advanced seminar utilizes student Annually

Credits: 3 practicum experiences to focus on more complex PSY 704 Advanced Personality Theory On Occasion clinical issues in psychodynamic psychotherapy A review of a variety of new empirical and primarily through specific clinical case theoretical developments in the psychology of PSY 676 Psychological Assessment II presentations. The empirical literature on clinical

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 62 LIU Brooklyn personality. Conceptual topics include neo-analytic, Pass/Fail only. Prerequisites: Psychology 600 and PSY 776 Special Topics- Externship cognitive-developmental, and factorial models of 700 or 710. An intensive study in special areas of interest in personality organization. Study of research in those Credits: 3 Clinical Psychology (not necessarily the same topics spheres of personality psychology is central to Annually each year). Topics are related to a doctoral student's course work, including examination of the content clinical externship. Examples of topics include and methodological issues that are unique to this PSY 751 Individual Research II brain and behavior relationships, area of psychology. Individual research projects under supervision. psychopharmacology, issues of social stress, and the Must be a student in the Doctoral Psychology Pass/Fail only. Prerequisites: Psychology 600 and study of anxiety. program 700 or 710. Must be a student in the Doctoral Psychology Credits: 3 Credits: 3 program On Occasion Annually Credits: 1

Annually PSY 706 Statistics in Psychology II PSY 755 Psychopathology II This course is designed to advance your statistical A study of contemporary theory and research in PSY 777 Special Topics knowledge base and teach you how to apply this psychopathology with a special emphasis on An intensive study in special areas of interest in knowledge to your own data. Most psychological developmental etiological factors, biosocial Clinical Psychology (not necessarily the same topics research examines relationships among multiple contributions, symptom formation and the each year). Examples of topics are computer variables at the same time. You want to understand rationale for different interventions. research technology, brain and behavior how variables are related to one another and how Psychodynamic and cognitive behavioral theories relationships, psychopharmacology, issues of social they work together to explain or predict an are emphasized as is the interaction of stress, special statistical techniques, and the study of outcome. There are many multivariate statistical psychopathology with cultural factors. Discussion of anxiety. One to three credits. approaches but this course will focus on the literature related to the DSM is also considered. Credits: 3 multivariate regression analysis, factor analysis, Prerequisite: Psychology 655 On Occasion principal components analysis, path analysis, and Credits: 3 structural equation modeling. We will begin with a Every Spring PSY 779 Data Management and Research review of some univariate techniques but then forge An examination of different topics centered on data PSY 760 Ego Functions ahead to multivariate statistics. Three hour lecture; management, statistics, and beginning research in A focus on the definition of the major ego one hour laboratory. Prerequisite: Psychology 606 the PhD Program in Clinical Psychology. The functions as described in psychoanalytic literature. Must be a student in the Doctoral Psychology course will also involve a review of current research Those functions include reality testing, impulse program groups active in the Program. control, defensive functioning, object relations and Credits: 4 Must be a student in the Doctoral Psychology synthesis. Emphasis is given to assessment, Annually program therapeutic implications and empirical research. Credits: 1 to 3

PSY 709M Master's Thesis Supervision Annually PSY 771 Dynamic Psychotherapy II Master's degree candidates receive assistance in A study of the way in which principles of completing their theses. PSY 840 Clinical Internship psychodynamic psychotherapy may be applied to Prerequisite: Permission of the Chair of the Each candidate for the doctorate in clinical severe psychopathology and to short-term therapies. Department. Pass/Fail only. psychology must spend one year full-time or two The application of such principles to the psychoses, Credits: 3 years half-time as an intern in an approved and borderline conditions is discussed. The Every Semester installation, such as a mental hospital or mental empirical literature related to such hygiene clinic. Services performed concentrate on PSY 710 Psychotherapy Research psychotherapeutic issues is discussed as are the diagnostic testing and staff conferences, and An examination of the history of psychotherapy interactions with cultural and ethnic factors. supervised individual or group psychotherapy. research that focuses on such major topics as Empirically supported therapies for these more Pass/Fail only. No credit. This course has an therapeutic alliance, alliance ruptures and severe disorders are also discussed. Concurrent additional fee. treatment failures, common versus specific factors, supervised clinical practice is required. Credits: 0 and differential treatment outcome. Significant Must be a student in the Doctoral Psychology Every Fall psychotherapy research studies and programs (e.g., program the NIMH depression study), and empirically Credits: 3 PSY 841 Clinical Internship validated treatments are reviewed. A number of Annually Each candidate for the doctorate in clinical psychotherapy research assessment instruments that psychology must spend one year full-time or two PSY 775 Seminars in Special Topics measure different change mechanisms in therapy years half-time as an intern in an approved An intensive study in special areas of interest in are demonstrated using vignettes of videotaped installation, such as a mental hospital or mental Clinical Psychology (not necessarily the same topics sessions. Students interested in pursuing hygiene clinic. Services performed concentrate on each year). Examples of topics are computer psychotherapy research are thus provided some diagnostic testing and staff conferences, and research technology, brain and behavior hands-on experience with a number of measures. supervised individual or group psychotherapy. relationships, psychopharmacology, issues of social This course is the equivalent of Research and Pass/Fail only. No credit. stress, special statistical techniques, and the study of Design II. Prerequisite: Psychology 600 Credits: 0 anxiety. One to three credits each semester. Offered Must be a student in the Doctoral Psychology Every Spring every semester program Must be a student in the Doctoral Psychology PSY 842 Second-Year Internship Credits: 3 program Available to those students who are involved in a Annually Credits: 3 second year of clinical internship. Pass/Fail only. PSY 750 Individual Research I Annually No credit. Prerequisite: PSY 840-841.

Individual research projects under supervision. Credits: 0

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Every Fall PSY 851 Doctoral Thesis Supervison enrollment and fee for this course registration is Each doctoral candidate conducts doctoral thesis repeated as long as the study is in active progress. PSY 843 Second-Year Internship research under the guidance of a committee, which Pass/Fail only. Students recieve an Incomplete until Available to those students who pursue a second may be a standing committee or one assembled the dissertation is completed. year of clinical internship. Pass/Fail only. No with consent of the clinical director. The Credits: 3 credit. Prerequisite: PSY 840-841. enrollment and fee for this course registration is Every Fall and Spring Credits: 0 repeated as long as the study is in active progress. Every Spring Pass/Fail only. Students receive an Incomplete until PSY 857 Doctoral Thesis Supervision

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

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 64 LIU Brooklyn

DEPARTMENT OF SOCIAL emphasizing the US economy and the mixed economies of Western Europe and Japan, the SCIENCES transition of former Communist countries of Eastern Europe to market economies, and the fast Senior Professor Xia growing economy of Communist China. The Professor Ali comparison among economic systems relies on the Professors Emeriti Carden, Dorinson, Gabel, observation that different ways of organizing Hittman, Lombardi, Necheles-Jansyn, Rosenberg, economic activity amount to different information Varma, Wilson transmission protocols and incentives structures, Associate Professors Agrait, Barton, Horstmann which explains different economic performance. Gatti (Chair), Jones, Juwayeyi, Rodriguez Credits: 3 Associate Professor Emeriti Gritzer, Harwood, Cross-Listings: ECO 669, PM 773 Hendrickson, Reilly Rotating Basis Assistant Professor Emeritus Sherar Adjunct Faculty: 7 History Courses

Master of Arts degrees are not offered at this time. HIS 504 The Development of the American Metropolis Economics Courses A study of the development of the American metropolis from the period of settlement to

modern times. Special emphasis is placed on the ECO 624 International Economics relationship of physical development to the various This course provides a unified introduction to factors that affect urban growth and change. (Same international trade and finance. It first focuses on as Urban Studies 504). the concept of comparative advantages, examining the causes and consequences of trade among Sociology Courses nations, and then provides an introduction to open-economy macroeconomics, focusing on capital flows across international financial markets and the SOC 526 Asian Cinema effects of exchange rate and monetary policy on A focus on cinema as a unique cultural product in those flows. which artistic sensibilities are mobilized to address, Credits: 3 and thus reflect, significant aspects of contemporary Cross-Listings: ECO 624, PM 770 society. Through a range of feature films from the Rotating Basis region, this course examines these cultural products as collective expressions of some enduring concerns ECO 636 Public Finance and Fiscal Policy in modern Asian societies. This course applies basic microeconomics to study The pre-requisite or co-requisite of MA 500 is the theory and practice of governmental taxation, required. expenditure and debt within the framework of a Credits: 3 modern market economy. Cross-Listings: MA 533, SOC 526 Credits: 3 On Occasion Cross-Listings: ECO 636, PM 720 Rotating Basis

ECO 661 International Economic Relations This course examines international economic relations, focusing on the emergence and evolution of regional economic integration and the interaction of different free-trade areas, common markets, and economic unions in the context of an increasingly globalized world economy. The course also discusses the role of international economic organizations, like the WTO, the World Bank or the IMF, and a variety of bilateral and multilateral economic, environmental, and defense agreements, in managing globalization and shaping the world economic order. Credits: 3 Cross-Listings: ECO 661, PM 772 On Occasion

ECO 669 Comparative Economic Systems This course provides a comparative analysis of a variety of capitalist and non-capitalist systems,

Page 65 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021

GEORGE POLK SCHOOL OF M.A. Media Arts Recommend: MA 571 Sound for Visual Media; MA 591 Piano Techniques for Producers; MA 554 COMMUNICATIONS This 36 credit Master of Arts in Media Arts is a Musicianship, Performance, Production

unique, integrated program whose curriculum 2) Computer Graphics: Named for intrepid CBS correspondent George combines courses in both production and theory in MA 575 Digital Communications Design Polk, the George Polk School of Communications a 50/50 credit split. It is designed for students, (required) at Long Island University builds on the communication professionals and artists who wish MA 576 Motion Graphics Production (required) extraordinary history and unparalleled reputation to explore the crucial relationship between + 3 Computer Graphics Production Electives - of the prestigious George Polk Awards in theoretical concepts and practical application in a Recommend: MA 578 Interactive Media Investigative Journalism. Graduates of the Polk convergent 21st century media environment. The Production; MA 577 3D Computer Graphics; MA School will carry forth the highest standards of culmination of the program is an Integrated Thesis 676 3D Computer Animation professionalism and integrity represented by the Project that comprises both a thesis paper and an 3) Film/Video Production: extraordinary Polk Laureates, a list that includes exhibition-ready media production. MA 560 Digital Video Imaging I (required) Bob Woodward and Carl Bernstein, Walter MA 660 Digital Video Imaging II (required) Cronkite, Edward R. Morrow, Christine M.A. Media Arts MA 550 Story or MA 651 Page to Screen Amanpour, Peter Jennings, Diane Sawyer, Norman [Program Code: 21759] {HEGIS: 1009.0} (required) Mailer, Seymour Hersh, Jane Ferguson, Glenn + 2 Film/Video Production Electives - Greenwald, Anna Deveare Smith, and other Recommend: MA 550 Story or MA 651 Page to Three Year Program journalists of distinction. Screen; MA 567 Art of the Edit; MA 568 Lighting Minimum of 36 credits required for Visual Media; MA 664 Components of visual Led by an interdisciplinary faculty and Sample Program Model: StoryTelling practitioners who excel in the professional world Year 1 4) Media Management: and/or who are accomplished scholars, the Polk Fall MA 586 New Media Management (required) School innovates on the cutting edge of media, MA 500 Media Aesthetics 3cr MA 592 Project Management (required) communications, public relations, and journalism. MA Production Concentration 3cr + 3 Media Management Production Electives - Guided by LIU's pioneering spirit, the Polk School Spring Recommend: MA 580 Independent Producer; MA attracts students from around the region, country MA 501 Media Theory 3cr 528 Production Management; MA 581 Music and world to a vibrant campus community in MA Production Concentration 3 cr Entrepreneurship Downtown Brooklyn, in the heart of the media Year 2 (Students in this Concentration must take MA 623 capital of the world, New York City. Students Fall Corporate Structure of the Media as part of their engage in experiential learning opportunities that MA Theory Elective 3 cr Theory requirement.) maximize the enriching environment and MA Production Concentration 6 cr 5) Photography: continuous dynamism that surrounds them. Spring MA 556 Digital Photography I (required) MA Theory Electives 6 cr MA 559 Studio Photography (required) Graduate degrees offered through the Polk MA Production Concentration 3 cr + 3 Photography Production Electives - School include masters-level degrees in Media Year 3 Recommend: MA 596 Commercial Photography; Arts, Creative Writing, and Writing and Producing Fall MA 656 Conceptual Digital Photography; MA 588 for Television. MA 707 Thesis (Theory) 3 cr Event Photography

MA 708 Thesis (Production) 3 cr Must complete the following two (2) thesis DEPARTMENT OF MEDIA Spring courses for six (6) credits (MA 707) Maintain Matriculation Integrated Thesis Project ARTS (MA 708) " " MA 707 3.00 (Theory) Professors Lauth, Moghaddam Integrated Thesis Project Professor Emeritus Aquino DISTRIBUTION: MA 708 3.00 (Production) Associate Professors Banks (Chair), LaZebnik, Must complete the following TWO foundation Nappi, Newsome, Rabkin courses for six (6) credits. Associate Professor Emerita Cooper MA 500 Media Aesthetics 3 cr Credit and GPA Requirements Adjunct Faculty: 10 MA 501 Media Theory 3 cr Minimum Credits: 36 Must complete THREE Media Arts theory Must maintain a minimum Program GPA: 3.0 courses for nine (9) credits Media Arts is a powerful and influential field Must complete FIVE production courses in that can be defined as the art and science of artistic M.F.A. Writing and Producing ONE Area of Concentration (Sub Plan) for expression through media such as film, television, fifteen (15) credits for Television radio, video art, the Web, computer graphics, Student must declare one of five Areas of computer art, animation, video games, music The M.F.A. in Writing and Producing for Concentration (listed below) to Department Chair production, sound design, photography, interactive Television is a writing intensive program that uses within first semester of study. media, screenwriting, media management, media- a unique teaching and learning approach that based performance and installation. Students mimics the real world of contemporary television. trained in the above disciplines are employed in AREAS OF CONCENTRATION: In particular, the notion of work done in the entertainment, advertising, publishing and Course Requirements collaboration as a cohort is the hallmark of this communications industries globally, in production 1) Audio Production: program since television demands that its writers and executive levels. MA 570 Digital Sound Design I (required) work as a unit. The M.F.A. in Writing and

MA 670 Digital Sound Design II (required) Producing for Television is a full-time program.

+ 3 Audio Production Electives - Classes are held during the day, and therefore,

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 66 LIU Brooklyn students must be able to commit to studying on a WPT 620 Television Series & 6.00 full-time basis. Students must also be able to work Programs - Writing And collaboratively in an environment that requires the Pre-Production exchange of ideas and the highest level of WPT 622 New Media: An 3.00 professional courtesy. Most classes are held at Introduction Steiner Studios, located at the Brooklyn Navy Yard. WPT 698 Individual Episode 3.00 Admissions Requirements Writing The M.F.A. in Writing and Producing for WPT 699 Internship 0.00 Television is a highly competitive program, which seeks to recruit 15-20 students each year, who The Writers Table WPT 612 3.00 exhibit the ability to express themselves clearly (Writers Intensive) and creatively in the written form. Applicants need not have a background in writing for TV or film. Semester Three However, they will be required to submit, as part WPT 630 Television Series & 6.00 of the admissions process (see below), writing Programs - Writing and samples that demonstrate the potential required to Production write for the television medium. To be admitted to this program you must WPT 631 Single Camera Film-Style 3.00 submit: Video Production • An application for admission

• Personal Statement Semester Four • Two original dramatic or comedic WPT 642 Post Production 3.00 scripts written for film, TV or theater, or two samples of creative writing that reflect your WPT 643 Intellectual Property And 3.00 story-telling ability. Cutting The Deal • Two written recommendations: one WPT 621 Genre Theory and 3.00 professional and one academic. Include contact Writing the Pilot information. • An up-to-date bio or CV WPT 700 Capstone Course 3.00 In addition, applicants must: Location Production • Have earned an undergraduate degree at an WPT 632 3.00 (Writers Intensive) accredited college or university • Complete a personal interview, which will be scheduled once the writing samples have been Credit and GPA Requirements reviewed Minimum Credits: 48 Continued enrollment in this program is Minimum GPA: 3.0 contingent upon: • Regularly attending classes (no more than three missed classes will be allowed). • Submitting projects and writing assignments by the predetermined deadlines.

M.F.A., Writing and Producing for Television [Program Code: 32846] {HEGIS: 0605.0}

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

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

WPT 611 The History Of 3.00 Television

Semester Two

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Media Arts Courses MA 505 Gaming and Game Theory interactive media. CLASS NOTE: To avoid This seminar examines the historical and incurring financial aid penalties in the event this conceptual framework of gaming and game theory. class is cancelled, students should only register for Constitutive components of the class include an this course IN ADDITION TO their regular credit

exploration of the transformative, cognitive effects load. MA 500 Media Aesthetics of play, an historical overview of video games and The pre-requisite or co-requisite of MA 500 is This required foundation course is an introduction rule-based gaming, as well as an investigation of required. to the aesthetic practices and principles of 21st interactive or ergodic processes of dynamic and Credits: 1 century Media Arts. In workshops and in-class cybernetic systems. Media and cinematic Rotating Basis screenings, students analyze various media illustrations of game theory will be screened dimensions, such as: Narrative Structure; Light & including Memento, Dr. Strangelove, Rebel MA 516 History of Photography Color; Area & Composition; Depth & Volume; Without a Cause, Wall Street, War Games, A It is recommended that students following a Time & Motion; Sound. Beautiful Mind and Pi. photography track take this course. An examination Credits: 3 The pre-requisite or co-requisite of MA 500 is of important photographers, processes and Every Fall movements from the invention of photography to required. the present. Special emphasis is placed on MA 501 Media Theory Credits: 3 sociological and artistic concepts that shape and A required foundation course that acquaints the On Occasion inform the medium, such as the act of student with the multitude of theories that together MA 508F Audio Mixing Fundamentals photography, the experience of being constitute Contemporary Media Theory. The An intensive Pro Tools software workshop in which photographed, and the way the camera has changed course is a bridge between the multiple disciplines students learn the essentials of digital audio our social world. that have been used to examine the media, organization, and how to use EQ and Compression The pre-requisite or co-requisite of MA 500 is including psychology, linguistics, history and effects to create mixes that are more polished and required. sociology and the aesthetic considerations of film, sonically amazing. Suitable for audio and Credits: 3 television and popular recording. Topics include: film/video concentrations. On Occasion semiotics, psychoanalysis, feminism and theories of Credits: 1 ideology. Considerable attention is also paid to On Demand MA 517 History of Documentary students developing a sense of how to place the A survey of the documentary film from pioneering media object in its historical and cultural context. MA 508G Songwriting days to the present. Topics include: the Must be taken within the first year of study. An immersive seminar in which students explore ethnographic film, investigative documentary, news The pre-requisite or co-requisite of MA 500 is the essentials of what makes a great song: rhythm documentary and the wild life film. required. and rhyme, lyrical tricks and hooks, song structure. The pre-requisite or co-requisite of MA 500 is Credits: 3 By means of improvisational exercises and required. Every Spring collaboration, students create and showcase a fully- Credits: 3

formed song of their own. Suitable for audio, On Occasion MA 502 Media: Race Gender, Class film/video concentrations and non-musicians. An examination of how race, gender and class are Credits: 1 MA 521 Social and Political Movements and the constructed in the visual media and how they On Demand Visual Media interact. Students become versed in the major This course focuses on the interaction of key 20th historical and contemporary arguments and explore MA 508H Writing and Directing for Actors century social and political movements and their how those arguments apply to various media This hands-on workshop explores how writers, impact on the visual media including: Weimar formations, ranging from film noir to the African- directors and actors can create a short film or video Visual Culture, the French Popular Front, the 60s American gangster film to the independent feminist production in collaboration. Topics include: Student Movement, Alter Globalization, film. The course concludes with studies of media casting, script development and interpretation, Bolivarism. (This course may be taken more than conjunctions in which class, race and gender rehearsal, directing professional actors and on- once for credit). relations are encoded in the same media formation. camera performance. This workshop is open to The pre-requisite or co-requisite of MA 500 is The pre-requisite or co-requisite of MA 500 is anyone interested in the integrated skills necessary required. required. for any time-based media production. CLASS Credits: 3 Credits: 3 NOTE: To avoid incurring financial aid penalties On Occasion On Occasion in the event this class is cancelled, students should

only register for this course IN ADDITION TO MA 522 Myth and Media MA 504 Indie Sex their regular credit load How do humans relate to the great forces of life This course investigates the counter-politics and The pre-requisite or co-requisite of MA 500 is and death, male and female, creation and aesthetic of how sex and gender are represented in required. destruction, light and darkness? Movies along with the narratives of contemporary (mostly non- Credits: 1 all the other arts, have embraced myth; for story American) independent film. Analyzing films Rotating Basis lines, to explain mysteries and for a deeper through the lens of globalism and its cultural influence in structure, motifs and style. In this contexts, students study a variety of genres MA 508I Adobe Creative Cloud: Integrating course, students deepen their theoretical including: documentary, hard-core art, horror, Technologies understanding of how mythic constructs, belief animation and experimental forms. This hands-on workshop explores the integrated systems and ideologies function within film The pre-requisite or co-requisite of MA 500 or MA technical and aesthetic possibilities of the Adobe narrative. In particular, this course explores how 800 is required. Creative Could suite of software programs that is definitions of myth, legend, fairytale or fable are Credits: 3 recommended for media artists in any often conflated within post-modern contemporary On Occasion specialization. Topics include: graphic design, film idiom to reveal new meanings. Topics include:

digital photography, editing, sound for picture and pastiche and satire, Magic Realism, science fiction

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 68 LIU Brooklyn and gender, the eco-disaster movie. set of social formations ranging from post-war This course explores the position, the process and The pre-requisite or co-requisite of MA 500 is consumer capitalism to the global formation of the the works of cultural producers in the global terrain required. present. of digital production and distribution. Investigating Credits: 3 The pre-requisite or co-requisite of MA 500 is the fusion of the private and the local into the On Occasion required. global through the Internet raises critical questions Credits: 3 about the production of artworks in a borderless MA 526 Slavery: Roots to Rap On Occasion virtual context, and about the relationship between A survey of the development of different film these artworks and traditional representational treatments of social history by emphasizing both MA 531 Survey of Contemporary Digital Media spaces. The seminar explores these questions and historical films and contemporary films about Art their implications for the emerging discourse of slavery including those from the 70s black- It is recommended that students following a digital universal citizenship. Lectures, readings, discussion xploitation and hip-hop eras. This course provides design track take this course. A focus on and analysis of cultural products. Final projects will an overview of how filmmakers depict the cultural contemporary examples of digital media art through be in the form of digital works. and political progress (or not) of an American social a survey of digital media in the applied and fine The pre-requisite or co-requisite of MA 500 is group. Filmmakers studied will include Gillo arts, critical theories in support of such emergent required. Pontecorvo, Steven Spielberg, Spike Lee, Larry media and the new models and archetypes for Credits: 3 Cohen, Jonathan Demme. communication and interaction inherent in such On Occasion The pre-requisite or co-requisite of MA 500 is media. required. The pre-requisite or co-requisite of MA 500 is MA 537 Comparative Film Directors Credits: 3 required. A focus on the work of either a single On Occasion Credits: 3 director/writer or on a comparative analysis of two On Occasion directors/writers. Names include Katherine MA 527 Women and Technology Bigelow, Ousmane Sembene, Stanley Kubrick, This seminar explores the historical and MA 532 Contemporary Documentary David Lynch, Fritz Lang, Spike Lee, Alfred contemporary interrelationship between Women An exploration of the changing form and style of Hitchcock/Claude Chabrol, Douglas Sirk/R.W. and Technology - how technology has imaged and the documentary in the context of the Fassbinder. (This course may be taken more than shaped women's lives, and likewise - how women democratization of access to information once for credit.) have, in turn, appropriated technology for their technologies and globalization. Topics include: the The pre-requisite or co-requisite of MA 500 is own use. Topics include: domestic and mockumentary, guerilla documentary, the video required. reproductive technologies, (often touted as memoir, experimental and avant garde Credits: 3 liberators from domestic servitude and biological documentary. On Occasion imperatives); to inherited and appropriated The pre-requisite or co-requisite of MA 500 is technology, including women media makers required. MA 538 All About ... (cinematographers, directors, computer graphic Credits: 3 This course involves an intense study of a single artists and technologists), to activists and theorists Annually media object, including the works that led up to it of cyber-feminism and global feminist blogs such as and the works that were subsequently influenced by WIMN: Women in Media & News. MA 533 Asian Cinema it. Studies include: Bonny and Clyde, 2001: A The pre-requisite or co-requisite of MA 500 is A focus on cinema as a unique cultural product in Space Odyssey; Blue Velvet. (This course may be required. which artistic sensibilities are mobilized to address, taken more than once for credit.) Credits: 3 and thus reflect, significant aspects of contemporary The pre-requisite or co-requisite of MA 500 is On Occasion society. Through a range of feature films from the required. region, this course examines these cultural products Credits: 3 MA 528 Production Management as collective expressions of some enduring concerns On Occasion This course surveys the nuts and bolts of in modern Asian societies. production management in photography, film, The pre-requisite or co-requisite of MA 500 is MA 539 History of Special Effects television, and contemporary digital media. Topics required. This seminar provides a historical and theoretical include: entertainment and copyright laws, Credits: 3 overview of special effects, from their earliest programming, operations, scheduling, hiring, Cross-Listings: MA 533, SOC 526 inception in theatrical, photographic and cinematic budgeting and media management. Students On Occasion productions to their current utilization in complete an entire Production Handbook as their contemporary media arts. This class surveys the semester long assignment. MA 534 Latin American Cinema ubiquity of special effects used as either obvious The pre-requisite or co-requisite of MA 500 is An examination of the parallel developments of tropes in visualizing the fantastical, or as invisible required. contemporary Latin American Cinema focusing on amplifiers in simulating a more plausible reality. Credits: 3 new cinema in Argentina, Brazil, Cuba and Mexico. The class also examines the relationship of SFX to Rotating Basis The course situates these films in relation to both narrative realism, and to the fabrication of the historical patterns in both Latin American history, simulacrum, by tracing the semiotic use of SFX to MA 530 Television Theory literature and culture, and Latin American cinema both propel a narrative, and to maintain narrative Prerequisite: MA 500 or MA 501 or permission of itself. Topics include: Magical Realism, Brazilian coherence in what might otherwise be impalpable instructor. Cinema Nuovo, Tropicalism. and disjointed exaggerations. The pre-requisite or co-requisite of MA 500 is The pre-requisite or co-requisite of MA 500 is An exploration of both how established modes of required. required. criticism are applied to television (psychoanalytic Credits: 3 Credits: 3 theory, ideological critique, feminist theory) and On Occasion On Occasion how television is serving as a model for various cultural studies theories which stress the media as a MA 535 Global Net Art MA 545 Introduction to AR/VR

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An introduction to AR, Augmented Reality, and An intermediate course where students complete exposure, and the effect on contrast and color VR, Virtual Reality, production. their own full-length screen/teleplay. Weekly balance. Students must submit a self-published Credits: 3 writing groups provide feedback and evaluation. body of work as a final portfolio, and complete a On Demand Workshops for directing actors/readers; guest research project. speakers. (This course may be taken more than The pre-requisite or co-requisite of MA 556 is MA 546 CyberCinema once for credit.) required. As the moving image continues to morph into The pre-rquisite or co-requisite of MA 550 is Credits: 3 numerable metaforms of digital signals and required. Rotating Basis electronic transmissions, (and is trademarked as Credits: 3 cyber-cinema), this graduate seminar explores all On Occasion MA 560 Digital Video Imaging I things cyber in cinema. Cyber - short for An exploration, using state-of-the-art digital cameras cybernetics - an interdisciplinary study of MA 556 Digital Photography I and nonlinear editing systems, of all aspects and communications and control sytems in animals, An intensive introductory workshop in stages of the video production process from pre to humans and machines, connects the fields of photographic digital imaging and print output that post. Working as individuals or in small production robotics, artificial intelligence, evolutionary biology, provides students with advanced skills in digital fine teams, students complete a video project of their neuroscience, psychology, etc., and has been a art and archival print applications. The class own design. longtime preoccupation in cinema, as seen in: incorporates alternatives to chemical processes The pre-requisite or co-requisite of MA 500 is Metropolis (1927), Frankenstein (1931), 2001: A brought about with enhanced new technologies and required. Space Odyssey (1968), Blade Runner (1982), experimentation with digital printing on different Credits: 3 Artificial Intelligence (2001), Minority Report substrates and surfaces. Every Fall (2002), I, Robot (2004), etc. Through screenings, The pre-requisite or co-requisite of MA 500 is cyber-interactions, readings of cyber-SciFi, and required. MA 561 Multi-Camera Production I discussions, this class probes such topics as gender Credits: 3 An intensive exploration of the art and science of guises in cyberspace, what it means to be human, Annually multi-camera production. Students work consciousness, etc. cooperatively at an accelerated pace on projects of The pre-requisite or co-requisite of MA 500 is MA 557 Experimental Photography their own design and examine various remote and required. An examination of the relationship between studio technologies, directorial strategies, and Credits: 3 technique and creative vision in photography. production techniques. On Occasion Students experiment using processes designed to The pre-requisite or co-requisite of MA 560 is expand the creative approaches available to the required. MA 547 Avatars, Cyborgs, Robots photographic artist, including alternative chemical Credits: 3 Human identity intermixes with technology in processes (cyanotype, vandyke brown salt, platinum, On Occasion interesting and compelling ways. As we develop gum), nontraditional mediums (wood, glass, technology, our connection to it has become sculpture), and alternative image sources. Particular MA 562 DV Intensive increasingly more intimate. This is evident in our emphasis is placed on the relationship between Students join forces to complete a DV project in latest medical advances in bionic implants and in process and image and how invention and artistic five days from inception to final screen credits with our science fiction explorations in films, novels, interpretation are entwined in the photographic original music. Students write, pre-produce, direct, and games. The image of the cyborg, a hybrid context. shoot, edit, insert graphics, add music and turn in a human and machine, appears in such films as The pre-requisite or co-requisite of MA 556 is final copy of a ten-to- fifteen minute narrative or Bladerunner, Terminator I, Robot, etc., while required. mockumentary in a particular genre and film style. reflecting cultural ambivalence about technology, its Credits: 3 This course takes skills acquired in previous courses potentialities as well as its dangers. But, we may On Occasion and applies them in a way that most emulates the ask, "Mirror, mirror, on the wall, are we to become conditions of actual production. the humanoid robot or the technologically- MA 558 The Business of Freelance The pre-requisite or co-requisite of MA 560 is augmented human?" We shall explore these The course will explore aspects of working freelance required. mediated questions together in this class. in the media fields of graphic arts, photography, Credits: 3 The pre-requisite or co-requisite of MA 500 is film and video production. The class will enable On Occasion required. students to develop the skills necessary for a MA 563 Digital Media For Teachers Credits: 3 successful career using self-promotional tools and A five-day intensive workshop designed to teach On Occasion business practices involved in freelance work. The pre-requisite or co-requisite of MA 500 is participants how to create, develop and plan MA 550 Writing for Media I: The Story required. effective, well-designed multi-media presentations An introduction to the principles of screenwriting. Credits: 3 for the classroom, professional conferences and Students explore dramatic structure, character On Occasion seminars. development, dialogue, and plot through analysis of Credits: 3 television and film narratives. They complete a story MA 559 Studio Photography On Occasion treatment and short screenplay or teleplay as their This course is primarily about light and its control MA 565 Directing the Screen Actor I final project. in the process of creating photographs. Students A hands-on workshop exploring how to direct an The pre-requisite or co-requisite of MA 500 or MA will be introduced to the fundamentals of studio actor and how to write dialog for actors to speak in 501 is required. lighting with an emphasis on practical applications front of the camera. Students also learn how to Credits: 3 for portraiture and still life photography. In-class meet the creative demands of their projects as a Cross-Listings: ENG 526, MA 550 demonstrations will cover the use of electronic flash producer, how an actor creates a part and drops Every Spring equipment, portable flash equipment, tungsten lights, and the modification of light. Students will into that internal place on camera that makes the MA 551 The Screenplay learn to consider the direction of light, proper viewer really believe she/he is that character.

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The pre-requisite or co-requisite of MA 500 is formats with a focus on sound design, SFX editing, required. required. Foley, and ADR (dialogue replacement). This class Credits: 3 Credits: 3 provides an emphasis on sound and its effects on On Occasion On Occasion dramatic impact and overall tone of visual imagery. The pre-requisite or co-requisite of MA 570 is MA 575 Digital Communications Design MA 567 Art of the Edit required A Communications Design class using industry This course explores the aesthetics and Credits: 3 standard digital tools for media production. implementation of effective editing. It surveys On Occasion Students learn and work with graphics for print, examples of the craft in various iterations of its video, film and web combining graphics, genre and modern forms of its application: MA 572 Location Sound Recording illustration and text. Special emphasis is placed on theatrical narrative, commercial, montage, This course is a survey course, which introduces resolution, color, and design principals for various documentary, trailer, industrial and web-episodes. students to the technologies behind current audio media. The class will learn the in’s and out’s of story telling production and acquisition. Topics include: audio The pre-requisite or co-requisite of MA 500 is through the sequencing of shots and images, as well terminology, recording location sound for film and required. as gain a technical understanding of Codex’s, television, microphones, mixers, multi-track hard- Credits: 3 transcoding, output formats and mixing. This class disk recoding, noise reduction and digital audio Rotating Basis takes a hands-on approach, balanced by the processing using ProTools software. This course is theoretical underpinnings of good cinema and recommended for film and video students who MA 576 Motion Graphics Production offers students applicable skills in the grammar of want to increase their knowledge of recording An introductory level class in Motion Graphics editing. sound for film, audio students and anyone looking production for Video, Film and the Web using The pre-requisite of MA 560 is required. to increase their knowledge of audio recording. industry standard software. Students work with Credits: 3 The pre-requisite or co-requisite of MA 570 is basic motion design for graphics, live action, and Rotating Basis required. text elements, in addition to special effects. Credits: 3 The pre-requisite or co-requisite of MA 575 is MA 568 Lighting for Visual Media On Occasion required. At the heart of the expression of visual media is Credits: 3 light. This course will explore the nature, content, MA 573 Music for Visual Media Annually and the uses of light in film/video, stills, and This course focuses on music for visual media animation. We will look at how light creates mood, including film, television, gaming and multimedia. MA 577 3D Computer Graphics depth and an emotional experience within the Topics include the psychology of music, music and An introductory level class in 3D modeling, media. This is a hands-on production class, which emotions, music composition and the roles music surfacing, texturing, lighting, rendering, special requires that each student have competency in his plays in video, film, or other multimedia formats. effects and basic digital cinematography. Students or her form of media. Most projects will be The class will include an emphasis on storytelling create 3D objects and renderings for film, video, delivered in a media form of the students choosing. through sound as well as on how sound can affect web and print. We will learn to work with natural light, lighting the dramatic impact and overall tone of images, The pre-requisite or the co-requisite of MA 575 is kits, and in some cases create our own lighting helping to create a total artwork. Students will required. instruments to work with a variety of lighting styles, learn about a variety of approaches to music Credits: 3 and shooting conditions. We will examine the placement in media. In addition, class assignments Annually additive and subtractive color modes and bring all give students a hands-on approach to music MA 578 Interactive Media Production of these tools together in a final project. placement. An introductory level class in interactive design for The pre-requisite of MA 560 is required. The pre-requisite or co-requisite of MA 570 is the web using industry standard software. Students Credits: 3 required. learn and work with basic web design using HTML Rotating Basis Credits: 3 and HTML editing software. On Occasion MA 570 Digitial Sound Design I The pre-requisite or co-requisite of MA 575 is A survey course that introduces students to the MA 574 Music Production Intensive required. technologies behind current audio production for This is an introductory graduate level audio course Credits: 3 music and sound design throughout media arts. that focuses on creating, producing, recording and Annually

Topics include microphones, mixers, multitrack mixing original music and sound. The course MA 579 Computer Graphics I DAT recorders, MIDI samplers, computer-based explores various ways of creating and manipulating An introductory level class in Computer Graphics sequencing, hard disk recording, digital mixing and sounds using industry standard technology. Topics for print, screen and the web using Adobe processing (Digital Performer and Pro Tools). Also include MIDI, audio signal flow, digital synthesis, Photoshop. Students learn and work with basic examined are output and production recording, effects processing and professional illustration, graphics, photo-illustration/retouching considerations for CD, CD-ROM, DVD video, mixing techniques. Apple's Logic Audio, Avid's and typography. Additional topics include basic digital video, film 5 to 1 surround, Internet ProTools and Propellerhead's Reason will be used image acquisition and input with digital cameras distribution, Web pages and motion graphics. as platforms for learning audio technology and scanners for graphics production. The pre-requisite or co-requisite of MA 500 is throughout this course. Hands-on experience The pre-requisite or co-requisite of MA 575 is required. through assigned projects will be a large portion of required. Credits: 3 the course work and will take place during Credits: 3 Annually individual studio time. MA 574 is suitable for On Occasion students who are interested in building a strong MA 571 Sound For Visual Media foundation in music production and composition, MA 580 Independent Producer This introductory course in sound for film, recording engineering, and sound design. A hands-on approach to the production television and multi-media covers audio post- The pre-requisite or co-requisite of MA 570 is management tasks of the independent producer of production for video, film and other multimedia

Page 71 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021 film, video or multimedia. Topics include: script the music industry. This course explores topics their own material before the camera utilizing up-to- breakdown, scheduling, budgets, writing the related to current marketing techniques including the-minute newsroom technology, shooting in the business plan, marketing and distribution. Students identifying and connecting with a target audience, field and studio technology. will complete a production handbook and mock effective approaches to promotion and publicity The pre-requisite or co-requisite of MA 500 is business plan as their final projects. and branding within a focused niche. Creative required. The pre-requisite or co-requisite of MA 500 is strategies for successful marketing are also explored, Credits: 3 required. including online and non-traditional approaches. On Occasion Credits: 3 Students who are interested in promoting their own Annually music projects will benefit from this course as well MA 591 Piano Technique for Producers as students who are interested in expanding their This class is for the aspiring producer with no prior MA 581 Music Entrepreneurship knowledge of marketing in the entertainment music-reading or formal piano playing study or This course provides an overview of how to succeed industry as a whole. experience, who is looking to establish a solid in today's changing music industry. The rules have The pre-requisite or co-requisite of MA 570 is musical foundation. The emphasis is on changed and now more than ever each individual required. introducing basic concepts of physical notation, has the opportunity to take their careers into their Credits: 3 musicianship, keyboard geography, chord/scale own hands, making it a time for the entrepreneur. On Occasion relationship, Throughout this course, emphasis will be given to Credits: 3 the various aspects of the music business such as MA 586 New Media Management On Occasion Contracts, Copyright Law, Business Plans, Music This class focuses on new and emergent business Publishing, Royalties, Performing Rights models and media content that incorporate MA 592 Project Management Organization, Niche Marketing Promotion, breakthrough technologies and innovative This class engages students in the practice of Creative Strategies for Marketing and Distribution, implementation of existing media. Students initiation, planning, executing, controlling, and Online Presence and New Business Models. In examine the new technological shifts in various closing a multifaceted media project. Project may addition the class spends time developing the LIU media industries, unique management models integrate several media categories; for example record label, and showcasing featured LIU artists. emerging in response to these changes, the use of cinema, television, social media, sound design, The pre-requisite or co-requisite of MA 500 is internet and social technologies for marketing, new marketing. Students work in teams to achieve required. distribution and deployment strategies for media specific goals within a time limit, interfacing with Credits: 3 such as broadband and mobile, and issues relating real-world vendors, stakeholders and clients. Topics On Occasion to innovative technologies for new media. include: building teamwork skills, outcome-oriented The pre-requisite or co-requisite of MA 500 is approaches and focusing multiple players with MA 583 Art and Commerce required. many moving parts in a single direction. A focus on a wide range of contemporary art and Credits: 3 The pre-requisite or co-requisite of MA 500 is design enterprises in the metropolitan area. By Annually required. means of on-site visits, students explore the work of Credits: 3 individual artists, photographers, designers, MA 589 Fine Art Photography On Occasion curators and art directors. Discussion topics This course explores the possibilities of include the interface between creativity and culture, photography as a fine art practice. Students study MA 595 Music Production I art and commerce, artifact and economics. photography, art history and the work of This is an intensive class, which covers the various Students complete a production assignment or contemporary photographers and apply this stages of creating a professional music project, article-length paper as their final project. knowledge to their own work. Weekly shooting and including composing, producing, recording, and The pre-requisite or co-requisite of MA 500 is research assignments are designed to challenge the mixing. Within a highly collaborative required. students to "think outside the box," take risks with environment, students apply previously acquired Credits: 3 their art-making and question what/who influences technical skills to enact the roles of music On Occasion their own work. Critique is a major component of producers, composers and recording engineers this course and is intended to provide feedback and as they write and produce background music and MA 584 Entrepreneurship support as students engage in studio investigation lyrics. Emphasis is on organizational techniques, Students master tools and concepts of the Internet and experimentation that best expresses and reveals production details and deadline management as key in their search for either an audience or a position their personal vision. This course culminates with aspects of the professional recording industry. This with a media production firm. Topics include: the completion of a final portfolio of images with course is in Studios A and C and the media devising an integrated strategy and selecting strong thematic concept, and high level of technical classroom, with Avids ProTools, Apples Logic appropriate web technologies, understanding the accomplishment. Topics may also include: artist’s Audio and Propellerheads Reason as creative tools. significance of site architecture and user paths, statement, inventing titles for individual images and The pre-requisite or co-requisite of MA 500 is designing an online storefront, building and thematic projects, planning an exhibition, edition required. maintaining an online community, infotainment, numbering and pricing, personal branding, Credits: 3 podcasting (audio blog) as well as fluency in digital preparing an online portfolio or website. On Occasion policies for the internet economy. Students learn The pre-requisite or co-requisite of MA 556 is MA 596 Commercial Photography digital technology to reach and maintain clients as required. This class is a professional training in commercial well as electronic publishing tools. Credits: 3 photography that may be applicable for freelance The pre-requisite or co-requisite of MA 500 is On Occasion required. work in various media industries, including: Credits: 3 MA 590 Broadcasting I television, film, magazine publishing, music On Occasion This course explores researching, writing, and on-air industry, advertising, public relations and social production for television in the areas of news and media. Using real-world or prototype scenarios, MA 585 Music Marketing features. Students will research, write and perform students practice client relations, business skills, Marketing is an essential part of being successful in project management, art direction and

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 72 LIU Brooklyn collaboration. Other topics include industry specific explores the history and current changes in The pre-requisite or co-requisite of MA 500 is design principles, alternative digital technologies, Hollywood studios and independent and foreign required. marketing and distribution. production, in network television, in the recording Credits: 3 The pre-requisite or co-requisite of MA 500 is industry and the Internet. The emphasis is on how On Occasion required. these changes in media ownership affect the media Credits: 3 artist and how they may be seen to be expressed MA 631 Global Documentary On Occasion directly in media objects such as films, television The complex processes of globalization have series, music videos, urban contemporary music occasioned a number of international co- MA 610 History of the Documentary and in the flow and design of the Internet. The productions of filmmakers intent on explaining This course traces the history of the documentary pre-requisite or co-requisite of MA 500 is required. those processes. The course will also study the from its silent beginnings to the present, examining Credits: 3 financing of these documentaries and will consider such questions as the relation of the documentary Every Fall as well the alter-globalist movement which also to the fiction film, its claims to truth, and its social works through this medium. The course will in use in times of peace and war. MA 624 Media Bodies addition consider "documentary-like" fiction films The pre-requisite or co-requisite of MA 500 is This course in visual culture explores the that use these techniques to tell personal stories required. representation of the body in art, cinema, with a global impact. The rich treasure trove of Credits: 3 photography an on-stage from the Renaissance to documentaries on this process includes: On Occasion the present. Topics include: ways of seeing, Argentina's "Social Genocide" and "The Take," ethnographic and gender-based icons, semiotic and China's "West of the Rails" and Jamaica's "Life and MA 620 Psychoanalysis and the Media aesthetic interpretations, history as represented by Debt." An introduction to basic psychoanalytical theories image and imagination. The pre-requisite or co-requisite of MA 500 is and the popular use of psychoanalysis for The pre-requisite or co-requisite of MA 500 is required. formulating conceptions about how visual media required. Credits: 3 attracts audiences, how certain narrative processes Credits: 3 On Occasion function, and how psychoanalysis classifies On Occasion individual character traits. Students study how MA 632 Topics in Visual Aesthetics such theories as those of Freud, Lacan and MA 625 Sex and the Media This course deals with various topics in visual Interpersonal (Object Relations) Theory have been This course in visual and aural culture explores the aesthetics, outlining the history of the style or applied to cinema, television, recording media and representation of sex and sexuality in the media. aesthetic formation, explaining its technological, current virtual media. Through screenings and discussion, students industrial and cultural development, and The pre-requisite or co-requisite of MA 500 is examine the new sexual possibilities, multiple encompassing its use in the media of film, required. readings, erotic stories and ethical dilemmas television and video. Topics include: The Long Credits: 3 brought about by the plethora of new (and old) Take, Hollywood Narration, The Experimental On Occasion media available today. Topics include: the music Film. industry, hardcore art film, documentary, cybersex The pre-requisite or co-requisite of MA 500 is MA 621 Philosophy and Media & the Internet, Reality TV and new queer cinema. required. An examination of the ways in which philosophical The pre-requisite or co-requisite of MA 500 or MA Credits: 3 systems of thought have underpinned both media 800 is required. On Occasion production and contemporary media theory. The Credits: 3 influence of such systems is presented as it is Every Spring MA 634 Genre Theory: Film, Television, Music registered in moments in cinema, television, A reconstruction of theories of genre as proposed popular recording and the new digital technologies. MA 626 Crossing Borders from literary sources followed by an examination of The pre-requisite or co-requisite of MA 500 is One of the key questions in contemporary media is those theories as applied to the cinema and required. the representation of the border, be it physical, television as well as to the recently theorized field of Credits: 3 social, racial, or sexual. This course explores how popular recording. Students explore the On Occasion visual artists have consistently crossed borders transformations of genres and analyze those erected by their societies and how they have transformations through discussions, short written MA 622 Globalization and the Media persistently been interested in questioning the assignments, a long research paper and a group An exploration of globalization as discourse, as a notion of the border. presentation. social and economic event and as a contested The pre-requisite or co-requisite of MA 500 is The pre-requisite or co-requisite of MA 500 is terrain. Analysis of media conglomeration; changes required. required. in local communities as depicted in films, television Credits: 3 Credits: 3 and popular music; the role of global institutions On Occasion On Occasion such as the World Trade Organization, the International Monetary Fund, the World Bank; MA 630 Documentary: Fact/Fiction MA 635 Global Cinema and the anti-global movement. This course is an in-depth consideration of the This course explores world cinema - documentary The pre-requisite or co-requisite of MA 500 is representation of the "real" through the prism of and fiction- as an alternative to Hollywood. The required. non-fiction media. On what basis do we modes of production of different cinemas are Credits: 3 understand narrative and non-narrative fiction and spotlighted with careful study of how each local Annually non-fiction? How is our understanding of race, cinema both defines its own aesthetic and interests gender, politics and ideology mediated by these new and how it often defines those interests in relation MA 623 Corporate Structure of the Media genres? Topics include: subjunctive documentary, and opposition to Hollywood. This course acquaints the student with the business the mockumentary, scientific animation and The pre-requisite or co-requisite of MA 500 is environment in contemporary media institutions, simulation, the memoir-confessional, reality TV and required. both as workplace and as economic formation. It docudrama. Credits: 3

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On Occasion MA 650 Writing Genre writing process of the TV show. During the An advanced course in writing scripts for a variety semester, the class, working as cohorts, create, write, MA 636 Alternative Media of genres: Hollywood formula, independent film, refine and then rewrite a half hour script for a An exploration of different forms of media which situation comedy, mystery/thriller/suspense, soap prospective TV series. Along the way, each student exist as an alternative to mainstream, corporate opera, television drama, animation, commercials. is required to write scenes involving characters from media systems. Topics include impact of new Students complete at least one script in a chosen ongoing TV series and from the script being technology, access to the information highway, genre. (This course may be taken more than once developed by the class. A staged reading of the digital images and democracy, underground radio, for credit.) completed script is performed at the end of the guerrilla video, independent cinema and the Web. The pre-requisite and or co-requisite of MA 550 is semester. The pre-requisite or co-requisite of MA 500 is required. The pre-requisite or co-requisite of MA 550 is required. Credits: 3 required Credits: 3 On Occasion Credits: 3 On Occasion On Occasion MA 651 From Page to Screen MA 637 Aesthetics of Rap and Music Video Students explore the several layers of the adaptation MA 655 Photography Portfolio The art of the short-form music-based film has process involved in translating prose fiction to the This is a studio class that enables the student to become a crucial medium for the expression of screen. Students adapt a short story into a complete a semester's work focusing on a specialty contemporary social ideas and aspirations. This screenplay for a short film as their semester-long area within the field. This course introduces the course examines music video as a vehicle for the assignment. Topics and activities include: staged fundamentals of studio lighting with an emphasis expression of multiple subcultural experiences readings, directing actors, casting, and essential on portraiture and still-life photography through the various musical genres of hip-hop, story-telling techniques. applications. In-class demonstrations cover the use punk, alt-rock, metal, art-rock. it will also consider The pre-requisite or co-requisite of MA 550 is of tungsten lights and electronic flash equipment, the video work of the major innovators in the field, required. as well as diffusing light with reflectors and including: Michael Jackson, Public Enemy, Credits: 3 umbrellas. Students learn to consider the direction Madonna, Missy Elliot. Every Fall of light, proper exposure, and the effects on The pre-requisite or co-requisite of MA 500 is contrast and color balance. Topics include the required. MA 652 Memory and Imagination properties of various light and film combinations. Credits: 3 The class examines a number of films including The pre-requisite or co-requisite of MA 556 is On Occasion Diner, Mean Streets, Platoon and Annie Hall to required.

study the writer's use of personal experience to Credits: 3 MA 639 Cinema of Developing Nations create story, dialogue and character. Attention will On Occasion This course traces the cinema of the emerging be paid to the transformational process used to lift BRIC nations (Brazil, Russia, India, China) as that the story from private memory to public work. MA 656 Conceptual Digital Photography cinema intersects issues of development. The couse Emphasis will also be placed on the development of This course introduces students to the creative also necessarily traces the history of the cinema of theme in order to extract meaning from experience. world of conceptual photography. Using these countries as it intersects western, first world Each student will be expected to write the photographic reference and Adobe Photoshop to models of development and of cinema. Throughout screenplay for a short film (of at least 30 minutes) create photographic illustrations, students will the emphasis is on how these countries function as utilizing the exercises explored in the class. Both create conceptual imagery assembled for a variety of alternatives to the Washington Consensus and how exercise work and scenes from the film scripts in sources. This course covers additional their contemporary cinemas participate in this progress will be read and discussed in class. photographic lighting and imaging techniques, alternative development path. The pre-requisite or co-requisite of MA 550 is digital scanning, image enhancement and The pre-requisite or co-requisite of MA 500 is required. assembling, and digital printing. Hands-on required. Credits: 3 activities and shooting assignments will enable each Credits: 3 On Occasion student to discover, explore, and understand the On Occasion applications of conceptual "photo-illustration." In

MA 653 Writing Documentaries addition, there will be discussion and presentations MA 640 Survey of Computer Animation Contemporary documentaries and reality introducing some of today's professional conceptual This is a comprehensive survey of contemporary programming are gaining unprecedented popularity photographers. computer animation designed to help students in this age of global media. This course is a practical The pre-requisite or co-requisite of MA 556 is develop an understanding of the visual, aesthetic guide to writing the documentary. It spans pre- required. and technical styles employed by this new medium. production to the final stages of post-production - Credits: 3 In addition to regular screenings of animation, the from idea to execution. Topics include: research & On Occasion class will also examine the dialog of the cyberats planning, visualization, organization + structure, evolving out of this new medium and the proposal writing, treatment, and script formats. MA 660 Digital Video Imaging II philosophical underpinnings informing this new art Different documentary styles and genres will be Expanding on the knowledge and experience form. Screenings include popular Motion Pictures explored via screenings, round-table discussion and gained in MA 560, students use state-of-the-art alongside the latest cutting-edge animation projects writing exercises. Students complete a full-length digital cameras and nonlinear editing systems to from international festivals, TV, the web, video documentary proposal/script as their final project. complete an advanced level video project of their games, computer art and electronically mediated The pre-requisite or co-requisite of MA 550 is own design. performances. required. The pre-requisite or co-requisite of MA 560 is The pre-requisite or co-requisite of MA 500 is Credits: 3 required. required. On Occasion Credits: 3 Credits: 3 Every Spring On Occasion MA 654 TV Writers Roundtable This course immerses students in the collaborative MA 661 Film Production I

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An intermediate level class in which students Credits: 3 experience, the course will also focus on creative produce non-synch-sound 16mm film projects and On Occasion approaches to soundtrack development. This explore advanced lighting, editing, and course is beneficial for audio students who want to cinematographic techniques. Convergence MA 666 Cinemagraphic Directing improve their sound design skills as well as technologies, such as digital color correction, video In this advanced production class in directing, videographers, filmmakers, and multi-media artists assist and nonlinear postproduction, are also students work collaboratively to develop projects as who want to continue improving the quality of explored. a team while focusing on the form and structure of their soundtracks. The pre-requisite or co-requisite of MA 560 is all the stages of production. Through a hands-on The pre-requisite of MA 571 is required. required. approach, this class covers aesthetics, drama, the Credits: 3 Credits: 3 shooting script, working with actors, mood lighting On Occasion On Occasion framing, shot sequencing, editing and finishing. The pre-requisite or co-requisite of MA 560 is MA 675 Digital Sculpture MA 662 Directing the Documentary required. An advanced modeling class using 3d software for Working in small production teams, students direct Credits: 3 sculptural design. Students learn and work with and edit mini documentaries of their own design On Occasion sculptural organic and inorganic forms, in addition and genre. to figures, characters and architectural structures The pre-requisite or co-requisite of MA 560 is MA 667 Single Camera Film-Style Video and elements. Sculptures are designed for the required. Production screen, print, or physical output. Credits: 3 This is a joint endeavor. WPT and MA Production The pre-requisite or co-requisite of MA 577 is On Occasion and Media Management students become familiar required. with all phases of pre-production. This includes Credits: 3 MA 663 Digital imaging Team Portfolio I breaking down the script, casting, location scouting, On Occasion This advanced studio class allows students to determining budgets, discussing the style in which develop and complete work on a highly specialized this production will be shot, etc. WPT will make MA 676 3D Computer Animation I and involved Digital production. Students will work decisions as to which scenes to shoot. This hands- An introductory level class in 3D computer as a team (no-less than three) to create a project that on experience allows students to learn what it is to animation for Video, Film, games and the Web. is of "A" festival quality. The team will submit a actually produce a film from the ground up. Students learn and work with basic Motion proposal to the instructor before class begins. And The pre-requisite or co-requisite of MA 560 is Graphics, Character Animation, Logo Animation if accepted they will take their project from required. and Special Effects in a variety of different treatment to festival submission. This course will Credits: 3 resolutions. cover how to utilize a team to maximize creativity, Cross-Listings: MA 667, WPT 631 Credits: 3 production value and presence in the market place. Every Fall Annually This is a two part course followed by Digital imaging Team Portfolio II. MA 668 Location Production MA 677 Computer Graphics Imaging Portfolio The pre-requisite of MA 560 is required or This joint ten (10) day Intensive is part two of the An advanced portfolio class in Computer Graphics professional / undergraduate documentary production phase. During this phase, the scenes focusing on the conceptualization, production and experience or permission of Instructor. selected from the scripts written for the Central output of portfolio pieces for video, film, print and Project will be shot at various locations. WPT and the web using industry standard software. All MA 664 Components of Visual Storytelling MA students will work from WPT 631/MA 667's students finish professional portfolios at the end of This advanced course is designed to explore the pre-production plan. This course takes the the class consisting of several projects for various power and impact of visual elements that control production on location where a High Definition media. MA 575 is the prerequisite for this course. the audience's experience of two-dimensional project will be completed. Students will occupy Credits: 3 imagery. We will look at Space, Line, Shape, Tone, crew and on-call writing positions, according to On Occasion Color, Rhythm and Movement, breaking down their respective skill sets. This is a hands-on these visual components then recombining them to learning experience where students will have the MA 679 Advanced 3D Character Animation create a more dynamic project that is visually and opportunity to hear the thoughts of both Director An advanced and specialized studio Class in 3D emotionally engaging. This class, for Directors, and DP. (January/Writers Intensive) Computer Graphics character animation for Film, Writers, Animators, Cinematographers, Editors, The pre-requisite or co-requisite of MA 560 is Video, Web and Video Games. Character Storyboard Artists, New Media Artists and required. animation techniques and fundamentals of Inverse Producers, will increase their understanding of how Credits: 3 and Forward Kinemation are covered in addition to and why a film with all the right stuff falls flat or a Cross-Listings: MA 668, WPT 632 Morph based animation, and Motion Capture data. project with little going for it can become a Every Winter Intersession The pre-requisite of MA 676 is required. powerful and influential visual statement. Credits: 3 The pre-requisite or co-requisite of MA 560 is MA 674 Advanced Sound for Visual Media On Occasion required. This class is a continuation of MA 571 Sound for MA 680 Financing Features Credits: 3 Visual Media, a production course in sound for This course, focusing on the marketing, Rotating Basis film, television, and multi-media. Topics include advanced audio post-production for video, film, distribution and management of independent and MA 665 Directing the Screen Actor II video games or other multimedia formats with a studio features, is a primer for filmmakers wishing This course builds on the techniques learned in focus on sound design, SFX editing, Foley, and to raise money for their personal projects. Students MA 640, expanding on script interpretation, ADR (dialog replacement). Emphasis throughout will learn how independent sales companies and camera interface, scene analysis and advanced this course is placed on mastering current industry major Hollywood distributors market their films. directing skills. techniques in sound design as well as developing Attention is also paid to producing films in the The pre-requisite or co-requisite of MA 565 is advanced editing and mixing skills in ProTools and digital domain and selling ideas to both broadcast required. SoundTrack Pro software. Through hands-on and cable networks. The course seeks to demystify

Page 75 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021 the role of the producer and focus directly on how The pre-requisite or co-requisite of MA 678 is MA 707 Integrated Thesis Project I (Theory) to get started. Guest speakers include professionals required. The Integrated Thesis Project (ITP) consists of both from the legal and distribution communities. Credits: 3 MA 707 (theory) and MA 708 (production) The pre-requisite or co-requisite of MA 500 is On Occasion whereby students create a culminating project required. integrating the two modes. Media Arts 707 is the Credits: 3 MA 698 3D CG Special Topics writing of a traditional research paper i.e., a On Occasion A topic-based class in 3D special effects using a significant piece of writing on a topic related to collaborative production model in which students media theory. Students are guided on research MA 681 Developing Documentaries and Shorts work on all facets of special effects shots for film, resources and methods, thesis structure and writing This course gives students a working knowledge of video and the web. Special emphasis is placed on organization. Prerequisites: signed permission of independent film financing and how to develop a live action integration of 3D, effects and Faculty Advisors and Department Chair on filed project from the idea stage to the lights-camera- compositing techniques. Outline Form. action stage. Topics include: writing the treatment, The pre-requisite or co-requisite of MA 678 is Credits: 3 grant proposals, researching foundations, loans, required. Every Fall, Spring and Summer marketing and distribution and film festivals. Credits: 3 The pre-requisite or co-requisite of MA 500 is On Occasion MA 708 Integrated Thesis Project II (Production) required. The Integrated Thesis Project (ITP) consists of both Credits: 3 MA 703 Independent Study I (Theory) MA 707 (theory) and MA 708 (production) and is On Demand This course allows the student to complete a designed to enable students to create a culminating research paper to be arranged in close association project combining the two modes, linked by a MA 682 Digital Imaging Team Portfolio II with the Faculty Advisor. Prerequisite: Student common theme. Media Arts 708 is the completion This advanced class allows students to develop and must have signed permission from both Faculty of a production in a chosen medium for exhibition complete a highly specialized digital production. Advisor and Department Chair on filed Outline or demonstration purposes. Students are guided on Students will work as a team to create a project that Form. process, resources and technique. A public is of "A" festival quality. The course will delve Credits: 3 showing of the thesis production is required during deeply into post production and project Every Fall, Spring and Summer Final Graduate Exhibition, before graduation. completion. Prerequisites: signed permission of Faculty Advisors MA 704 Independent Study II (Production) The pre-requisite or co-requisite of MA 660 is and Department Chair on filed Outline Form. This course allows the student to complete a media required. Credits: 3 production to be arranged in close association with Credits: 3 Every Fall, Spring and Summer On Occasion the Faculty Advisor. Prerequisite: Student must have signed permission from both Faculty Advisor MA 800 Applied Contemporary Media Theory MA 683 Producing Television Series and Department Chair on filed Outline Form. This theory course recognizes the role that This course introduces students to all the stages of Credits: 3 Contemporary Media Theory plays not only in developing, producing, and delivering a prime-time Every Fall, Spring and Summer defining media in an era of convergence, but in network television series. Through lectures and some ways shaping the form and theme of media. MA 705 Field Work Experience workshop exercises, students will learn about This course is designed to acquaint the student As an alternative to a production course, students development, selling, casting, deal making, budgets, both with select theories and theorists and to show may undertake advanced field work experience pre-production, production, post production, and how those theories either illuminate the work, or (approximately 10 hours per week) with a media marketing. Students will also gain a full been used to shape the blend of feminism, organization or company. Under the guidance of understanding of the collaborative imperative of the Marxism, psychoanalysis, linguistics, semiotics, the Media Arts Internship Program Coordinator, network television business. philosophy, sociology, political economy and students integrate newly learned skills in a The pre-requisite or co-requisite of MA 500 is aesthetics that comprises Contemporary Media professional environment. A written critique is the required. Theory. Credits: 3 final project. Prerequisite: Completion of 18 credits On Occasion of course work, permission of Internship Program MA 801 MFA Seminar I coordinator, Faculty Advisor and Department The MFA Seminar I is designed to introduce MA 695 Logo Animation Chair. students to the curricular, scholarly, technological An introductory level class in 3d logo animation for Credits: 3 and creative concepts and standards employed in film, video and the web. Students learn basic 3d Every Fall, Spring and Summer their MFA studies. Students are encouraged to modeling of text and logo elements, texturing of explore their artistic concepts in the Media Arts MA 706 Internship logo elements, lighting, animating and rendering of through various different class activities. basic logos. Other topics include basic special As an alternative to a production course, students effects, and integration of live action. may undertake an advanced field work experience MA 804 MFA Seminar The pre-requisite or co-requisite of MA 579 is (approximately 3 hours per week) with a media This preparation seminar is required for all MFA required. organization or company. Under the guidance of students, and ideally taken in second or third year Credits: 3 the Media Arts Director of Professional of study. Topics include; thesis statement package, On Occasion Development, students integrate newly learned writing skills, oral presentation skills, exhibition skills in a professional environment. A written screening and installation, artist's statement, self- MA 696 3D Modeling I critique is the final project. Prerequisite: promotion techniques and grant writing. An introductory level class focusing on 3D Completion of 18 credits of course work or The pre-requisite or co-requisite of MA 550 is modeling using Autodesk Maya. Students learn permission of instructor. required. basic modeling techniques for organic and Credits: 1 Credits: 3 inorganic objects for film, video, web, print and On Demand Every Spring video games.

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MA 894 Studio Specialization I Credits: 3 WPT 620 Television Series and Programs - Introductory level graduate study in an area Every Fall and Spring Writing and Pre-Production required for MFA study and specialization not During the spring, students complete drafts of the supported by our existing studio or production class MA 898 MFA Thesis II Central Project and revise them. Students will start structures, either due to its technological or The MFA Thesis is the culmination of a student's to explore the intricacies of production as the pilot aesthetic innovation, interdisciplinary approach, or MFA study and consists of an artistic project in moves from the development stage into pre- other unique requirements. Students will work with media form for public exhibition or screening, of production. an Independent Study structure with the the highest technical, aesthetic and conceptual Credits: 6 appropriate faculty member best qualified for merit as defined by the Candidate's MFA Thesis Every Spring supervision of this specialized study. Advisors. A total of 9 credits are required for the Prerequisites: Prior permission of Faculty Advisor MFA Thesis. WPT 621 Genre Theory and Writing the Pilot for the Studio Specialization, and filing of Prerequisites: Signed permission from Thesis This course will examine the concept and theory of appropriate Studio Specialization Form with Advisors and Department Chair on Outline Form. genre as it applies to well-known television and film Department Chair. Credits: 3 forms. In conjunction with this, the ongoing The pre/co requisite of MA 500 is required Every Fall and Spring development of the students individual TV pilots, a

Credits: 3 component of the Capstone project, will be MA 899 MFA Thesis III On Demand supervised and guided on a one-on-one basis. The MFA Thesis is the culmination of a student's Credits: 3 MA 895 Studio Specialization II MFA study and consists of an artistic project in Every Spring Intermediate level graduate study in an area media form for public exhibition or screening, of required for MFA study and specialization not the highest technical, aesthetic and conceptual WPT 622 The New Media: An Introduction supported by our existing studio or production class merit as defined by the Candidate's MFA Thesis This introductory course deals with the tectonic structures, either due to its technological or Advisors. A total of 9 credits are required for the impact that the internet, New Media and the New aesthetic innovation, interdisciplinary approach, or MFA Thesis. Distribution Technologies have had on the other unique requirements. Students will work with Prerequisites: Signed permission from Thesis television industry and the resulting phenomenon an Independent Study structure with the Advisors and Department Chair on Outline Form. of digital television programming and the web appropriate Faculty Advisor best qualified for Credits: 3 series. Through a practical discussion of the new supervision of this specialized study. Every Fall and Spring media landscape, students will be led through the

Prerequisites: Prior permission of Faculty Advisor digital series development process resulting in the WPT 610 Writing and Development - The for Studio specialization, and filing of Studio writing and production of a viable web series pilot. Television Series Specialization Form with Department Chair. Credits: 3 An introduction to the basics and complexities of The pre/co requisite of MA 500 is required Rotating Basis television script writing, and the seamless Credits: 3 integration of the written script into the WPT 630 Television Series and Programs - On Demand development phase of the television production Writing and Production MA 896 Studio Specialization III process. Students begin work on the Central Project During this course, students prepare the script for This is a Studio Specialization Advanced level pilot script. the shooting of the Central Project. Intensive graduate study in an area required for MFA study Credits: 6 revision of what has been written now focuses on and specialization not supported by our existing Every Fall the pragmatic issues of shooting. Students will see studio or production class structures, either due to their words and images begin to come alive as the WPT 611 The History of Television its technological or aesthetic innovation, creative process transitions from the page to the An examination of the development and evolution interdisciplinary approach, or other unique screen. of television as a creative medium, with an requirements. Students will work with an Credits: 6 emphasis placed on the role of the writer and Independent Study structure with the appropriate Every Fall producer. How did we get from the dawn of the faculty member best qualified for supervision of this medium of TV to the digital age? Influential TV WPT 631 Single Camera Film-Style Video specialized study. programs will be screened and technological Production Prerequisites: Prior permission of Faculty advances will be highlighted. Important TV scripts This is a joint endeavor. WPT and MA Production Supervisor for Studio Specialization, and filing of of historical and contemporary importance will be and Media Management students become familiar appropriate Studio Specialization Form with studied. with all phases of pre-production. This includes Department Chair. Credits: 3 breaking down the script, casting, location scouting, The pre/co requisite of MA 500 is required Rotating Basis determining budgets, discussing the style in which Credits: 3 this production will be shot, etc. WPT will make On Demand WPT 612 The Writers' Table - Revising and decisions as to which scenes to shoot. This hands- Delivering the Pilot MA 897 MFA Thesis I on experience allows students to learn what it is to During this course, students experience an The MFA Thesis is the culmination of a student's actually produce a film from the ground up. intensive week of collaboration on the central MFA study and consists of an artistic project in The pre-requisite or co-requisite of MA 560 is project scripts they are working on, as well as a media form for public exhibition or screening, of required. preview of how television production unfolds. They the highest technical, aesthetic and conceptual Credits: 3 write, produce and edit a very short film - a kind of merit as defined by the Candidate's MFA Thesis Cross-Listings: MA 667, WPT 631 48-hour film challenge - as a way to experience the Advisors. A total of 9 credits are required for the Every Fall collaborative process of production. MFA Thesis. Credits: 3 WPT 632 Location Production Prerequisites: Signed permission from Thesis Every Spring This joint ten (10) day Intensive is part two of the Advisors and Department Chair on Outline Form. production phase. During this phase, the scenes

Page 77 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021 selected from the scripts written for the Central cable network. A completed individual episode Project will be shot at various locations. WPT and script must be submitted by the end of the first MA students will work from WPT 631/MA 667's month of the coming Fall Term. Students will pre-production plan. This course takes the submit their individual episode scripts and begin to production on location where a High Definition prepare their treatments for an original TV series project will be completed. Students will occupy together with a verbal pitch that could be made to a crew and on-call writing positions, according to broadcast or cable network. their respective skill sets. This is a hands-on Credits: 3 learning experience where students will have the Every Spring opportunity to hear the thoughts of both Director and DP. (January/Writers Intensive) WPT 699 Internship The pre-requisite or co-requisite of MA 560 is Students will have the opportunity to do a required. prestigious internship placement at a media Credits: 3 production company, or media organization. Cross-Listings: MA 668, WPT 632 Internship placements must be cleared in advance Every Winter Intersession with the MFA Advisor. Credits: 0 WPT 642 Post Production Every Fall, Spring and Summer Students will expand upon the knowledge and skill sets they acquired in WPT 631 and 632 as they WPT 700 The Capstone Portfolio delve into the world of High Definition video Capstone project will consist of the following editing or post-production. Topics to be covered elements: 1) The Central Project Pilot Script. 2) An include: Non-linear editing systems (Avid, Final- individual four-act pilot or episodic script of at least Cut, Vegas), SFX generation, color correction, fifty (50) properly formatted pages in length. 3) A audio sweetening techniques and aesthetics, treatment for an original TV series including the advanced shooting for the edit techniques, premise, character breakdowns and story synopsis. advanced editing aesthetics, motion graphics and 4) A verbal network “pitch.” 5) An original TV pilot motion capture. based on #s 3&4 above. Credits: 3 Credits: 3 Every Spring Every Spring

WPT 643 Intellectual Property and Cutting the Deal This course analyzes the business of being a professional screenwriter: developing an idea, pitching it, developing it with a producer, presenting it to network executives and, ultimately, getting a job. The class will explore the how-to of getting and then working with an agent and/or a manager and a lawyer. Collaboration is a necessary aspect of screenwriting, whether it is working with a partner or as a member of a writing team. It will also include the necessary “collaboration” between writers and producers and ultimately, studio & network executives. Guest speakers will include screenwriters, producers, agents, Writers Guild representatives, network executives, lawyers and directors. Credits: 3 Every Spring

WPT 644 The Internet and New Distribution Technologies This is an advanced course dealing with the tectonic impact that the Internet and New Media and the New Distribution Technologies have had on the television industry. Credits: 3 On Occasion

WPT 698 Individual Episode Writing During the Spring semester students will complete their individual episode script and refine their treatments for an original TV series together with a verbal pitch that could be made to a broadcast or

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M.F.A. Creative Writing ENG 529 Topics in Creative 3.00 century theorists of poetry and fiction, many of Writing whom were great creative writers themselves. The course makes the connection between literary An M.F.A. in Creative Writing is a terminal Nine (9) credits required from literature theory and the work of the creative writer. Among degree program designed to help meet the needs of electives: students as they seek to become published writers the works under discussion are the theoretical ENG 571 The Eighteenth Century 3.00 and teachers. works of Maurice Blanchot, Walter Benjamin, Julia British Novel Kristeva, Lyn Hejinian, Charles Olson, E. M. Admission Requirements for M.F.A. in ENG 573 The Nineteenth Century 3.00 Forster, M. M. Bakhtin, Wayne Booth, and Creative Writing British Novel Gertrude Stein. The emphasis will be on a close To be admitted to this program, students must: reading of these texts in order to understand the ENG 574 The Twentieth Century 3.00 • Submit a creative writing sample that reflects place of theory in students' own creative writing. and Contemporary British the genre/s of your specialties. Student must be part of the Creative Writing and Irish Novel • Submit a letter of intent that describes why you program in order to register for this course. want to pursue an M.F.A. ENG 579 Special Topics Seminar 3.00 Credits: 3 • Submit two letters of recommendation from Rotating Basis ENG 580 Seminar in Contemporary 3.00 academic/creative writing professors. Fiction ENG 504 Traditions and Lineages • Submit Official educational transcripts with a This seminar concentrates on the major literary GPA of 3.0 or better, with at least 6 credits in ENG 624 Seminar in American 3.00 movements of the twentieth century, including advanced English courses (literature or creative Literature Imagism, Objectivism, The Harlem Renaissance, writing). ENG 625 Nineteenth Century 3.00 Surrealism, The Beat Generation, and The New • Submit a completed application to the Office of American Literature York School. Among the writers under discussion Admissions. (This package will be reviewed by are Gertrude Stein, Ezra Pound, Laura Riding, an English Graduate Admissions Committee.) ENG 626 Twentieth Century and 3.00 Contemporary American Lorine Neidecker, Langston Hughes, Andre Breton, Allen Ginsberg, and Frank O'Hara. The emphasis M.F.A., Creative Writing Literature will be on a close reading of these writers in order [Program Code: 31360] {1507.0} ENG 631 Seminar in British and 3.00 to understand the traditions behind our own work. American Poetry Student must be part of the Creative Writing The following courses are required (12 credits): ENG 634 Twentieth Century and 3.00 program in order to register for this course. ENG 502 Writers on Writing 3.00 Contemporary Drama Credits: 3 Rotating Basis ENG 503 Theory of Writing 3.00 ENG 636 Seminar in Literary 3.00 ENG 504 Traditions & Lineages 3.00 Periods and Movements ENG 520 Nonfiction Writing Workshop An intensive workshop devoted to writing literary ENG 649 Seminar in British and 3.00 ENG 708 Thesis 3.00 nonfiction. Class time will be spent critiquing each Irish Literature Twelve (12) credits required from creative other's writing and discussing traditional and writing workshops: ENG 650 Seminar in British 3.00 experimental forms. Each student must take five workshops from the LIterature before 1800 Student must be matriculated in the English MFA following list. Most workshops may be taken more One English Elective with Research Component program in order to register for this course. than once but no more than 9 credits can be earned (3 credits) Credits: 3 in the same course: This course should be chosen in consultation with On Occasion

ENG 520 Nonfiction Writing 3.00 Graduate Advisor and MFA Director. ENG 523 Fiction Writing Workshop Workshop An intensive workshop devoted to writing works of (may be taken only once) Credit and GPA Requirements fiction. Class time will be spent critiquing each ENG 523 Fiction Writing 3.00 Minimum Credits: 36 other's writings and discussing traditional and Workshop Minimum Major GPA: 3.0 experimental forms. Students in the Creative

(may be taken three Writing MFA program may take this class more times) English Courses than once. Prerequisite: Permission of the instructor. ENG 524 Poetry Writing Workshop 3.00 Student must be part of the Creative Writing (may be taken three ENG 502 Writers on Writing program in order to register for this course. times) Students will attend a weekly series of readings, Credits: 3 lectures and discussions by visiting writers. With a ENG 525 Playwriting Workshop 3.00 Annually (may be taken three faculty member, students will read and analyze the times) works of a range of prominent and emerging writers ENG 524 Poetry Writing Workshop and then interact with the writers themselves in the An intensive workshop devoted to writing works of ENG 526 Writing for Media I: The 3.00 classroom. poetry. Class time will be spent critiquing each Story Student must be part of the Creative Writing other's writing and discussing traditional and (may be taken only once) program in order to register for this course. experimental forms. Students in the MFA program ENG 528 Seminar in Creative 3.00 Credits: 3 may take this class more than once. Prerequisite: Writing Every Spring Permission of the instructor.

(may be taken three Student must be part of the Creative Writing ENG 503 Theory of Writing times) program in order to register for this course. This seminar concentrates on the major twentieth Credits: 3

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Annually Zadie Smith, this course will suggest the sweep of ENG 626 Twentieth Century and Contemporary British and Irish fiction while investigating more American Literature ENG 526 Writing for Media I: The Story specific topics such as modernist and postmodernist The sweep of American literature over the last An introduction to the principles of screenwriting. aesthetics, politics, empire and postcolonialism, and century, surveying major writers and literary Students explore dramatic structure, character gender relations. movements. development, dialogue, and plot through analysis of Student must be matriculated in the English MFA Student must be matriculated in the English MFA television and film narratives. They complete a story program in order to register for this course. program in order to register for this course. treatment and short screenplay or teleplay as their Credits: 3 Credits: 3 final project. On Occasion On Occasion The pre-requisite or co-requisite of MA 500 or MA 501 is required. ENG 579 Special Topics Seminar ENG 631 Seminar in British and American Credits: 3 Topics for this intensive seminar have included Poetry Cross-Listings: ENG 526, MA 550 Queer Fiction, Debating Slavery in the 18th A focused study of the genre. Topics may include Every Spring Century, The Literature of Disbelief, Narratives of The History of the British Lyric, The Exile Lyric, Palestine, Virginia Woolf and Modernism, The The Love Song, Poetry as Narrative, Medieval and ENG 528 Seminar in Creative Writing Slave Narrative & Neo-Slave Narrative Fiction, Early Modern Lyric, or Transatlantic Modernism. This intensive cross-genre workshop focuses on Edgar Allan Poe, Toni Morrison, Contemporary Student must be matriculated in the English MFA strategies and techniques for writing imaginative Poetry, and The Essay and the Public Intellectual. program in order to register for this course. texts in traditional and experimental forms. Past Student must be matriculated in the English MFA Credits: 3 course topics have included Collage: Image and program in order to register for this course. On Occasion Text; Science Fiction Writing; and Spiritual Credits: 3 Autobiography. Students may take this class more On Occasion ENG 634 Twentieth Century and Contemporary than once. Drama Student must be part of the Creative Writing ENG 580 Seminar in Contemporary Fiction A study of selected masters of modern theater from program in order to register for this course. A seminar on aspects of contemporary world Ibsen to Lynn Nottage. Credits: 3 literature. Possible topics include African and Student must be matriculated in the English MFA Annually Caribbean literatures, a study of genres such as program in order to register for this course. fantasy, dystopia, or novels of ideas across different Credits: 3 ENG 529 Topics in Creative Writing cultures, the emergence of postcolonial, minority, On Occasion An intensive workshop devoted to different topics and diaspora literatures, and the interrelationships in writing imaginative texts, especially those that of popular culture, film, and literature. ENG 636 Seminar in Literary Periods and cross genres. Past topics have included: Student must be matriculated in the English MFA Movements Interiority/Exteriority; Wabi Sabi; and Poetics of program in order to register for this course. Topics for this seminar have included Fiction of the Silence. Students may take this course more than Credits: 3 Harlem Renaissance; Postcolonial Literature and once. On Occasion the Atlantic World; The Radical Decade: British Student must be part of the Creative Writing Literature in the l930s; and Dreamtigers & Beyond: program in order to register for this course. ENG 624 Seminar in American Literature Contemporary Latin American Writers Who Shook Credits: 3 An intensive study of special areas of interest. The World. Annually Topics have included American Detective Fiction; Student must be matriculated in the English MFA American Autobiography; Walt Whitman and program in order to register for this course. ENG 571 The Eighteenth Century British Novel Emily Dickinson; African American Literature and Credits: 3 This course will trace the rise of the English novel Theory; West Indian Immigrants in the Harlem On Occasion and the authors who helped shape its form. Renaissance; The American Short Story; Authors include Aphra Behn, Daniel Defoe, Eliza Romancing the Frontier; The Body in American ENG 643 Seminar in Shakespeare Haywood, Samuel Richardson, Fanny Burney, Literature; and Melancholia and American Intensive reading of plays and poems by William Henry Fielding, and Jane Austen. Literature. Shakespeare, with emphasis on various genres, Credits: 3 Student must be matriculated in the English MFA contexts, and critical approaches. On Occasion program in order to register for this course. Student must be matriculated in the English MFA

Credits: 3 program in order to register for this course. ENG 573 The Nineteenth Century British Novel On Occasion Credits: 3 Major authors read in this course may include On Occasion Dickens, the Brontës, Eliot, Hardy, and Thackeray. ENG 625 Nineteenth Century American The course will be organized around special Literature ENG 649 Seminar in British and Irish Literature thematic topics such as the Gothic novel, women A study of the making of an American literature An intensive study of special areas of interest. novelists, or the novel of empire. with diverse voices. Narratives, poetry, journals, Examples of special topics are: The Figure of the Student must be matriculated in the English MFA essays, autobiographies, and folktales are Romantic Poet; Africa in British Eyes; British program in order to register for this course. considered. Authors include Poe, Hawthorne, Women Novelists; Sex, Laughter, and Witty Credits: 3 James, Melville, Emerson, Whitman, Douglass, Repartee: The British Comedy from Shakespeare to On Occasion Twain, Crane, Dickinson, Chesnutt, Wharton, and Wilde; Gothic Horror in 19th Century British

Dreiser. Fiction and Film; The Mythology of Ireland; and ENG 574 The Twentieth Century and Student must be matriculated in the English MFA From Trauma to Art: Global Wars and the British Contemporary British and Irish Novel program in order to register for this course. Literary Imagination, 1918-1945. Studying the fiction of novelists such as Virginia Credits: 3 Student must be matriculated in the English MFA Woolf, James Joyce, Rebecca West, E.M. Forster, On Occasion program in order to register for this course. D.H. Lawrence, Iris Murdoch, Ian McEwan, and Credits: 3

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On Occasion

ENG 650 Seminar in British Literature before 1800 Topics may include Disease and Literature in the Middle Ages and Renaissance; the Arthurian tradition; Gender and Sexuality in Medieval Literature; The Figure of the Outsider in Renaissance Drama; The Poetry of Seduction; Satire; Nationalism, Empire, and Revolution in the Long Eighteenth Century; and The Eighteenth Century Novel Student must be matriculated in the English MFA program in order to register for this course. Credits: 3 On Occasion

ENG 700 Practicum in the Teaching of Writing This course prepares students to teach writing by examining theoretical and practical dimensions of the teaching of writing. The course may focus on teaching composition or creative writing at the college level. Topics include constructing course syllabi, integrating reading and writing assignments, running classroom workshops, promoting process writing, responding to student work, using multimodal instruction, considering the linguistic needs and abilities of a multicultural student population. Student must be matriculated in the English MFA program in order to register for this course. Credits: 3 On Occasion

ENG 705 Independent Study A tutorial seminar designed for advanced individual research or writing projects. Hours to be arranged. Prerequisite: Twelve graduate credits in English and permission of Department Chair. Credits: 3 On Demand

ENG 708 Thesis The capstone project for the MFA will take the form of a portfolio of creative work with an analytical coda. Students work with thesis advisers.

Prerequisites: At least 21 credits in graduate English courses completed with a 3.0 GPA and permission of the thesis director and the graduate adviser. Candidates must have completed at least 12 of their credits in writing. Student must be matriculated in the English MFA program in order to register for this course. Credits: 3 On Demand

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SCHOOL OF BUSINESS, PUBLIC ADMINISTRATION AND INFORMATION SCIENCES

The School of Business, Public Administration and Information Sciences (SBPAIS), aligned with the mission of the University, supports the idea of educational access for any and all those willing to apply themselves to the task. As a School, we strive for excellence in our engaged learning, our relevant scholarship and our impactful service in the name of student success. For many business students, success in higher education is a tangible step toward success in the world of work. Toward that end, SBPAIS strives to maintain a curriculum responsive to the dynamic marketplace. Our graduate-level satellite programs at leading financial and health-care institutions are a testimony to our ability to deliver an education to the world’s most demanding and discerning customers. Outside the classroom, research has proven that those students active on campus tend to encounter greater career success. SBPAIS has responded accordingly with extracurricular activities that more closely resemble internships than clubs, thereby bolstering student resumes. Our Public Administration Society (PAS) builds a spirit of community and provides exposure to career opportunities in the field and our newly founded MBA Society adds to this spirit. Through a set of new initiatives launched in 2018, LIU students have the chance to manage a real-money portfolio of stock market investments as part of our Student Managed Fund. Internal Revenue Service Cetification to professionally file tax returns is available through our Accounting Scoiety and NABA chapters. Students can be responsible for the social media promotion of our School through the Marketing Society, and students interested in going on to law school interact with sitting judges not just in the classroom but in their chambers through our Pre-Law Society. At SBPAIS, we realize that getting involved leads to being hired and a successful career launch. All of these offerings are available to our graduate students. The School of Business, Public Administration and Information Sciences consists of three academic units: Department of Business; Department of Technology, Innovation and Computer Science; and Public Administration. The Department of Business and the Department of Technology, Innovation and Computer Science offer undergraduate and graduate degrees. While the Public Administration only offers graduate degrees. Graduate degrees include the following: Master of Business Administration (M.B.A.) with concentrations in Entrepreneurship, Finance, International Business, Human Resource Management, Management, Management Information Systems, and Marketing; Master of Science(M.S.) in Accounting. Note that the M.B.A. is delivered in two formats, a 3 credit traditional M.B.A. and a 1.5 credit accelerated M.B.A. Both of these delivery styles can be customized to suit the needs of corporate, hospital or government institutions that wish to provide employees with a dedicated cohort. In addition, the School of Business offers a shared-credit PharmD/M.B.A. in conjunction with the School of Pharmacy. Other masters programs offered include the Master of Science(M.S.) in Computer Science; Master of Science (M.S.) in Human Resource Management; Master of Public Administration (M.P.A.) in Public Administration; and Master of Public Administration (M.P.A.) in Health Administration. Our newly launched Masters of Science (M.S.) in Artificial Intelligence is one of the first of its kind nationwide, sevring as a testiment to our committment to offer relevant, in-demand programs. For information, please contact the Dean’s Office at 718-488-1130 (phone), 718-488-1125 (fax), [email protected] (email), or visit www.liu.edu/brooklyn/business.

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Ray Pullaro Linette Williams Chuck Garcia Interim Dean Assistant Dean Assistant Dean [email protected] [email protected] [email protected]

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and Information Sciences provides professional Mission Statement Transfer Credits academic advisement to assist all students in A maximum of 6 credits, earned at an The School of Business, Public Administration, academic planning for all programs of the school. accredited college or university graduate program, and Information Sciences at LIU Brooklyn is Students can contact the office at 718 488-1121 for may be transferred to the master programs. A dedicated to advancing scholarship and preparing more information. The office is located in the maximum of 12 credits may be transferred to the our diverse student population to meet the Humanities Building, Room H700. Master of Public Administration program. Grades challenges of their future. Located in the heart of earned for transfer credits are not included in Brooklyn, New York, we have been both tightly calculation of the cumulative grade point average. connected to and reflective of our community for In all instances, transfer credits will not be granted almost 100 years, embracing LIU's overarching where the grade is less than 3.00. Transfer credit mission of access and excellence. will be accepted only for courses taken within the Our mission is to provide a transformational last five years preceding enrollment in a School of educational experience for our students based on Business, Public Administration, and Information the following principles: Sciences graduate degree program. Courses taken • Our programs are relevant. Our faculty at another university after admission to LIU maintains close ties to practice and are Brooklyn may not be used for transfer credit continually updating their skills to keep up with unless prior written permission is obtained from our students' needs. Our courses apply theory to the dean. practice and provide a wide variety of Time Limits experiential learning opportunities. Work for the master’s degree must be • We teach our students to be entrepreneurial. completed within five years from the date of They learn to create value in society through admission to the graduate program (exclusive of creativity and innovation. time spent in the U.S. armed forces), unless the • We believe in ethical professional practices and dean approves an extension in writing. are committed to public and community M.B.A. Waiver Policy service. Students with undergraduate or graduate • We believe that all students have value. We business administration work may have courses foster close ties between faculty and students waived in the general business core of the M.B.A. through small class sizes and faculty program. Students must have received grades of at availability. least 3.00 (B) in two undergraduate courses or one By following these principles, we produce graduate course with the same academic content graduates with: for each general business core course to be • Marketable skills that lead to successful job waived. Students must submit transcripts at the placement and productive careers. time of application to be considered for waiver. • Critical thinking and problem solving abilities Catalog descriptions may be requested. that make them into lifelong learners. Probation/Unsatisfactory Grades • A commitment to ethics and civic responsibility Students are expected to maintain at least a 3.00 that makes them solid global citizens. cumulative grade-point average in any of the Vision graduate programs of the school. Students who do In order to execute on our mission, we aspire to not maintain this standard will be placed on the following: probation. The Academic Standing Committee will • We will be a school of choice. Our culture, make a recommendation to the dean concerning faculty and programs will differentiate us from the student’s potential to successfully complete the our competition so that students make a program. The dean will make the final disposition deliberate choice to enroll here. of the case. • We will act entrepreneurially to constantly re- Plagiarism evaluate our programs and curricula and seek Plagiarism is a practice that is not only opportunities to grow our enrollment and unacceptable, but which is to be condemned in the improve our brand. strongest terms possible on the basis of moral, • We will be innovative and creative in order to educational and legal grounds. Under university design programs and pedagogy that are unique, policy, plagiarism may be punishable by a range of relevant, and cutting edge. penalties up to and including failure in a course • We will teach our students to use the and/or expulsion from the School of Business, technology that they will need to succeed in Public Administration and Information Sciences today's workplace. and the University. • We will enhance traditional modes of course Application for Degree delivery with modern tools and techniques to A candidate for graduation is expected to apply improve meaning and effectiveness for our for graduation on-line at my.liu.edu by the students. deadline specified in the Academic Calendar.

Alternatively, degree application forms can be

submitted to Office of Enrollment Services. Academic Advisement Academic Policies The School of Business, Public Administration,

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DEPARTMENT OF BUSINESS environment. in business studies. A student who studied The Accelerated One-Year MBA (OYMBA) business administration as an undergraduate may Professors Minowa, Sherman, Uzun is a 36-credit Masters of Business Administration be exempt from some or all of the general business Associate Professors Amrouche, Dinur, Morgan, (M.B.A.) degree for students with an core courses, reducing the total requirements of the Rogoff, Scerbinski, Zheng undergraduate business degree or significant program. Further information about waivers is Assistant Professor Kogan, O'Grady academic or professional business experience. This found in the Academic Policies Section above. Adjunct Faculty: 18 cohorted program is completed in one calendar The general business core courses not only Change is the norm for 21st century and year. Courses are taken in 8 week modules – two provide a basis for advanced studies, but also offer therefore the management of change, especially modules each in fall and spring semesters, and one an opportunity to explore the various fields of technological change, is paramount for anyone in the summer. Courses will be blended with face- business before selecting an area of concentration. desiring a successful career in business, to-face meetings on Saturdays and the remainder It is mandatory, therefore, that the students government, and not-for-profit administration. of the program completed online. complete these courses before starting upon the Whether a student is interested in M.B.A. students are encouraged to concentrate advanced portion of the program. entrepreneurship, finance, human resource their study in one of the following business areas: • Module 2: Business Basics (9 credits) management, international business, management, entrepreneurship, finance, human resource • Module 3: Business Functions (9 credits) management information systems or marketing as management, international business, management, • Module 4: Advanced Business Functions (10 a career path, or even starting their own business, management information systems, or marketing. credits) knowledge is the key to successfully managing in The curriculum also emphasizes personal brand • Module 5: Personal Brand (5 credits) turbulent times. The Department of Business development, including career planning, • Module 6: Specialization (9 credits) therefore provides all graduates a common communication and presentation skill building, • Module 7: Capstone (3 credits) knowledge and skill set abilities developed to project management, team leadership and group Advanced Business Core prepare students for managing in the global dynamics, and social media for career success. At Beyond the general business core (Modules 1 & marketplace. These skills include: communication, LIU Brooklyn, you can make the most of your 2), the M.B.A. program requires a minimum of 36 critical thinking and analysis, teamwork, time, your learning, your network, and your credits, which includes 24 credits in the advanced appreciation of global and ethnic diversity, ethics investment. core (Modules 3, 4, and 5), 9 credits of chosen and social responsibility, functional and technical Admission Requirements: concentration electives (Modules 6), and 3 credits skills. The standards for admission as a fully of capstone course work (Modules 7). The Department of Business offers the matriculated student in the M.B.A. program are as The MBA advanced core is academically following degrees: Master of Business follows: rigorous and responsive to the demands of the Administration (M. B. A.) with concentrations in 1. A bachelor’s degree with a minimum 3.0 marketplace. Students are exposed to the Entrepreneurship, Finance, Human Resource cumulative grade point average from an complexities of global business through a series of Management, International Business, accredited institution. courses: Marketing Strategy, Organizational Management, Managemant Information Systems, 2. Official transcripts from all colleges and Behavior, Corporate Financial Policy, Service and and Marketing. In addition, The department offers universities previously attended (foreign Operations Management, Management of the following: Master of Science (M.S.) in documents must be accompanied by a certified Innovation and Technology, Marketing Analytics, Accounting, Master of Science (M.S.) in Human English translation). Building Your Online Brand, and Career Planning. Resource Management. 3. Official score report of the TOEFL examination Internationally renowned experts are invited to for applicants with degrees from foreign discuss some of the most vital trends and issues in colleges and universities. the areas of study. The advanced business core Master of Business 4. A written statement outlining applicant’s must be completed before the student starts the objectives for seeking admission into the concentration classes. Administration (M.B.A.) program. Concentrations

5. A current résumé. Students are required to design a concentration A Master of Business Administration (M.B.A.) 6. Two letters of recommendation. comprised of 9 credits of advanced coursework opens doors to career opportunities far beyond the 7. A completed application submitted to the beyond the advanced business core. Such courses financial sector. In fact, information technology, Office of Admissions. give students the opportunity to acquire advanced energy, pharmaceuticals, and health care are Limited Matriculation Status skills in such areas as accounting, among industries that saw double-digit growth in A student admitted with technical or academic entrepreneurship, finance, human resource M.B.A. hiring recently and the employment deficiencies is granted limited matriculation in the management, international business, management, outlook for M.B.A. graduates is up worldwide, program. A student with limited matriculation may management information systems, or marketing. according to a recent GMAC Corporate Recruiters enroll for a maximum of six credits per semester Entrepreneurship Survey. The School of Business, Public for the first 12 credits before being considered for The entrepreneurship concentration engages Administration and Information Sciences offers a full matriculation. If full matriculation status is not students to develop entrepreneurial thinking 3 credit traditional M.B.A. that can be structured attained after 12 credits, the student may not enroll through the process of value creation and to suit the desired time to graduation of any for any additional credits in the degree program. innovation and prepares them to execute a student or corporate cohort, and an accelerated comprehensive strategy for launching a new One-Year M.B.A. degree program. venture. The 36 to 60 credit Master of Business M.B.A. Degree Requirements Finance Administration (number of credits is based on your The Master of Business Administration The finance concentration develops technical undergraduate coursework) provides the (M.B.A.) consists of 7 module. and managerial skills for global financial careers. knowledge base and skills that enable Modules Courses cover global financial instruments and professionals to become leaders in business by • Module 1: General Business Core (12 credits) markets while developing analytical and strategic offering a comprehensive program which meets The general business core courses are designed decision-making abilities. The approach considers the needs of an ever-changing, global business for students who have not had undergraduate work macroeconomics as well as financial aspects of

Page 85 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021 individual business organizations. This program requires 36-63 credits. Upon MBA 640 Making Effective 1.00 Human Resource Management evaluation of your official academic transcripts, Presentations The human resource management concentration your advisor will officially communicate the MBA 641 Managerial 1.00 helps students develop the skills to manage more required number of credits to fulfill the M.B.A. Communications efficient and effective organizational and human degree requirements. capital systems that can be a source of sustainable Prerequisites: 6 Credits MBA 642 Building Your Online 1.00 competitive advantage for an organization. Prerequisites may be waived pending results of Brand International Business entrance exam. MBA 643 Working in Teams & 1.00 The international business concentration BUS 500 Business Writing 3.00 Project Management focuses on decision-making in an international BUS 502 Business Math 3.00 context and prepares professionals for positions MBA 644 Career Planning 1.00 within multinational organizations. Business General Business Core: Up to 27 Credits M.B.A. Specialization Requirements: 9 Credits functions are related to the socio-cultural, political, Courses may be waived subject to prior MODULE 6: SPECIALIZATION COURSES legal and labor forces that affect global undergraduate or graduate academic coursework. Three (3) advanced courses in the specialization of corporations. The international business MODULE 1: GENERAL BUSINESS CORE choice. Available specializations are: concentration evaluates, both theoretically and GBA 510 Financial Accounting 3.00 entrepreneurship, finance, human resource practically, the opportunities and risks of doing management, international business, management business in an increasingly complex and GBA 511 Corporate Financial 3.00 information systems, management, and interdependent world. Management marketing. Management GBA 512 Principles of Management 3.00 M.B.A. Capstone Requirement: 3 Credits The management concentration focuses on the and Leadership MODULE 7: CAPSTONE COURSE interrelated functions of business enterprises, large MBA 800 Business Policy I 3.00 and small, which determine their viability in the GBA 513 Marketing Management 3.00 service global marketplace of the 21st century. MODULE 2: BUSINESS BASICS Strategic goal setting, organizational structures, M.B.A. SPECIALIZATIONS GBA 516 Business Statistics 3.00 management philosophies and cultures, ethics, Entrepreneurship Specialization: 9 Credits production and service processes, problem analysis GBA 520 Managerial Economics 3.00 Required Courses: 3 Credits and decision-making techniques are explored ENT 701 Seminar in 3.00 within a range of internal and external GBA 521 Legal Aspects of 3.00 Entrepreneurship environments. Business Administration Entrepreneurship concentrations students will Management Information Systems The following twenty-four (24) credits in choose (2) additional courses from the following The management information systems advanced core courses are required: concentration provides the necessary information list: MODULE 3: THE BUSINESS FUNCTIONS for managing an organization, and explores how FIN 727 New Venture Finance 3.00 an effective management information system MBA 630 Marketing Strategy 1.50 MAN 707 Small Business & New 3.00 provides decision-oriented information to assist MBA 631 Organizational 1.50 Venture Management managers in planning, organizing and controlling Leadership the organization. The management information MAN 708 Management of 3.00 systems curriculum teaches information system MBA 632 Ethics in a Global 1.50 Technology and Product concepts within organization functions, as well as Innovations MBA 633 Corporate Financial 1.50 management knowledge and technical information Policy MAN 709 Government and the 3.00 systems knowledge. The graduate can work within Management of the environment of a modern organization and can MBA 634 Service Operations 1.50 Technology interact with both organizational functions and Management MKT 709 New Product 3.00 computer technology. MBA 635 Entrepreneurship 1.50 Marketing Development The marketing concentration is designed for MODULE 4: ADVANCED BUSINESS MKT 733 e-Marketing 3.00 students who wish to pursue careers in brand FUNCTIONS MKT 736 Social Media Marketing 3.00 management, B2B marketing, marketing research, MBA 650 Business Intelligence 1.00 technology marketing, new product development Finance Specialization: 9 Credits MBA 651 Marketing Analytics 1.50 or other leadership roles in sales management. Three (3) advanced (700 level) finance courses Courses focus on the multiple dimensions of the MBA 652 Transformational 1.50 Human Resource Management Specialization: decision-making process in a marketing setting, Leadership 9 Credits and the application of the analytical tools of Required courses: 6 Credits MBA 653 Investment Analysis 1.50 economic behavior sciences and quantitative HRM 721 Industrial Relations 3.00 systems to problems and opportunities currently MBA 654 Decision Making 1.50 facing marketing executives HRM 722 Human Resource 3.00 MBA 655 Management of 1.50 Management Innovation M.B.A. (1.5 credit format) and one (1) of the following courses: 3 Credits MBA 656 Information Systems 1.50 HRM 726 Legal and Regulatory 3.00 M.B.A. Business Administration Development & Environment in Human [Program Code: 87332, HEGIS: 0506.00] Management Resource MODULE 5: YOUR PERSONAL BRAND

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HRM 797 Case Studies in Human 3.00 Required Capstone Course MBA 612 Marketing Strategy 3.00 Resource Management MBA 800 Business Policy I 3.00 MBA 621 Service and Operations 3.00 HRM 798 Special Topics in Human 3.00 Free Electives Management Resource Management Courses that are not being used to satisfy major MBA 625 Management of 3.00 or core requirements: HRM 799 Advanced Topics in 3.00 Innovation and Management Requirements Human Resource Technology Nine Credits from Graduate MAN courses Management MAN 7## MBA 660 Managerial Accounting 3.00 International Business Specialization: 9 Credits MBA 662 Principles of Corporate 3.00 Three (3) advanced (700 level) international Required Capstone Course Finance business courses MBA 800 Business Policy I 3.00 Management Specialization: 9 Credits Free Electives MBA 664 Leading and Managing 3.00 Three (3) advanced (700 level) management Courses that are not being used to satisfy major Teams courses or core requirements: MBA 666 Data Analytics and 3.00 Management Information System Marketing Requirements Strategic Decision Specialization: 9 Credits Nine Credits from Graduate MKT courses Making Required course: 3 Credits MKT 7## CS 601 Principles of Computer 3.00 MBA 668 Intro to Startups & 3.00 Science and Structured Required Capstone Course Entrepreneurship Programming C MBA 800 Business Policy I 3.00 and one (2) of the following courses: 6 Credits Free Electives One-Year MBA (Accelerated Track) CS 633 System Analysis and 3.00 Courses that are not being used to satisfy major The following twenty-four (24) credits in Design or core requirements: advanced core courses are required: International Business Requirements THE BUSINESS FUNCTIONS (9 credits) CS 645 Computer 3.00 Nine Credits from Graduate IBU courses MBA 630 Marketing 1.50 Communications and Strategy Networking IBU 7## Required Capstone Course MBA 631 Organizational 1.50 CS 649 Database Management 3.00 Leadership Systems MBA 800 Business Policy I 3.00 MBA 632 Ethics in a 1.50 Marketing Specialization: 9 Credits Free Electives Global Three (3) advanced (700 level) marketing courses Courses that are not being used to satisfy major or core requirements: MBA 633 Corporate 1.50 Credit and GPA Requirements Masters of Business Administration Financial Policy Minimum Credits: 36 - 63 (depending upon Requirements course waivers) Required Courses MBA 634 Service 1.50 Minimum Major GPA: 3.0 General Business Core Operations

ACC 501 Financial Accounting 3.00 Management M.B.A (3 credit format) GBA 510 Financial Accounting 3.00 MBA 635 Entrepreneursh 1.50

ip Entrepreneurship Requirements GBA 511 Corporate Financial 3.00 Nine Credits from Graduate ENT courses Management ADVANCED BUSINESS FUNCTIONS (10 credits) ENT 7## GBA 512 Principles of Management 3.00 MBA 650 Business 1.00 Required Capstone Course and Leadership Intelligence MBA 800 Business Policy I 3.00 GBA 513 Marketing Management 3.00 MBA 651 Marketing 1.50 Free Electives GBA 515 Managerial 3.00 Analytics Courses that are not being used to satisfy major Communications or core requirements: MBA 652 Transformation 1.50 Finance Requirements GBA 517 Fundamentals of 3.00 al Leadership Management Information Nine Credits from Graduate FIN courses MBA 653 Investment An 1.50 Systems FIN 7## alysis PM 703 Fundamentals of 3.00 Required Capstone Course MBA 654 Decision 1.50 Management Information MBA 800 Business Policy I 3.00 Making Systems Free Electives MBA 655 Management of 1.50 Required Business Basics Courses Courses that are not being used to satisfy major Innovation GBA 516 Business Statistics 3.00 or core requirements: MBA 656 Information 1.50 Human Resource Management GBA 520 Managerial Economics 3.00 Systems Requirements GBA 521 Legal Aspects of 3.00 Development Nine Credits from Graduate HRM courses Business Administration & Management HRM 7## Advanced Business Core YOUR PERSONAL BRAND (5 credits)

Page 87 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021

MBA 640 Making 1.00 completion of an advanced degree in accounting. in accounting or its equivalent; CPA license or a Effective *To establish the equivalency requirements, J.D. is required.

Presentations applicants with degrees other than accounting must fulfill the following undergraduate courses or M.S. Accounting MBA 641 Managerial 1.00 prove competency through professional experience [Program Code: 06892, HEGIS: 0502.00] Communicatio as approved by the Dean: ns • 1-year sequence of the principles of Accounting M.S. Accounting Requirements MBA 642 Building Your 1.00 (or Graduate Financial Accounting) Must complete eighteen (18) units from below. Online Brand • Intermediate Accounting I ACC 712 Accounting Information 3.00 • Intermediate Accounting II MBA 643 Working in 1.00 Systems • Managerial or Cost Accounting Teams & • Advanced Accounting ACC 720 Not-for- 3.00 Project • Auditing Profit/Governmental Management In today’s complex world, the impact of Accounting MBA 644 Career 1.00 accounting plays a crucial role in how companies ACC 735 Internal Auditing 3.00 Planning structure business transactions. The M.S. in Accounting provides a body of knowledge of the MBA Specialization Requirements: (9 credits) ACC 737 Advanced 3.00 principles and the doctrines of accounting that SPECIALIZATION COURSES Cost/Managerial prepare graduates to participate in the business Three (3) advanced courses in the specialization of Accounting decision-making process. The program stresses choice. Available specializations are: accounting, ACC 741 Budgeting and 3.00 real-world learning that prepares you to become a entrepreneurship, finance, human resource Controllership knowledgeable and well-rounded accounting management, international business, management professional. Instruction is delivered by professors ACC 742 Financial Statement 3.00 information systems, management, and marketing. who are experienced and respected professionals Analysis MBA Capstone Requirement: (3 credits) and who bring their day-to-day experiences to the CAPSTONE COURSE ACC 752 Advanced Auditing 3.00 classroom. Students interested in becoming MBA 800 Business 3.00 certified public accountants should consult the ACC 754 Fraud Examination 3.00 Strategy chair of the department. ACC 756 Fraud and White Collar 3:00 The M.S. in Accounting is registered with the Crime Credit and GPA Requirements New York State Department of Education and the Minimum Total Credits: 36 credits National Association of State Boards in ACC 760 Fiduciary Accounting 3.00 Accountancy (NASBA). Certified Public Minimum GPA: 3.0 ACC 765 Accounting and 3.00 Accountants can earn Continuing Professional Reporting I PharmD Pharmacy / MBA Education (CPE) credits by enrolling in 700-level graduate accounting courses. All 700-level ACC 766 Accounting and 3.00 Business Administration accounting and taxation courses at LIU Brooklyn Reporting II earn CPE credits. State boards of accountancy ACC 770 International Accounting 3.00 LIU Pharmacy in conjunction with the School have final authority on the acceptance of of Business, Public Administration and individual courses for CPE credits. Complaints Must complete six (6) units from below. Information Sciences, offer a shared credit regarding registered sponsors may be addressed to TAX 716 Federal Income Tax 3.00 PharmD/MBA. Students that successfully the National Registry of CPE Sponsors, 150 Principles complete the program receive both degrees in the Fourth Avenue North, Suite 700, Nashville, TN, TAX 722 Corporate Taxation 3.00 same 6-year time frame required for completing 37219-2417. Website: www.nasba.org. just the PharmD. Graduates will be well- Students graduating from an approved TAX 723 Tax Planning and 3.00 positioned to compete for promotion in traditional undergraduate program in accounting or in Administration pharmacy settings and in addition will broaden business administration who aspire to become TAX 724 Partnership, Corporations 3.00 their career opportunities to include the fields of CPAs in New York State are required to meet the and Limited Liability pharmacy practice, pharmacy administration and 150 hours of education which must include a total Entities managment, and health care administsration, as of 33 credits in accounting and a total of 36 credits *Plus an additional twelve (12) credits of well as various sectors of the pharmaceutical in business and one year of experience. M.S. electives to be determined in conjuntion with industry. Moreover, the MBA opens the door for degree courses taken should include one course in your departmental advisor. future career changes to the broad world of each of the following: economics, quantitative business beyond pharmacy. measurements, finance, taxation, advanced Please see the LIU Pharmacy bulletin for more auditing, and accounting and reporting. In Credit and GPA Requirements information about this program and degree consultation with an adviser, the program of study Minimum Credits: 36 requirements. can be made to fulfill the above requirements. For Minimum Major GPA: 3.0

those individuals who wish to sit for the New York M.S. Accounting State CPA licensing exam and who do not hold an M.S. Human Resource undergraduate degree in accounting, consult with The 36-credit M.S. in Accounting is designed the department chair or your adviser. Management for students and professionals who have completed Admission Requirements: The 30- to 42-credit M.S. in Human Resource an undergraduate accounting degree (or In addition to the admission requirements in Management (HRM) degree is designed to prepare equivalent*) and who seek to enhance their Section Admission Requirements for the M.B.A. early- and mid-career professionals to enter and technical and professional skills through Accounting degree, a bachelor’s degree with major

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 88 LIU Brooklyn advance in the human resources field. The human HRM 730 Staffing and Talent 3.00 resources field has undergone a significant change Management in recent years as more organizations have come to HRM 731 HR Analytics and 3.00 understand that a strong human resources function Performance Metrics is not a luxury, but a necessary tool for helping an organization live its mission and realize its goals. HRM 790 Compensation and 3.00 This re-positioning of HR is reflected in labor Benefits market demand for HR professionals, which the HRM 791 Employee Training and 3.00 U.S. Department of Labor forecasts to be robust Development through 2024. The M.S. in HRM program helps students HRM Electives: 6 Credits develop competencies in the core bodies of Please select a Theme and choose two (2) knowledge in the HR field, including employee courses from within it. Alternately, select two relations, training and development, staffing, (2) 700-level Management or Human Resource employment law, and compensation and benefits, Management courses as approved by the dean. and stresses the integration of these areas within Theme 1: Corporate HR the broader context of an organization’s strategy. Organizational HRM 724 3.00 After completing all foundational and advanced Development core courses in the program, students have the Diversity in the opportunity to tailor the program to their interests HRM 792 3.00 and career goals by selecting two courses that Workplace prepare them for either the corporate HR field, HR Workplace Saftey and HRM 793 3.00 consulting, or further studies in a PhD. program. Health The program is in alignment with the curriculum Human Resource guidelines of the Society for Human Resource HRM 794 3.00 Information Systems Management (SHRM), the world’s largest HR professional society, whose work focuses on Case Studies in Human HRM 797 3.00 enhancing the practice of human resource Resource Management management and the effectiveness of HR Special Topics in Human professionals across the globe. HRM 798 3.00 Resource Management Admission Requirements: The admission standards are the same as those Theme 2: Consulting/Entrepreneurship of the M.B.A. Program; see the section Admission Organizational HRM 724 3.00 Requirements for the M.B.A. program. Development

Startups and M.S. Human Resource Management MAN 714 3.00 Entrepreneurship (HRM) [Program Code: 20673, HEGIS: 0515.00] MAN 760 Management Consulting 3.00 Theme 3: Master's Thesis HRM Foundation: 3-15 Credits HRM 798 Special Topics in Human 3.00 The following foundation course is required. Resource Management HRM 722 Human Resource 3.00 HRM 799 Advanced Topics in 3.00 Management Human Resource The following foundation courses are required Management but may be waived subject to prior HRM Capstone: 3 Credits undergraduate or graduate academic HRM 750 Management Seminar 3.00 coursework. Please consultwith your advisor to determine which courses you should take. GBA 512 Principles of Management 3.00 Credit and GPA Requirements and Leadership Minimum Credits: 30 Minimum Major GPA: 3.00 GBA 516 Business Statistics 3.00

GBA 515 Managerial 3.00 Communications

MBA 613 Organizational Behavior 3.00 HRM Advanced Core: 18 Credits The following courses are required. HRM 721 Employee and Labor 3.00 Relations

HRM 726 Employment Law 3.00

Page 89 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021

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

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

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

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Every Spring of debt risk premiums, and identification of likely FIN 708 Financial Engineering Derivatives candidates for acquisition and high bankruptcy risk A study of the creation of derivative securities to ACC 770 International Accounting firms. Required of all Finance concentration meet financing needs, as well as an exploration of Insight into the international accounting students. the rapid growth of strategic financial product environment from the viewpoint of the U.S.-based Pre-requisites of GBA 511 and GBA 520 are innovation and securitization precipitated by multinational organization. (45 CPE credits) required. environmental and intrafirm factors. Chiefly as a Pre-requisite of GBA 512, MBA 611 and ACC 501 Credits: 3 solution to risk management, financial engineering are required. On Occasion is explored from both the corporate treasurer's Credits: 3 perspective (modeling a firm's risk exposure and Cross-Listings: ACC 770, IBU 770 FIN 705 Securities Analysis productizing solutions) and from the investor's and Every Fall An introduction to the theory and practice of speculator's perspectives. Recent debt, debt-related,

security analysis, including the valuation of equity, and equity-related and derivative Finance Courses individual securities, with emphasis on common innovations are examined closely. Advanced trading stocks and fixed income securities, valuation of the strategies and models are developed. Tactical

stock market as a whole, and portfolio management trading systems are developed and analyzed using FIN 702A Money and Capital Market and investment strategies. Investment risks are probability and gambling theories. Legal protections Applications analyzed and measurements of risk, including and current issues are explored. The course makes The study of financial markets as allocators of funds duration and convexity, are examined. An extensive use of computer programs and and distributors of risk. Emphasis is given to the introduction to derivative securities and spreadsheets. roles and functions of financial intermediaries. international investments is included. Pre-requisites of GBA 511, GBA 520, and FIN 705 Theories of financial asset pricing are considered Pre-requisites of GBA 511, GBA 520, and FIN 704 are required. for their role in determining risk and return in are required. Credits: 3 competitive markets. Credits: 3 On Occasion Pre-requisites of GBA 511 and GBA 513 or GBA On Occasion 520 required. FIN 709 Quantitative Analysis and Forecasting for Credits: 3 FIN 706 Advanced Securities Analysis and the Corporate Financial Environment On Occasion Speculative Markets An investigation of the relationships between

A study of advanced valuation techniques and corporate financial flows and financial markets, FIN 702B Financial Market Institutions, individual security and capital markets forecasting industry, and aggregate economic data (national Regulations and Innovation techniques and models. Alternative models are income and product accounts and flow of funds). An analysis of asset and liability management by analyzed and compared. In addition, the course Methods of analysis include econometric methods, important financial market institutions; commercial focuses on speculative markets. Price time-series analysis and smoothing techniques. Use banks, insurance companies, mutual funds, and determination of futures, forward contracts and of leading indicators as a forecasting tool is other financial intermediaries. The course options are considered. Topics include market emphasized. Econometric model building and emphasizes the impact of such policies on money structure; uses and price effects of hedging, forecasting are performed using MicroTSP and the and capital markets. Case studies and aggregate speculation and arbitrage; the relationship between associated Citibase Macroeconomic Data Bank. economic and financial market data contained in contingent claims and underlying cash markets; and Pre-requisite of GBA 511, GBA 516, and GBA 514 Citibase (accessed with MicroTSP) are used. foreign securities. or GBA 520 are required. Pre-requisites of GBA 511 and GBA 520 are The pre-requisite of FIN 705 is required. Credits: 3 required. Credits: 3 On Occasion Credits: 3 On Occasion On Occasion FIN 710 Corporate Mergers and Acquisitions

FIN 707 Portfolio Management A study of business enterprise growth through FIN 703 Corporate Financial Policy A consideration of the most effective methods of merger and acquisition. Reviewed and discussed are An analysis of techniques used to attain long-term meeting investment objectives for individual and premerger planning and fact-finding, legal and corporate objectives by means of financial policy. institutional portfolios (specifically, pension funds, accounting considerations, financing aspects, tax Topics include capital budgeting; cost of financial endowment funds and mutual funds). Focus begins and antitrust problems, personnel issues, and and capital structure; sources of long-term funds; with dedicated equity and fixed income portfolios postmerger integration and valuation techniques. dividend policies; leasing; mergers, acquisitions and and then progresses to asset allocation and International and domestic mergers and consolidations; and the applications of the capital management strategies for mixed portfolios. acquisitions are considered. Case studies are pricing model, the arbitrage pricing model and the Alternative techniques for managing risk, including employed. options theory to corporate financial decisions. derivative securities, are explored. Portfolio Pre-requisites of GBA 511 and GBA 520 are Pre-requisites of GBA 511 and GBA 514 or GBA management, implementation and performance required. 520 are required. measurement are analyzed and appraised in terms Credits: 3 Credits: 3 of economic shifts, yield curve changes, and tax and On Occasion On Occasion legal considerations. The course makes heavy use of

computer programs for portfolio management and FIN 712 Capital Budgeting FIN 704 Financial Reports Analysis analysis. Actual individual and institutional An exploration of the theory of capital budgeting A survey of the analytical tools and techniques used portfolios, managed by large and small institutions, and risk management of long-term funds. Topics to evaluate the current financial position of the are examined. include measurement of cash flows, criteria of firm. Financial reports are analyzed for growth Pre-requisites of GBA 511 and GBA 520 are investment desirability, effects of taxes and potential, solvency, earnings quality, investments, required. inflation, risk analysis, cost of capital and capital and forecasting implications. Topics include Credits: 3 structure, lease analysis, capital rationing, business and financial trends, proper adjustments On Occasion multicriteria capital budgeting, and linear of financial data, cash flow forecasting, estimation

Page 91 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021 programming. issues and major economic forces that affect methods, passive activities, portfolio income, and The pre-requisites of GBA 516 and ACC 501/GBA business activity and on the tools necessary to alternative minimum tax are all examined. 510 or equivalent are required. evaluate these issues and forces. The tools of Credits: 3 Credits: 3 analysis include the portfolio approach, post- Every Fall On Occasion Keynesian and modern monetarist approaches, rational expectations, and state-of-the-art analysis of TAX 722 Corporate Taxation FIN 715 International Trade saving and investment. The course also explores the A study of the following: choice of entity for A review of the principles of international trade its role played by U.S. and world financial markets in conducting business; taxation of corporations, magnitude, direction, and industrial classification influencing the domestic and global economic partnerships, and S corporations; tax accounting as well as the institutions (e.g., GATT) facilitating environment. Material in the text will be heavily methods and taxable years; tax credits; alternative it. The course focuses on practical techniques and supplemented by, and integrated with, current minimum tax and reconciliation of book and problems of exporting and importing, with special events. taxable income; and corporate redemptions and attention to small business. Topics include sources Prerequisites of GBA 520, 522, MBA 621 or its liquidations. An overview of corporate of marketing information, techniques of payment equivalents are required. Student must be in reorganizations is included. (45 CPE credits) and collections, currency fluctuation problems and acceptable plan of study. Pre-requisites of ACC 501/GBA 510 and TAX 716 balance of payments analysis, sources and uses of Credits: 3 are required. funds to finance foreign trade, and government On Occasion Credits: 3 assistance. Every Spring Pre-requisites of GBA 511 and GBA 514 or GBA FIN 750 Financial Problems Seminar 520 are required. An analysis of selected current foreign and TAX 723 Tax Planning and Administration Credits: 3 domestic financial and economic developments. An advanced course in current tax practices and Cross-Listings: FIN 715, IBU 703, MKT 716 Emphasis is on integrating acquired financial planning methods, with emphasis on planning, On Occasion knowledge with the problems under study. formation, operation and liquidation of corporate Pre-requisite of GBA 511, GBA 520 and FIN 710 entities. Some topics considered are the effects of FIN 716 International Financial Markets are required. tax-free incorporation, personal holding companies, An analysis of the financial opportunities and risks Credits: 3 professional corporations, accumulated-earnings tax resulting in global market investment, with a focus On Occasion and collapsible corporations. (45 CPE credits) on international portfolio diversification and Pre-requisite of ACC 501/GBA 510, and TAX 722 management. Topics include determinants of Law Courses or permission of the Professor, are required. foreign exchange rate and international capital Credits: 3 flows; balance of payments analysis techniques; On Occasion foreign exchange risk management, especially LAW 790 Commercial Law I hedging and speculation strategies; the reasons for A study of the subjects required to pass the law TAX 724 Partnerships, Corporations and Limited and impact of official intervention; and a study of portion of the CPA examination. Introduction is Liability Entities the Eurocurrency and Eurobond markets, as well as made to the law and the legal system, torts, An advanced course in the provisions governing the a review of leading indicators for the various contracts, agency, personal property, real property, taxation of partnerships, corporations, limited international stock markets. partnerships and corporations. This is the first of liability entities and their partners/shareholders. Pre-requisites of GBA 511 and GBA 520 are two required law courses for CPA students, and it is Tax compliance and tax reporting for such pass- required. recommended for all graduate business students as through entities are covered. The tax advantages, Credits: 3 an elective. the opportunities inherent in the choice of such Cross-Listings: FIN 716, IBU 702 Credits: 3 entities, and the detriments and traps for the On Occasion On Occasion unwary are reviewed. (45 CPE credits) Pre-requisite of ACC 501/GBA 510, and TAX 722 FIN 726 International Corporate Finance LAW 791 Commercial Law II are required. An analysis of the financial opportunities, risk and A consideration of the study of legal topics covered Credits: 3 decision-making processes associated with in the CPA examination. The course covers sales, Every Fall international operations. Topics include secured transactions, commercial paper, estates and management of translation, transaction, and trusts, antitrust law, securities regulation, TAX 725 Federal Estate and Gift Taxation economic exposure; taxation issues; multinational employment law, accountants, professional A study of tax-related factors that enter into the capital budgeting and current asset management; responsibilities, bankruptcy, suretyship and planning of estates for various types of taxpayers, complexities of international performance insurance. such as those with closely-held businesses, investors, evaluation and control systems; comparative Pre-requisite of LAW 790 is required. professional persons and corporate executives. financial statement analysis; cost of capital; and Credits: 3 Included are studies of federal estate and gift taxes international financing options. The case method On Occasion and their effects on estate planning; the role of is employed. trusts in estate planning; and estate planning The pre-requisite of FIN 716 is required. Tax Courses methods available to reduce tax liabilities. (45 CPE Credits: 3 credits) Cross-Listings: FIN 726, IBU 708 Pre-requisite of ACC 501/GBA 510 and TAX 722 On Occasion TAX 716 Federal Income Tax Principles are required. A study of the determination of income, deductions Credits: 3 FIN 727 Global Economic Environment of and exemptions in computing taxable income and On Occasion Business tax liability of individuals, including the general The main goal of this course is to analyze and rules applicable to all tax entities. Ordinary income, TAX 726 Business Tax Decision understand the global economy in which business capital assets, gains and losses, involuntary An examination of federal income tax and other operates today. Attention centers on the key policy conversions and tax-free exchanges, depreciation business taxes that influence management

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 92 LIU Brooklyn decisions. Consideration is given to the major include anti-deferral provisions, transfer pricing, tax REITS (552), Investment Basics, Charitable Giving, types of business transactions affected, including treaties, cross boarder reorganizations, international Family Offices, Insurance. financing of a corporation, acquisitions and tax practice and procedure, state taxation of A pre requisite of TAX 760 is required dispositions, and the purchase, leasing and international transactions, and IRS forms used in Credits: 3 maintenance of plant equipment. (45 CPE credits) international taxation. Annually Pre-requisites of ACC 501/GBA 510 and TAX 716 The pre-requisite of TAX 745 is required are required. Credits: 3 TAX 780 Fundamentals of Qualified Employee Credits: 3 Every Spring Benefit Plans On Occasion An introduction to employee benefit plans that TAX 750 Current Developments in Taxation covers the analysis of types of plans that can be TAX 729 State and Local Taxation An analysis of current trends in federal taxation. established by the employer; reviews tax rules An analysis of state and local taxes affecting Tax cases, rulings and new developments are involving participation, vesting, deduction individuals and businesses in the tristate area (New examined for their significance to the tax limitations, benefit limitations and other York, New Jersey and Connecticut). Included is a practitioner. (45 CPE credits) requirements for plan qualification; and considers study of issues involving residency and non- The pre-requisite of TAX 722 or the equivalent is group insurance, flexible benefit plans, IRAs and residency, domicile, and sources of income taxed in required. simplified employee pensions (SEPs). (45 CPE each jurisdiction. New York State income, sales and Credits: 3 credits) general business taxes, rent taxes, and franchise On Occasion Pre-requisites of ACC 501/GBA 510 and TAX 716 taxes are covered. (45 CPE credits) are required. Pre-requisites of ACC 501/GBA 510 and TAX 716 TAX 760 Tax Practice and Procedure Credits: 3 are required. A review of the organization of the Internal On Occasion Credits: 3 Revenue Service. Selection of returns for audit, Every Spring protests and conference rights, tax fraud, statute of TAX 781 Advanced Problems in Qualified limitations, and claims for refund are studied. In Employee Benefit Plans TAX 730 Corporate Reorganizations addition, research techniques such as the use of tax A study of the taxation of distributions from A study of reorganizations, recapitalizations, stock services, court decisions and rulings are qualified plans, including alternate methods of redemptions, acquisition and disposal of assets, emphasized. (45 CPE credits) payment of plan benefits; loans from plans and mergers, divisive reorganizations, and corporate Pre-requisites of ACC 501/GBA 510 and TAX 716 constructive receipt problems; advantages and liquidations. (45 CPE credits) are required. disadvantages of lump-sum distribution from plans; Pre-requisite of ACC 510/GBA 510, and TAX 722 Credits: 3 the interrelationship between plan death benefit or the equivalent, are required. Every Fall distributions and estate taxation; IRS audits of Credits: 3 qualified plans; plan disqualification and its impact Every Fall TAX 761 Tax Practice from the IRS Perspective on the employer and the employee; plan An insight into IRS examination practices and an termination rules and government regulation of TAX 735 Fiduciary Income Tax opportunity to exchange views with IRS personnel, plan termination; and IRS rulings and tax cases This course will facilitate the complexity of who will serve as participating faculty. The course involving plan distributions and plan preparing fiduciary income tax returns and will includes topics such as auditing through the disqualification. (45 CPE credits) provide practical step-by-step guidance on the basics corporate balance sheet, coordinated examination Pre-requisite of ACC 501/GBA 510, and TAX 780 of Form 1041 preparation as well as more complex programs, computer audit techniques, bankruptcy, or the equivalent are required. issues such as determining fiduciary accounting and IRS authority to obtain information and Credits: 3 income and distributable net income (DNI), documents. (45 CPE credits). On Occasion computing the distribution deduction, allocating Pre-requisites of TAX 716 is required. capital gains and depreciation, calculating the net Credits: 3 TAX 783 Plan Benefit Concepts and Funding investment income tax, reporting income in respect On Occasion Requirements of a decedent, and filing form 1041 in the estate or This course covers: design of plan benefit formulas trust’s final year TAX 774 Taxation of High Net Worth including actual case studies; Social Security The pre-requisite of TAX 716 is required Individuals/Introduction to Personal Financial integration of pension and profit sharing plans; Credits: 3 Planning plan funding requirements, funding deficiencies, Every Spring This course will primarily focus principally on the funding penalties and hardship waivers, role of the tax planning and tax compliance issues faced by enrolled actuary and actuarial concepts and TAX 745 International Taxation high net worth individuals. It will also cover certain terminology; actual preparation of IRS pension A study of U.S. corporations doing business in fundamentals of sound personal financial planning. returns and an overview of financial accounting for foreign countries; U.S. taxation of foreign income Topics will include the U.S. income taxation of pension costs. (45 CPE credits) and foreign tax credits; allocation of income among portfolio income, passive income, sales of Pre-requisite of ACC 501/GBA 510 and TAX 780 related entities; and tax treaties. (45 CPE credits) investments, retirement savings and the alternative are required. Pre-requisites of GBA 512, MBA 611, ACC 501, minimum tax. Also covered will be the basics of Credits: 3 TAX 716 and TAX 723 or equivalent are required. investment, charitable and insurance planning. On Occasion Credits: 3 More detail on Topic Covered: Taxation of Cross-Listings: IBU 745, TAX 745 portfolio income; interest; dividends; capital TAX 785 Disclosure Requirements of Employee Every Fall gains/losses (502) (507). Taxation of passive Benefit Plans income: Partnership rules and basis considerations This course covers: plans governed by the reporting TAX 746 Advanced International Taxation related to investment income; At risk limitation and disclosure requirements under the Employee The international aspects of the US tax system as it (762); Passive loss limitation (763); Real estate Retirement Act of 1974 (ERISA); Summary Plan relates to cross border transactions including the investment considerations. Alternative minimum Descriptions, Summary Material Modification and governmental regulatory process. Topics covered tax, Retirement savings, Family Partnerships (219), Updated Summary Plan Descriptions; annual

Page 93 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021 reports and triennial reporting, accountants'' Code, the law of sales and intellectual property. reports and Summary Annual Reports; disclosure GBA 513 Marketing Management Other major areas of study include state and federal information available to plan participants; fiduciary A survey analysis of the operations of marketing corporate law; state and federal regulation of responsibility and liability; claims procedure and systems. The course emphasizes strategic planning, business, and the regulation of corporate securities; participant-rights prohibited transactions; coordination and adaptation of marketing legal aspects of ethical and social responsibility of exemptions and fiduciary insurance. (45 CPE operations to opportunities in profit and nonprofit business. credits) organizations. Focus is placed on the principal Credits: 3 The pre-requisite of TAX 780 is required. decision-making components of national and Every Fall and Spring Credits: 3 international marketing, including product. On Occasion Credits: 3 HRM 721 Industrial Relations Every Fall and Spring A survey of federal and state laws affecting the TAX 787 Employee Benefit Programs conduct of parties in a bargaining relationship. This course covers: non-qualified deferred GBA 515 Managerial Communications Factors in the bargaining process, strategy and compensation arrangements; life insurance, medical An investigation into improving the way people tactics, principles and specifics of contract clauses, and dental plans, prepaid legal plans, stock options, within organizations communicate. The course and administration and enforcement of the thrift plans, stock purchase plans, ESOPs, 401k includes the interpretation and application of collective bargaining agreement are examined. plans, cafeteria plans, VEBAs, Educational Benefit organizational communication theory for the MBA: Pre-requisite of GBA 512 or MBA 613 is Trusts and other employee fringe-benefit programs. working or aspiring manager. Topics include required. (45 CPE credits) personal communication styles, media and tools for MS in HRM: Co-requisite of HRM 722/MAN 722 Pre-requisite of ACC 501/GBA 510 and TAX 780 the manager/communicator, organizational is required. are required. communications climates, one-to-one Credits: 3 Credits: 3 communications, meetings and conferences, Cross-Listings: HRM 721, MAN 721 On Occasion speaking before groups, written managerial Every Fall communications, planning and producing business Business Courses reports, and advertising managerial HRM 722 Human Resource Management communications. A review of the major areas of personnel Credits: 3 administration. Topics include selection and GBA 510 Financial Accounting Every Fall and Spring replacement, compensation, training and A study of basic accounting concepts and methods development, labor relations, and employee and their significance to management and to the GBA 516 Business Statistics services. Such activities are viewed from the financial analyst. Topics include an introduction to An examination of the fundamental principles, position of both the large and small firm. financial statement analysis the measurement of concepts and techniques involved in application of Pre-requisite of GBA 512 or MBA 613 are required. income and capital, accounting for fixed assets, probability and statistics to business research and Credits: 3 inventory costing and price level changes, managerial decisions. The range of applications Cross-Listings: HRM 722, MAN 722 measuring and accounting for corporate debt, covers such various functional areas such as finance, Every Fall and Spring corporate investment in securities, and computer marketing, accounting, management, economics applications in accounting. This course does not and production. Topics include descriptive HRM 723 Behavior Concepts Applied to require previous training in accounting. statistics, probability concepts and techniques Management Credits: 3 applicable in risk assessment and decision theory, A study of the application of behavioral concept Cross-Listings: ACC 501, GBA 510 and statistical inference (estimation and hypothesis techniques to the problems of managers and Every Fall testing). supervisors in large and small enterprises. Topics Credits: 3 include approaches to personnel assessment, GBA 511 Corporate Financial Management Every Fall and Spring development and motivation of managers, and the A study of the methods by which firms and fundamentals of executive performance. individuals in a risky global environment evaluate GBA 520 Managerial Economics Pre-requisite of GBA 512 and MBA 613 are stocks, bonds and investment projects, combine Key micro and macro economic concepts and issues required. those elements in optimal portfolios, and are used to equip students to analyze economic Credits: 3 determine the best level of debt versus equity. The problems and appreciate the events. The course On Occasion basic tools are risk versus return and the evaluation develops key microeconomic concepts, such as the of future cash flows. construction of supply and demand curves, HRM 724 Organizational Development Pre-requisite of GBA 510 is required. elasticity and develops key macroeconomic concepts An introduction to organizational development Credits: 3 and tools to examine key policy issues as: National (OD), which is the ability of organizations, large or Every Fall and Spring Income Accounting, the aggregate and demand for small, to effectively, economically, and strategically money, fiscal and monetary policy, international make changes to improve their human capital and GBA 512 Principles of Management and trade, and the impact of changes in exchange rates. the overall organization. The course explores the Leadership Credits: 3 history of OD, major trends facing the field, and An analysis of current management theory and Every Fall ethical and professional issues while illustrating practice that includes a discussion of its historical how the OD practitioner analyzes issues, gathers foundations and an investigation of various GBA 521 Legal Aspects of Business data, develops intervention processes and approaches to the management discipline. Primary Administration techniques, confirms a diagnosis, and implements emphasis is on the administrative functions of A study of law and the legal system, applying the recommended changes. Readings, discussion planning, decision making, organizing, staffing and case study methods of learning, through which legal postings, applied exercises, case studies and student controlling. reasoning and analytical skills are developed. research will be employed. Credits: 3 Examples of topics covered are intentional torts, Pre-requisite of GBA 512 or MBA 613 are required. Every Fall and Spring negligence, contracts and the Uniform Commercial Credits: 3

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Cross-Listings: HRM 724, MAN 724, PM 711 512 or MBA 613 are required. orientation) and secondary dimensions (education, Every Spring MS in HRM: Pre-requisite of GBA 516 and co- geographical location, income, marital status, requisite of HRM 722/MAN 722 are required. parental status, religion and work experience) that HRM 725 Work, People and Productivity Credits: 3 formulates in many instances the view of cultural An analysis of the problems of the occupational Cross-Listings: HRM 731, MAN 731 diversity. environment in small and large enterprises. Every Spring The pre-requisite of HRM 722 or MAN 722 is Emphasis is on the practical problem solving that is required. of immediate concern to the participants. Topics HRM 750 Management Seminar Credits: 3 include: new approaches to motivation, attitudes, A consideration of the human problems of Cross-Listings: HRM 792, MAN 792 job satisfaction, job enrichment, monotony, fatigue, organizational management from a On Occasion working conditions and conflict resolution, quality multidisciplinary point of view. Concepts and circles, and productivity. research from the behavioral sciences are applied to HRM 793 Workplace Safety and Health Pre-requisite of GBA 512 or MBA 613 are required. the personnel problems of management. Theory An in-depth study of issues and practices related o Credits: 3 and technique are integrated by using group and workplace safety and health. Relevant topics Cross-Listings: HRM 725, MAN 725, PM 712 individual study projects. The course is designed to include OSHA rules and regulations, OSHA On Occasion enhance interpersonal skills related to superiors, inspections, employer requirements under the act, subordinates, staff specialists and peers. the role of HR in ensuring employer and employee HRM 726 Legal and Regulatory Environment in Pre-requisites: MBA 613 and permission of dean. compliance with the act, filing and record keeping Human Resource Management Credits: 3 requirements. Within the context of OSHA, An examination, discussion and exploration of Cross-Listings: HRM 750, MAN 750 workplace violence, domestic violence, and laws, regulations and judicial decisions affecting the Every Spring workplace security will also be covered. Human Resources manager. Case studies are used The pre-requisite of HRM 722 or MAN 722 is to develop an awareness of the legal problems HRM 790 Compensation and Benefits required. facing the modern manager. Emphasis is on the This course focuses on employee compensation and Credits: 3 federal agencies and laws, but areas of regulation employee benefits. Topics considered in this course Cross-Listings: HRM 793, MAN 793 reserved to the states are also discussed. include strategic compensation policy, On Occasion MBA: Pre-requisite of GBA 512 or MBA 613 is compensation management and administration, required. pay-for-performance, as well as how compensation is HRM 794 Human Resource Information Systems MS in HRM: Co-requisite of HRM 722/MAN 722 determined for both hourly and salaried employees. Provides a basic overview of various automated is required. Benefit topics include both legally required and information systems that are available to support Credits: 3 employer discretionary benefits, as well as how today’s human resource professionals such as Cross-Listings: HRM 726, MAN 726 firms develop and administer employee benefit RESUMIX, Peoplesoft, Modern Systems and other Every Fall plans. Laws governing both compensation and automated processes. The course also explores benefits will also be covered. methods to increase recruiting, simplify interviews, HRM 730 Staffing and Talent Management MBA: Pre-requisite of GBA 512 or MBA 613 is and permit easier employee or prospect access to an Examination of the process of strategic recruitment, required. organization’s human resource offices. Issues selection, and development of top talent in MS in HRM: Co-requisite of HRM 722/MAN 722 related to system security and individual privacy will organizations; understanding and planning for is required. be discussed, as will the legal implications to users talent needs; use of current recruitment methods Credits: 3 and organizations. and selection techniques of both internal and Cross-Listings: HRM 790, MAN 790 The pre-requisite of HRM 722 or MAN 722 is external talent pools; and the development of Alternate Semesters required. internal talent for retention and promotion. Legal Credits: 3 context of employment decision-making is HRM 791 Employee Training and Development Cross-Listings: HRM 794, MAN 794 emphasized. Training refers to a planned effort by an Every Spring MBA: Pre-requisite of GBA 512 or MBA 613 is organization to facilitate employee's learning of job required. related skills and behaviors. The purpose of this HRM 797 Case Studies in Human Resource MS in HRM: Co-requisite of HRM 722/MAN 722 course is to provide the student with the knowledge Management is required. and skills that are required to design, develop, and This is an application-oriented course designed to Credits: 3 deliver quality employee training. Within the provide students with the opportunity to apply HR Cross-Listings: HRM 730, MAN 730 context of training, approaches to employee theory to the practical everyday challenges faced by Every Spring development will also be discussed. HR generalists. Relevant course topics addressed MBA: Pre-requisite of GBA 512 or MBA 613 is during the semester include strategic management; HRM 731 HR Analytics and Performance Metrics required. workforce planning, recruitment, and selection; Introduces the student to the theory, concepts, and MS in HRM: Co-requisite of HRM 722/MAN 722 compensation and benefits; labor relations; business applications of human resources research, is required. workplace safety and security. Emphasis is placed data, metrics, systems, analyses, and reporting. The Credits: 3 on developing and evaluating alternative solution student will develop an understanding of the role Cross-Listings: HRM 791, MAN 791 strategies. and importance of HR analytics, and the ability to On Occasion The pre-requisite of HRM 722 or MAN 722 is track, store, retrieve, analyze and interpret HR data required. to support decision-making. The student will use HRM 792 Diversity in the Workplace Credits: 3 applicable benchmarks/metrics to conduct research This course employs a seminar format and Cross-Listings: HRM 797, MAN 797 and statistical analyses related to human resource examines the complex and encompassing ways in Every Spring management, and will prepare reports to present which people differ, including examining the findings and recommendations. primary dimensions (age culture/ethnicity/race, HRM 798 Special Topics in Human Resource MBA: Pre-requisite of GBA 516 and either GBA language, gender, physical abilities and sexual Management

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An examination of selected themes current balance of payments analysis, sources and uses of capital budgeting and current asset management; developments, emerging issues, and areas of funds to finance foreign trade, and government complexities of international performance professional specialization in the field of Human assistance. evaluation and control systems; comparative Resource Management. Topics vary. Pre-requisites of GBA 511 and GBA 514 or GBA financial statement analysis; cost of capital; and The pre-requisite of HRM 722 or MAN 722 is 520 are required. international financing options. The case method required. Credits: 3 is employed. Credits: 3 Cross-Listings: FIN 715, IBU 703, MKT 716 The pre-requisite of FIN 716 is required. Cross-Listings: HRM 798, MAN 798 On Occasion Credits: 3 Every Summer Cross-Listings: FIN 726, IBU 708 IBU 704 Management of International Business On Occasion HRM 799 Advanced Topics in Human Resource A focus on the management of direct international Management investment, commonly known as multinational IBU 745 International Taxation An in-depth study of selected themes, current corporation, that examines the nature, growth and A study of U.S. corporations doing business in developments, emerging issues, and areas of new directions of direct investment and how those foreign countries; U.S. taxation of foreign income professional specialization in the field of Human elements are related to changing economic, social and foreign tax credits; allocation of income among Resource Management. Topics vary. and monetary conditions. The course highlights related entities; and tax treaties. (45 CPE credits) The pre-requisite of HRM 722 or MAN 722 is the interplay of business and government in Pre-requisites of GBA 512, MBA 611, ACC 501, required. international management. TAX 716 and TAX 723 or equivalent are required. Credits: 3 The pre-requisites of GBA 512 or MBA 613 are Credits: 3 Cross-Listings: HRM 799, MAN 799 required. Cross-Listings: IBU 745, TAX 745 Every Summer Credits: 3 Every Fall On Occasion IBU 701 International Business IBU 750 International Business Seminar An introduction to international business that IBU 705 International Marketing An analysis of the decision-making processes and examines those aspects of economics, finance, The study and analysis of the special problems of methods for defining, analyzing and resolving investment and trade that have an international marketing in the international marketplace. contemporary international financial and trade dimension. Topics include historical development Marketing problems of overseas subsidiaries of problems. Emphasis is on assessing international of multinational enterprises, relations between multinational firms are explored, as are the developments and trade relating to business. Three multinational corporations and host countries, and importing and exporting activities of domestic credits. special problems associated with international firms, licensing/franchising, and foreign direct The pre-requisite of GBA 512 is required. operations. investment, including strategic alliances. Credits: 3 Pre-requisites of GBA 511 and GBA 512 are Pre-requisite of GBA 513 and MBA 612 are On Occasion required. required. Credits: 3 Credits: 3 IBU 770 International Accounting Cross-Listings: IBU 701, MAN 780 Cross-Listings: IBU 705, MKT 717 Insight into the international accounting Every Fall and Spring On Occasion environment from the viewpoint of the U.S.-based multinational organization. (45 CPE credits) IBU 702 International Financial Markets IBU 706 Comparative International Management Pre-requisite of GBA 512, MBA 611 and ACC 501 An analysis of the financial opportunities and risks Comparisons among national managerial systems. are required. resulting in global market investment, with a focus The functional inter-relationships between Credits: 3 on international portfolio diversification and managers and their international environments and Cross-Listings: ACC 770, IBU 770 management. Topics include determinants of the problems of cross-national cooperation are Every Fall foreign exchange rate and international capital highlighted. flows; balance of payments analysis techniques; The pre-requisite of MBA 613 is required. MAN 702 Theories of the Organization foreign exchange risk management, especially Credits: 3 A survey of organizational theories with particular hedging and speculation strategies; the reasons for On Occasion emphasis on goal setting assessing, achievement and and impact of official intervention; and a study of displacement. Topics include the relationship of the Eurocurrency and Eurobond markets, as well as IBU 707 Multinational Business in Developing authority, role responsibility, organizational a review of leading indicators for the various Nations structure, design and culture. Students diagnose international stock markets. An analysis of the opportunities and problems of organizational functions, analyze deficiencies, and Pre-requisites of GBA 511 and GBA 520 are operating multinational firms in developing determine ways of adapting organizational structure required. nations. Consideration is given to marketing to realize goals. Credits: 3 opportunities, national customs and mores, natural Pre-requisite of GBA 512 or MBA 613 are required. Cross-Listings: FIN 716, IBU 702 resource policies, tax policies, governmental Credits: 3 On Occasion economic nationalism, and similar concepts On Occasion relevant to operating in developing nations. IBU 703 International Trade Pre-requisites of GBA 512 and IBU 701 are MAN 703 Project Analysis and Program A review of the principles of international trade its required. Management magnitude, direction, and industrial classification A survey of managerial criteria for effective project as well as the institutions (e.g., GATT) facilitating IBU 708 International Corporate Finance planning and management. Topics include it. The course focuses on practical techniques and An analysis of the financial opportunities, risk and establishing objectives, cost benefit analysis, problems of exporting and importing, with special decision-making processes associated with planning methods, organizational concepts, causes attention to small business. Topics include sources international operations. Topics include of conflict, conflict resolution and options in of marketing information, techniques of payment management of translation, transaction, and allocation of resources. and collections, currency fluctuation problems and economic exposure; taxation issues; multinational Pre-requisite of GBA 512 or MBA 613 are required.

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Credits: 3 and other countries; and the impact of government Every Spring On Occasion on product innovation and on the national economy. MAN 725 Work, People and Productivity MAN 704 Managerial Planning and Control The pre-requisite of GBA 517 or PM 703 is An analysis of the problems of the occupational Systems required. environment in small and large enterprises. A study of the formulation of integrated long-range Credits: 3 Emphasis is on the practical problem solving that is and strategic plans relating to organizational On Occasion of immediate concern to the participants. Topics objectives, expense centers, performance centers include: new approaches to motivation, attitudes, and investment centers. Also studied are methods MAN 721 Industrial Relations job satisfaction, job enrichment, monotony, fatigue, of measuring performance and handling A survey of federal and state laws affecting the working conditions and conflict resolution, quality information. conduct of parties in a bargaining relationship. circles, and productivity. Pre-requisite of GBA 512 or MBA 613 are required. Factors in the bargaining process, strategy and Pre-requisite of GBA 512 or MBA 613 are required. Credits: 3 tactics, principles and specifics of contract clauses, Credits: 3 On Occasion and administration and enforcement of the Cross-Listings: HRM 725, MAN 725, PM 712 collective bargaining agreement are examined. On Occasion MAN 705 Management Decision Theory MBA: Pre-requisite of GBA 512 or MBA 613 is A survey of the decision-making processes and required. MAN 726 Legal and Regulatory Environment in methods for examining, defining, analyzing and MS in HRM: Co-requisite of HRM 722/MAN 722 Human Resource Management solving complex problems. Emphasis is on defining is required. An examination, discussion and exploration of objectives, value systems, and methods for Credits: 3 laws, regulations and judicial decisions affecting the identifying and assessing alternative courses of Cross-Listings: HRM 721, MAN 721 Human Resources manager. Case studies are used action. Every Fall to develop an awareness of the legal problems Pre-requisite of GBA 512 or MBA 613 are required. facing the modern manager. Emphasis is on the Credits: 3 MAN 722 Human Resource Management federal agencies and laws, but areas of regulation On Occasion A review of the major areas of personnel reserved to the states are also discussed. administration. Topics include selection and MBA: Pre-requisite of GBA 512 or MBA 613 is MAN 707 Small Business and New Venture replacement, compensation, training and required. Management development, labor relations, and employee MS in HRM: Co-requisite of HRM 722/MAN 722 An examination of the role of a small business in a services. Such activities are viewed from the is required. dynamic, free enterprise economy, designed to position of both the large and small firm. Credits: 3 stimulate a creative approach (by entrepreneurs) to Pre-requisite of GBA 512 or MBA 613 are required. Cross-Listings: HRM 726, MAN 726 the problems of a small firm. The course Credits: 3 Every Fall emphasizes establishing new enterprises, financing, Cross-Listings: HRM 722, MAN 722 organizing, planning, operating, marketing, growth Every Fall and Spring MAN 750 Management Seminar and acquisitions. A consideration of the human problems of Pre-requisite of GBA 511, GBA 512 and MBA 613 MAN 723 Behavior Concepts Applied to organizational management from a are required. Management multidisciplinary point of view. Concepts and Credits: 3 A study of the application of behavioral concept research from the behavioral sciences are applied to On Occasion techniques to the problems of managers and the personnel problems of management. Theory supervisors in large and small enterprises. Topics and technique are integrated by using group and MAN 708 Management of Technology and include approaches to personnel assessment, individual study projects. The course is designed to Product Innovation development and motivation of managers, and the enhance interpersonal skills related to superiors, A survey of new technologies in society and fundamentals of executive performance. subordinates, staff specialists and peers. business. Topics include opportunities and threats, Pre-requisite of GBA 512 and MBA 613 are Pre-requisites: MBA 613 and permission of dean. technological forecasting, evaluation of new required. Credits: 3 products and services, the management of new Credits: 3 Cross-Listings: HRM 750, MAN 750 research and development, stimulating creativity, On Occasion Every Spring economic evaluation of research products, organizational characteristics, and estimating and MAN 724 Organizational Development MAN 760 Management Consulting controlling research and development costs. An introduction to organizational development Intended to develop a student's management Pre-requisite of GBA 512, GBA 517 and MBA 613 (OD), which is the ability of organizations, large or consulting skills by examining the best practices for are required. small, to effectively, economically, and strategically internal and external consultants to introduce Credits: 3 make changes to improve their human capital and change. It teaches key aspects of the consulting On Occasion the overall organization. The course explores the process including problem assessment and history of OD, major trends facing the field, and diagnosis, contracting, data collection, analysis, MAN 709 Government and the Management of ethical and professional issues while illustrating implementation, resistance to change, evaluation, Technology how the OD practitioner analyzes issues, gathers and ethics. An examination of the changing role of data, develops intervention processes and Pre-requisite: GBA 512 government in shaping and directing the techniques, confirms a diagnosis, and implements Credits: 3 management of technology in the civilian sector of recommended changes. Readings, discussion Every Fall the economy. Principal themes include the postings, applied exercises, case studies and student rationales, processes and mechanisms of research will be employed. MAN 780 International Business government involvement; promotion and Pre-requisite of GBA 512 or MBA 613 are required. An introduction to international business that regulation of technological development and use by Credits: 3 examines those aspects of economics, finance, government; industrial policy in the United States Cross-Listings: HRM 724, MAN 724, PM 711 investment and trade that have an international

Page 97 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021 dimension. Topics include historical development delivery processes, management of technology, and of multinational enterprises, relations between managing human resources. The course explores MBA 633 Corporate Financial Policy multinational corporations and host countries, and the dimensions of successful service firms and helps An analysis of techniques used to attain long-term special problems associated with international students discover entrepreneurial opportunities. corporate objectives by means of financial policy. operations. Prerequisite of GBA 510, 511, 512, 513, 515, 516, Topics include capital budgeting, cost of capital, Pre-requisites of GBA 511 and GBA 512 are and 517 are required. financial and capital structure, sources of long-term required. Credits: 3 funds, dividend policies, and mergers, acquisitions, Credits: 3 Every Fall and Spring and consolidations. Cross-Listings: IBU 701, MAN 780 Pre-requisite of GBA 511 is required. Every Fall and Spring MBA 626 Risk Management Credits: 1.50 This course deals with the theoretical and practical Every Fall and Spring MBA 612 Marketing Strategy approaches to effective financial management. An analysis of the processes that shape marketing Planning, analyzing, and controlling investment MBA 634 Service/Operations Management policy to maintain profitable operations. Emphasis and short- and long-term financing are examined in This course will focus on the various aspects is on the use of planning theory, game theory and the context of business decision-making. Emphasis involved in the management of service operations input-output analysis in devising market plans and is placed on the application of risk in today's within the "pure" service sector (e.g., banking, decision-making. Application of such techniques is business environment. Topics include capital transportation, travel and tourism) and within the illustrated by cases and actual marketing problems budgeting; risk and diversification; asset liability service functions of manufacturing (e.g., after-sales of companies. management; financial derivatives and financial support, financing). In addition to providing an Credits: 3 engineering; and swaps, options, and futures. overview of the role of services in the economy and Every Fall Prerequisite of GBA 510, 511, 512, 513, 515, 516, within the functioning of various enterprises, this 517 and MBA 620 are required. course will explore some of the following topics: MBA 613 Organizational Behavior Credits: 3 design and delivery of services, the measurement of An analysis of both the formal and informal aspects Every Fall and Spring productivity and quality, managing capacity and of the administration process. Topics include demand, quality management redesign of service human behavior in an organizational environment, MBA 630 Marketing Strategy delivery processes, management of technology, and individual behavior patterns, superior/subordinate A focus on marketing planning processes, concepts, managing human resources. The course explores relationships, group dynamics, leadership, methods, and strategies at the product and the dimensions of successful service firms and helps communication, motivation and decision-making, corporate level and with a global orientation. The students discover entrepreneurial opportunities. and the impact of innovation and change on the course emphasizes the relationship between Pre-requisite of GBA 512 is required. organization. marketing and other business functions and draws Credits: 1.50 Pre-requisite of GBA 512 is required. on perspectives from industrial economics, Every Fall and Spring Credits: 3 corporate finance, and strategic management. Every Fall and Spring Marketing strategies and practices of contemporary MBA 635 Entrepreneurship firms are discussed as they relate to industrial and This course provides an introduction to the process MBA 620 Behavioral Finance consumer products and services. The overall of planning and starting a new business venture as Behavioral finance offers a new perspective on objective of the course is to help students well as an overview of entrepreneurial thinking. modern investing. Phenomena such as stock incorporate and apply the skills, methods, and Through lecture, online discussion, and group momentum or the tendencies of investors to hold insights they have acquired in previous marketing projects, students will explore entrepreneurial on to losing stocks too long are inconsistent with and other business courses to the design and concepts including industry analysis, market the notions of traditional finance market efficiency, implementation of marketing strategies. analysis, lean start-up methodology, feasibility yet they are perfectly consistent with the psychology Pre-requisite of GBA 513 is required. analysis, and value propositions. of how humans process information. Students will Credits: 1.50 Pre-requisites of MBA 512 and 513 are required. gain proficiency in concepts of psychology and Every Fall and Spring Credits: 1.50 economics and how these relate to the financial Every Fall and Spring markets and apply behavioral finance ideas in the MBA 631 Organizational Leadership analysis of real market trading phenomena. An exploration of transformational leadership as MBA 640 Making Effective Presentations Prerequisite of GBA 510, 511, 512, 513, 515, 516, embodied in earlier theoretical classics in the field. This class is designed to provide training and and 517 are required. Includes discussions on great man theory, trait experience in delivering effective oral presentations Credits: 3 theory, autocratic/democratic leadership, in various academic settings. It is intended for Every Fall and Spring contingency theories, and situational leadership. students who have little or no experience giving Pre-requisite of GBA 512 is required. formal presentations. In addition to focusing on MBA 621 Service and Operations Management Credits: 1.50 content, structure, and delivery of oral This course will focus on the various aspects Cross-Listings: MBA 631, MBA 631 presentations, we will highlight certain aspects of involved in the management of service operations Every Fall and Spring public speaking, including pronunciation, volume, within the "pure" service sector (e.g., banking, intonation. and gestures to help improve overall transportation, travel and tourism) and within the MBA 632 Ethics in a Global Society presentation skills. service functions of manufacturing (e.g., after-sales An exploration of the environment in which Credits: 1 support, financing). In addition to providing an business is conducted with emphasis on legal, Every Fall and Spring overview of the role of services in the economy and social, and political dimensions. The demands for within the functioning of various enterprises, this ethical responsibility in business are also explored MBA 641 Managerial Communication course will explore some of the following topics: and evaluated. An investigation into the way people within the design and delivery of services, the measurement of Pre-requisite of GBA 512 is required. organization communicate. The course includes productivity and quality, managing capacity and Credits: 1.50 the interpretation and application of organization demand, quality management redesign of service Every Fall and Spring communication for the working or aspiring

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 98 LIU Brooklyn manager. Topics include personal communication marketing efforts, assess their effects in the short corporate objectives by means of financial policy. styles, media and tools for the and long run, and investigate how to improve Topics include capital budgeting; cost of financial manager/communicator, organizational them. Marketing analytics then offers a dashboard and capital structure; sources of long¬-term funds; communication climate, one-to-one that allows marketers to make the right managerial dividend policies; and mergers, acquisitions, and communications, meetings and conferences, decisions in order to increase their performance, consolidations. speaking before groups, written managerial which is measured through various business Credits: 3 communications, planning an producing business metrics. Every Summer reports, and advertising managerial A pre requisite of MBA 630 is required. communications. Credits: 1.50 MBA 664 Leading and Managing Teams Credits: 1 Every Fall and Spring A hands-on course about how to build and manage Every Fall and Spring teams that can succeed in today's increasingly MBA 652 Transformational Leadership complex workplace. Topics to be addressed include MBA 642 Building your Online Brand An exploration of transformational leadership as developing an effective communication style; This course provides students with an introduction embodied in later theoretical classics in the field. building trust and resolving conflict; establishing to creating and managing their personal online Includes discussions about reframing leadership, roles and structures; setting performance metrics brand. Through lecture, online discussion, and real emotional intelligence, charismatic leadership, and fostering a climate of accountability; managing world assignments, students will learn to use the empowering others, principle-centered leadership, differences; aligning individual and team goals; web and social media to enhance their professional and servant leadership. coaching; securing resources; and managing careers. Pre-requisite of MBA 631 is required. expectations of senior executives. Credits: 1 Credits: 1.50 Credits: 3 Every Fall and Spring Every Fall and Spring Every Fall

MBA 643 Working in Teams and Project MBA 653 Investment Analysis MBA 666 Data Analytics and Strategic Decision Management An introduction to the theory and practice of Making This course explores complex issues that confront security analysis, including the valuation of Decision-makers rely on intelligent technology to managers working in group settings involving individual securities, with emphasis on common analyze data systematically in order to improve project formulation, implementation, and control. stocks and fixed income securities, valuation of the decision-making. The ability to understand, analyze Case studies are used to explore problems, stock market as a whole, and portfolio management and interpret businesses from Big Data has become solutions, and best practices across numerous and investment strategies. Investment risks are increasingly more important today. This course is industry settings. analyzed and measurements of risk are examined. designed to impart the concepts and the practical Credits: 1 An introduction to derivative securities in included. aspects of data analytics that support strategic Every Fall and Spring Pre-Requisite of MBA 633 is required. decision-making. Students will understand data Credits: 1.50 analytics and its role in business, and become MBA 644 Career Planning Every Fall and Spring familiar with various data analytics techniques and This course explores core competencies required by tools. Topics covered will include, but not be the 21st century workplace and students' own plan MBA 654 Decision Making limited to, analytics and decision support, data for career/industry advancement. Competency in This course introduces a practical, applied, and management, data mining, visualization, descriptive key aspects of career development will be analytical approach to managerial decision-making. analytics, predictive analytics, and Big Data demonstrated: creation of a skill-based resume and Analytic thinking, systems thinking, and creative analytics. targeted cover letter, effective use of social media thinking will be employed in the context of a Credits: 3 for career exploration and self-marketing, and business simulation. Topics include decision- Every Spring knowledge of networking and job search strategies. making models; dealing with the certain, the Credits: 1 uncertain, and the unknowable; forecasting; MBA 668 Data Analytics and Strategic Decision Every Fall and Spring managing risk; sensitivity analysis; probabilistic Making decision models; survey design; and regression Decision-makers rely on intelligent technology to MBA 650 Business Intelligence analysis. analyze data systematically in order to improve This course is designed to impart the concepts and Pre-requisite of MBA 634 is required. decision-making. The ability to understand, analyze the practical aspects of a collection of computer Credits: 1.50 and interpret businesses from Big Data has become technologies that support managerial decision- Every Fall and Spring increasingly more important today. This course is making. These technologies, called business designed to impart the concepts and the practical analytics and business intelligence, have had a MBA 660 Managerial Accounting aspects of data analytics that support strategic profound impact on corporate strategy, The application of accounting principles to help decision-making. Students will understand data performance management, and competitiveness. plan for, control operations, and assess analytics and its role in business, and become Topics covered include: business intelligence, performance. The course will focus on the use of familiar with various data analytics techniques and analytics and decision support, data warehousing, accounting data to inform management decisions. tools. Topics covered will include, but not be business reporting, visual analytics, big data Topics covered will include types of costing and limited to, analytics and decision support, data analytics, business analytics, and emerging trends budgeting, cost-volume-product analysis, and management, data mining, visualization, descriptive and future directions. designing control systems. Quantitative methods analytics, predictive analytics, and Big Data Pre-requisite of GBA 512 is required. that can be applied to managerial accounting will analytics. Credits: 1 be studied and Excel will be used. Credits: 3 Every Fall and Spring Credits: 3 Every Spring Every Fall MBA 651 Marketing Analytics MBA 726 Legal and Regulatory Environment in Marketing analytics includes the processes and MBA 662 Principles of Corporate Finance Human Resource Management methodologies used by marketers to evaluate their An analysis of techniques used to attain long-term An examination, discussion, and exploration of

Page 99 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021 laws, regulations, and judicial decisions affecting students taken in their final semester, draws on and A multidisciplinary approach to understanding the Human Resource Manager. Case studies are synthesizes all of the functional area in the MBA consumer behavior in the marketplace that used to develop an awareness of the legal problems curriculum. Students will apply the skills and integrates the contributions of cultural facing the modern manager. Emphasis is on the knowledge they have gained in previous courses in anthropology, psychology, sociology, and federal agencies and laws, but areas of regulation the form of a final project focused on addressing economics. The course reviews the role of the reserved to the states are also discussed. Three complex strategic issues associated with an behavioral sciences in marketing with regard to credits. organization or business unit, identifying solutions, determination of market segments, product choice, Credits: 3 and making recommendations. Students will brand loyalty, and brand switching. Topics include Every Fall develop, present, and defend their work. learning theory, motivation, diffusion of Pre requisites: innovation, reference group theory, role playing, MBA 800 Business Policy I MBA 612, 613, 620, 621, 625 and 626; perception, and attitude formation. Managerial An examination of the fields of policy making and Any four 700 level MBA courses implications are examined using case studies. administration that builds upon and integrates the Credits: 5 Pre-requisite of GBA 513 is required. work covered in the graduate curriculum. The On Demand Credits: 3 viewpoint is that of a senior general manager who On Occasion sets company-wide objectives and coordinates MKT 701 Marketing Communication and departmental policies and activities. As an Advertising MKT 706 Product Planning and Marketing integrating experience, students are expected to A study of the role of mass and personal This course uses the case study method to develop bring their overall business knowledge to bear on communication and sales promotion in marketing skills of analysis and decision-making as they relate the intricacies of managerial decision-making. management and the social and economic to product planning, management, and portfolio Through text, case analysis, and a computer-based implications of these. Research findings in analysis. The effects of product design, pricing, simulation, students have an opportunity to test communication theory and the behavioral sciences promotion, advertising, research, distribution their skill in the use of financial, marketing, and and comprehensive models of buyer behavior are channels, sales efforts, and legislation are examined management variables in a competitive situation. particularly stressed. The course surveys the in an effort to understand their interrelationships Selected guest lecturers and the assignment of a planning, implementation, and measurement of as they affect both volume and profit. The product major written project round out the learning effectiveness of marketing communication management organizational structure is also experience by providing each student with a activities. Students are required to develop examined. Outside lecturers from industry visit, as pragmatic discussion forum as well as research and integrated promotional campaigns based on actual available. writing experience contextualized within the marketing information. Pre-requisite of GBA 513 is required. dynamics of a changing business world. Pre-requisite of GBA 513 is required. Credits: 3 Pre requisites: Credits: 3 On Occasion MBA 612, 613, 620, 621, 625 and 626; On Occasion Any four 700 level MBA courses MKT 707 Marketing Distribution Systems Credits: 3 MKT 702 Marketing Research An analysis of the competitive struggle for channel Every Fall and Spring An examination of information requirements for command and the utilization of economic and marketing decisions. Particular emphasis is placed analytical tools and behavioral models. The growth MBA 801 Business Policy II on the development of cost and benefit analytical of, and innovation in, vertical systems are examined An examination of the fields of policy making and tools for evaluating various marketing information with regard to social, economic, and legal administration that builds upon and integrates the systems designs. Other topics include the design of constraints. The course also surveys the objectives work covered in the graduate curriculum. The surveys and experiments, questionnaire and decision-making processes of individual viewpoint is that of a senior general manager who construction, decision models, data analysis members at various channel levels. Cases are used sets company-wide objectives and coordinates techniques, and data interpretation. to stress practical applications. departmental policies and activities. As an Pre-requisite of GBA 513 is required. Pre-requisite of GBA 513 is required. integrating experience, students are expected to Credits: 3 Credits: 3 bring their overall business knowledge to bear on On Occasion On Occasion the intricacies of managerial decision-making. Through text, case analysis, and a computer-based MKT 703 Sales Management and Forecasting MKT 708 Industrial Marketing simulation, students have an opportunity to test A focus on the management of selling activities and An analysis of current marketing practices for their skill in the use of financial, marketing, and the outside sales force as critical elements of manufacturers and suppliers of services to industrial management variables in a competitive situation. marketing operations. Includes discussion of the and government markets. Emphasis is placed on Selected guest lecturers and the assignment of a administrative activities of sales force managers the strategy of market selection, product planning, major written project round out the learning from the district manager up to the top-level sales pricing, distribution, and buyer/seller relations experience by providing each student with a force executive in the firm. Organization of the pertaining to industrial products. pragmatic discussion forum as well as research and sales department, operating the sales force, Pre-requisite of GBA 513 is required. writing experience contextualized within the planning sales force activities, and analysis and Credits: 3 dynamics of a changing business world. control of sales operations are covered. Major On Occasion

Pre requisites: emphasis is given to determining market and sales MKT 709 New Product Development MBA 612, 613, 620, 621, 625 and 626; potential, forecasting sales, preparing sales budgets, A study of the management of the product mix. Any four 700 level MBA courses and establishing territories and quotas. Cases are The course presents an analytical approach to new Credits: 3 used to stress practical applications. product decisions. Topics include product policy Every Fall and Spring Pre-requisite of GBA 513 is required. Credits: 3 considerations; research and development; MBA 802 Strategic Management Capstone On Occasion economic analysis; and the factors leading to the This course, designated for MBA for PharmD decision to commercialize, test market, or MKT 705 Consumer Behavior discontinue a product.

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Pre-requisite of GBA 513 is required. decision making. Application of such techniques is Credits: 3 illustrated by cases and actual marketing problems On Occasion of companies. Pre-requisite of GBA 513 is required. MKT 710 Management of Marketing Operations Credits: 3 An analysis of the marketing process, including the On Occasion formulation of policies and the planning, organizing, directing, and coordinating of marketing activities. The relationship of marketing research and consumer motivation to marketing mix elements is also examined. The pre-requisite of GBA 513 or MBA 612 is required. Credits: 3 On Occasion

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

MKT 716 International Trade A review of the principles of international trade its magnitude, direction, and industrial classification as well as the institutions (e.g., GATT) facilitating it. The course focuses on practical techniques and problems of exporting and importing, with special attention to small business. Topics include sources of marketing information, techniques of payment and collections, currency fluctuation problems and balance of payments analysis, sources and uses of funds to finance foreign trade, and government assistance. Pre-requisites of GBA 511 and GBA 514 or GBA 520 are required. Credits: 3 Cross-Listings: FIN 715, IBU 703, MKT 716 On Occasion

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

MKT 750 Marketing Seminar An analysis of the processes that shape marketing policy to maintain profitable operations. Emphasis is on the use of planning theory, game theory and input-output analysis in devising market plans and

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DEPARTMENT OF addition, the program includes two Special Topics Courses: courses for timely introduction of cutting edge AI 687 AI and Machine Learning 3.00 TECHNOLOGY, advanced topics in Artificial Intelligence, in Bioinformatics including research topics. The program offers two INNOVATION AND AI 689 Computational 3.00 options: a course only option and a thesis option Neuroscience, Cognition COMPUTER SCIENCE for six credits over two semesters. The one-year and Artificial Intelligence thesis sequence should demonstrate the students’ Professor Chung, learning in the program and contributions ranging AI 701 Intelligent Autonomous 3.00 Associate Professors Ghriga (Chair), League from practical developments of AI components or Robotics Adjunct Faculty: 9 systems to theoretical contributions, culminating AI 790 Special Topics in 3.00 in a thesis document. Artificial Intelligence I In today’s interconnected, global world of The M.S. in AI degree offers multiple pathways transactions, technology powers our commerce, to meet the needs, interests, and backgrounds of AI 791 Special Topics in AI: 2 3.00 students. The successful applicants to the program communication, connection to services and social The following two courses are required: lives. Companies rely on technologists to invent are expected to complete online quantitative boot AI 681 Machine Learning & 3.00 and optimize software algorithms, maintain camps in mathematics and numeric computation, Pattern Recognition hardware, provide support, ensure the integrity of linear algebra, basic probabilities and statistics, systems in the face of cyber threats as the frontline and basic calculus. These multiple pathways are AI 700 Applicable Deep 3.00 of their business strategy team. The outlook for supported by the following curriculum structure: Learning fifteen (15) credits of core courses, nine (9) credits continued technological development is positive, MS in Artificial Intelligence especially in the fields of payment and financial of specialized courses, and six (6) credits of Electives/Thesis Options services, augmented reality, big data, social electives (course-only option of the degree) or six Choose one of the following options: communication, biotechnology and other service (6) credits for one-year thesis research (thesis 6 credits of graduate electives in Artificial industries. option of the degree) for a total of 30 credits. Intelligence or Computer Science The department offers the Master of Science Admission Requirements: OR (M.S.) in Computer Science and the newly The standards for admission to the program are Thesis - 6 credits approved, Master of Science (M.S.) in Artificial as follows: Intelligence, one of the first of its kind nationwide. 1. A bachelor's degree from an accredited AI 698 Thesis I 3.00

institution AI 699 Thesis II 3.00

2. An undergraduate grade point average of 3.0 Credit and GPA Requirements M.S. in Artificial Intelligence 3. A written statement outlining applicant’s objectives for seeking admission into the Minimum Credits (Thesis Option): 30 To prepare the workforce of the future, the 30- program Minimum Credits (Non-Thesis Option): 30 credit M.S. in Artificial Intelligence (AI) aims to 4. A current résumé Minimum Major/Overall GPA: 3.0 educate and train skilled leaders to create AI 5. Two letters of recommendation applications and AI systems that are designed to 6. A completed application submitted to the M.S. Computer Science solve complex real-world challenges and problems Office of Admissions across many industry domains. The purpose of the 7. Applications for the fall semester must be Blended Learning - Onsite & Online program is to achieve this latter goal while received no later than July 30th. The 36-credit M.S. in Computer Science addressing the emerging needs of the market. 8. Applications for the spring semester must be provides students with the knowledge and skills to Additionally, the new program, with its faculty received no later than November 30. become successful leaders in the field of computer and students, aims to accelerate multidisciplinary science. It is open to students from all research and discovery in LIU emerging signature Artificial Intelligence, M.S. undergraduate fields. The program provides the areas: health, pharmaceutics, pharmacological- Requirements foundations and advanced applications with an engineering, bioinformatics, and business among emphasis on the design and development of large MS in Artificial Intelligence Requirements others. The program will create new opportunities software systems. Choose four of the following Core Module for research and economic development. It is a Required courses cover what is commonly Courses: pathway for masters students to pursue exciting accepted by the Association for Computing career opportunities in the most innovative AI 602 Programming in Python 3.00 Machinery (ACM) as the core of graduate companies in the NY region and the globe across AI 632 Algorithms and Data 3.00 computer science. The inclusion of small all industry sectors and/or Ph.D. research in Structures in Python implementation projects and/or computer Computer Science and related fields. programming exercises in most courses provides AI 680 Artificial Intelligence: 3.00 The M.S. in AI program offers a holistic view experience in the practical aspects of the software Present and Future and a multidisciplinary in-depth study of AI theory development cycle and practice. New courses include: Programming AI 682 Data Mining and 3.00 This program is offered in a blended learning in Python, Data Structures and Algorithms, Exploration format, where nearly half of the courses are Statistical Learning, Modern Artificial Intelligence delivered online and the balance are offered in a AI 683 Statistical Learning 3.00 (Present and Future), Machine Learning and traditional classroom setting. Pattern Recognition, Data Mining and Exploration, AI 686 Automatic Speech 3.00 Admission Requirements: Deep Learning, Artificial Intelligence and Recognition The standards for admission to the program are as Machine Learning in Bioinformatics, Automatic follows: AI 688 Image and Vision 3.00 Speech Recognition, Image and Vision 1. A bachelor's degree from an accredited Computing Computing, and Computational Neuroscience and institution Cognition and Intelligent Autonomous Robots. In Choose two of the following Specialization 2. An undergraduate grade point average of 3.0

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3. A written statement outlining applicant’s CS 645 Computer 3.00 objectives for seeking admission into the Communications and program Networking 4. A current résumé CS 649 Database Management 3.00 5. Two letters of recommendation Systems 6. A completed application submitted to the Office of Admissions CS 666 Artificial Intelligence 3.00 Candidates meeting the admission requirements Computer Science Electives: 9 to 12 Credits will be placed into one of the following two tracks Three (3) Advanced Computer Science Courses depending upon the candidate’s undergraduate with Thesis Option degree and background in fundamentals of Four (4) Advanced Computer Science computer science and programming. Other Courses with Software Development Project evidence of competence may be required to grant a Thesis Option: 6 credits limited matriculation status in the program. Track 1 – Candidates admitted into Track 1 will CS 698 Computer Science Thesis 3.00 have a bachelor’s degree in computer science or CS 699 Computer Science Thesis 3.00 management information systems and will begin Software Development Project Option: 3 their program with the required core courses. Track 2 – Candidates without a bachelor’s degree credits in computer science or management information CS 690 Software Development 3.00 systems will be admitted into Track 2 and required Project to demonstrate proficiency in computer OR programming and foundations by passing the CS 691 Software Development 3.00 competency waiver exam or completing two Project preparation courses: Computer Science 601 and 605 or their equivalents. Computer Science Background Requirements Credit and GPA Requirements A candidate who is not proficient in the C Minimum Credits (Thesis Option): 36 programming language must take CS 601 (no Minimum Credits (Project Option): 36 credits toward computer science master’s degree). Minimum Major GPA: 3.0 A candidate who does not have sufficient background in computer science foundations (i.e., operating systems, computer architecture, discrete structures, advanced programming) must take CS 605 (3 credits). Candidates who successfully complete both CS 605 and CS 601 will get three (3) elective credits for CS 605. Transfer Credits Students are permitted to transfer a maximum of six (6) graduate computer science credits from other institutions with the approval of the department chair. Industry training courses that meet time and content requirements may, with the approval of the chair, qualify for transfer credits. Competency Equivalencies Students who can demonstrate competency in core courses may request that the course(s) be waived. The student will substitute an elective course, with the approval of the department chair.

M.S. Computer Science [Program Code: 89373] {HEGIS 0701.0}

Computer Science Core: 21 Credits The following seven (7) courses are required: CS 631 Algorithms and Data 3.00 Structures

CS 633 System Analysis and 3.00 Design

CS 641 Computer Architecture 3.00

CS 643 Operating Systems 3.00

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Artificial Intelligence Courses theoretical concepts in machine learning, and classification methods. A few key unsupervised common patterns for implementing methods in learning methods such as clustering (K-means and practice. The intended audience is those wanting Hierarchical clustering) are covered. R is used for AI 602 Programming in Python the background required to begin research and computing throughout the course. Problem solving, algorithmic design, and development of machine learning methods. The Three credits; one-hour laboratory. implementation using the Python programming course provides foundations of pattern recognition Credits: 3 language are presented. Topics include algorithms and machines, including statistical and Every Fall fundamental data types and associated collection structural methods. Data structures for pattern data types, I/O processing, conditional and loop representation, feature discovery and selection, AI 686 Automatic Speech Recognition constructs, use and implementation of functions. classification vs. description, parametric and non- The course covers the theory and practice of This first part of the course is complemented with a parametric classification, supervised and automatic speech recognition (ASR), with a focus through presentation of Object-Oriented unsupervised learning, use of contextual evidence, on the statistical approaches that comprise the state programming. Select advanced features for both clustering, recognition with strings, and small of the art. The course introduces the overall procedural programming and Object-Oriented sample-size problems. framework for speech recognition, including speech programming are introduced. Throughout the Three credits; one-hour laboratory. signal analysis, acoustic modelling using hidden course, good programming styles and sound Credits: 3 Markov models, language modelling and program development are emphasized. Every Fall recognition search. Advanced topics covered will include speaker adaptation, robust speech Three credits; one-hour laboratory. AI 682 Data Mining and Exploration recognition and speaker identification. The Credits: 3 The aim of this course is to discuss modern practical side of the course will involve the Every Fall and Spring techniques for analyzing, interpreting, visualizing development of a speech recognition system using a and exploiting the data that is captured in scientific speech recognition software toolkit. AI 632 Algorithms and Data Structures in Python and commercial environments. The course will Three credits; one-hour laboratory. A comprehensive study of the design and analysis of develop the ideas taught in various machine A pre requisite of AI 681 is required. efficient data structures and algorithms in Python. learning courses and discuss the issues in applying Credits: 3 The course provides the fundamentals of data them to real-world data sets, as well as teaching Every Fall structures and algorithms, including their design, about other techniques and data-visualization analysis and implementations. Fundamental data methods. The course will also feature case-study AI 687 AI and Machine Learning in abstractions include: linear lists; stacks; queues and presentations and each student will undertake a Bioinformatics deques; priority queues; multi-linked structures; mini-project on a real-world dataset. The digital revolution has seen a dramatic increase trees and graphs; maps; hash tables; internal and in data collection in various disciplines of health external sorting and searching. The course will consist of two parts, the first part sciences. The challenge of big and wide data is Three credits; one-hour laboratory. being a series of lectures on what is outlined below. especially pronounced in the biomedical space Prerequisite: AI 602 It is anticipated that there will also be one or two where, for example, whole genome sequencing A pre requisite of AI 602 is required. guest lectures from data mining practitioners. technology enables researchers to interrogate all 3 Credits: 3 The second part will consist of student billion base pairs of the human genome. With an Every Spring presentations of papers relating to relevant topics. expected 50% of the world¿s population likely to Students will also carry out a practical mini-project have been sequenced by 2025, the resulting datasets AI 680 Artificial Intelligence: Present and Future on a real-world dataset. For both paper may surpass those generated in Astronomy, Twitter AI systems now outperform humans on tasks that presentations and mini-projects, lists of suggestions and YouTube combined. Machine Learning were once taken to show great intelligence when will be available, but students may also propose approaches are hence necessary to gain insights undertaken by people (for example, playing chess). their own, subject to approval from the instructor. from these enormous and highly complex modern How far can this go in the future? What are the Three credits; one-hour laboratory. datasets enabling the training of very sophisticated assumptions behind different approaches to AI? A pre requisite of AI 681 is required. Machine Learning models under the context of What dangers can there be from AI systems, and Credits: 3 Artificial intelligence. how should AI practitioners take these into Every Spring account? The course gives a quick overview of the The course addresses various topics of Machine background and of contemporary work in symbolic AI 683 Statistical Learning Learning approaches that have been applied under AI, and looks at the relationship between statistical This course provides an introduction to the the genomic revolution. Emphasis are placed on and 2 logical approaches to AI. It also addresses statistical methods commonly used in learning from Machine Learning algorithms to recognize patterns some of the philosophical and ethical issues that data. The course combines methodology with in DNA sequences such as pinpointing the arise. The course surveys the state of the art in theoretical foundations and their computational locations of transcription start sites (TSSs), current AI, looking at systems and techniques in aspects. The course aims to assist you in designing identifying the importance of junk DNA in the various subfields (eg, agents and reasoning; good learning algorithms and analyzing their genome and identifying untranslated regions planning, constraints and uncertainty; google statistical properties and performance guarantees. (UTRs), introns and exons in eukaryotic search and the semantic web; dialogue and machine Fundamental principles and techniques of chromosomes. The input data can include the translation; varieties of learning). probabilistic thinking, statistical modeling, and data genomic sequence, gene expression pro¿les across analysis are introduced. Topics covered include various experimental conditions or phenotypes, Three credits; one-hour laboratory. basic probability and statistics including events, protein-protein interaction data, synthetic lethality Credits: 3 conditional probabilities, Bayes theorem, random data, open chromatin data, and ChIP-seq data. Every Fall variables, probability distributions, and hypothesis Three credits; one-hour laboratory. testing. Building on these concepts, the course Prerequisites: AI 681 AI 681 Machine Learning & Pattern Recognition provides an in depth of coverage of supervised A pre requisite of AI 681 is required. This graduate course covers some fundamental learning from data with focus on regression and Credits: 3

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Every Spring larger shapes, then parts of the face like eyes and submission of the course topic and a detailed ears, and, finally, individual face identities. Deep syllabus for department and faculty reviews and AI 688 Image and Vision Computing learning is behind many recent advances in AI, approvals. The course addresses the analysis of images and including Siri¿s speech recognition, Facebook¿s tag Three credits; one-hour laboratory. video in order to recognize, reconstruct and model suggestions and self-driving cars. A pre requisite of AI 680 and AI 681 is required. objects in the three-dimensional world. Emphasis is Credits: 3 placed on studying the geometry of image You will work on case studies from healthcare, On Occasion formation; basic concepts in image processing such autonomous driving, sign language reading, music as smoothing, edge and feature detection, color, generation, and natural language processing. You Computer Science Courses and texture; motion estimation; segmentation; will master not only the theory, but also see how it stereo vision; 3-D modeling; and statistical is applied in industry. You will practice all these recognition. ideas in Python and in TensorFlow. After this CS 601 Principles of Computer Science and Three credits; one-hour laboratory. course, you will likely find creative ways to apply it Structured Programming C A pre requisite of AI 681 is required. to your work. This course culminates in a capstone A study of the fundamentals of structured program Credits: 3 project. design using a block-structured language such as C, Every Spring Three credits; one-hour laboratory. functions and file organization, and processing.

Prerequisite: AI 681 Students are required to design and run multiple AI 689 Computational Neuroscience, Cognition A pre requisite of AI 681 is required. programs for problem solving on a computer. Not and Artificial Intelligence Credits: 3 credited to M.S. in Computer Science. The course addresses foundational tools that Every Spring Credits: 3 connect cognitive science and computational Every Fall and Spring neuroscience with artificial intelligence. Emphasis AI 701 Intelligent Autonomous Robotics are placed on computational models that mimic This course covers basic topics in autonomous CS 605 Fundamentals of Computer Science and brain information processing during perceptual, robotics/systems. Intelligent autonomous robots Systems Programming cognitive and control tasks tested with brain and and systems can sense their environment, make A study of the fundamental concepts of machine behavioral data. Computational approaches to decisions on how to act based on the sensations, architecture and operating systems, including understanding cognitive processes, using massively and execute these actions without human aid or assembly language programming, data structures parallel networks are studied. Biologically-inspired intervention. The main focus of the course is on and algorithms used in advanced C programming. learning rules for connectionist networks and their designing and building robotic systems that Students are required to design and run computer application in connectionist models of perception, navigate independently in complex environments. programs. Not credited to M.S. in Computer memory and language are discussed. It is a programming intensive course which requires Science. Three credits; one-hour laboratory. team work and collaboration, the use of the robotic Credits: 3 A pre requisite of AI 681 is required. hardware interface and the implementation of Every Fall and Spring

Credits: 3 several algorithms to address key areas for effective CS 631 Algorithms and Data Structures Every Fall sensor processing, vision processing, and An intensive treatment of the application of data autonomous decision making in a physical setting AI 698 Thesis I structures and algorithms in Computer Science. or a 3D simulated environment. Preparation of a thesis under the supervision of a Topics include recursion; sequential, linked and Three credits; one-hour laboratory. faculty adviser. The completed thesis is evaluated by dynamic allocation of storage stacks; queues; trees; A pre requisite of AI 688 and AI 700 is required. the Department's graduate Curriculum Committee. graphs; hash tables; and internal and external Credits: 3 Credits: 3 sorting and searching. Emphasis is placed on the Every Spring Every Fall design, implementation and evaluation of

AI 790 Special Topics in Artificial Intelligence I algorithms. AI 699 Thesis 2 A course for presenting timely advanced topics in Pre-requisite of CS 601 or equivalent is required. Preparation of a thesis under the supervision of a Artificial Intelligence, including research topics. Credits: 3 faculty adviser. The completed thesis is evaluated by Topics may vary from year to year according to the Every Spring the Department's graduate Curriculum Committee. interest of faculty and students. The course Credits: 3 CS 633 System Analysis and Design contents and objectives are aligned with the overall Every Spring Successful system development entails much more program learning goals. The course requires formal than just coding. We will survey various models of submission of the course topic and a detailed AI 700 Applicable Deep Learning the software development process, learn how to syllabus for department and faculty reviews and Deep Learning is one of the most highly sought- elicit and analyze system requirements, and how to approvals. after skills in AI. In this course, you will learn the apply various design strategies, notations, and tools. Three credits; one-hour laboratory. foundations of Deep Learning, understand how to In the end, you will understand why quality is so A pre requisite of AI 680 and AI 681 is required. build neural networks, and learn how to lead elusive in the development of information systems, Credits: 3 successful machine learning projects. You will learn and you will be comfortable with a range of about Convolutional networks, RNNs, LSTM, On Occasion processes, methods, and tools to help achieve it. Adam, Dropout, BatchNorm, Xavier/He AI 791 Special Topics in AI: 2 Pre-requisite of CS 631 is required. initialization, and more. A course for presenting timely advanced topics in Credits: 3

Artificial Intelligence, including research topics. Every Fall Deep learning algorithms extract layered high-level Topics may vary from year to year according to the representations of data in a way that maximizes CS 641 Computer Architecture interest of faculty and students. The course performance on a given task. For example, asked to A study of computer architecture and organization, contents and objectives are aligned with the overall recognize faces, a deep neural network may learn to with emphasis on quantitative analysis. Boolean program learning goals. The course requires formal represent image pixels first with edges, followed by algebra is introduced to teach digital devices.

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Students are required to design and implement on The pre-requisites of CS 601 and 645, and the co- paper a simple microprocessor by the end of the CS 664 Compiler Theory and Design requisite of CS 631 are required. semester. Microprogramming and conventional A study of the following: compiler organization - Credits: 3 machine level are taught. Programming is expected symbol table, lexical analysis, syntactic analysis, On Occasion in an assembly programming language. semantic analysis, object code generation and code Pre-requisite of CS 601 or equivalent, and CS 605 optimization techniques; polish notation, triples, CS 674 Distributed Systems or equivalent, are required. trees; the translation of arithmetic expressions and A detailed treatment of distributed systems in Credits: 3 programming constructs; the impact of various applications such as databases, computer networks Every Fall language designs on the compilation process; and communication, architecture, and operating compilation of ambiguous and non-deterministic systems. Guiding theory, design principles, and CS 643 Operating Systems languages; formal languages, parse techniques; and tools for analyzing and performing system trade-offs An introduction to the algorithms and data optimization techniques. are presented. Case histories of distributed systems structures of operating systems and their Credits: 3 are reviewed. performance in various environments. Topics On Occasion Credits: 3 include CPU scheduling, memory management, On Occasion virtual memory, mutual exclusion and deadlock CS 666 Artificial Intelligence concurrent processes, and protection and security. An examination of the concepts and methodologies CS 675 Parallel Programming Credits: 3 used in constructing intelligent computer programs. A study of parallel random access machine (PRAM) Every Spring Areas covered are state space representation, model, as well as processor organizations and knowledge representation and reasoning parallel architectures. Design, analysis and CS 645 Computer Communications and techniques, and search strategies, including implementation of parallel algorithms are studied. Networking heuristic search and genetic algorithms. Application Case studies of parallel algorithms in various An introductory course in computer networks, with areas are selected from game playing, expert- problem domains are examined. An introduction emphasis on the physical and logical design of systems, natural language processing and machine is made to fault tolerant computing. Students are computer networks using the OSI and TCP/IP learning. Overview of AI tools and languages is required to do assignments using a parallel layered models as conceptual frameworks. The included. Students are required to implement an extension of the C language such as C*, nCUBE C physical, data link, network, and transport layers AI project. or C-LINDA. are discussed in detail. Examples are provided from Pre-requisite of CS 631 is required. The pre-requisites of CS 631 and CS 641 are existing network architectures. The TCP/IP Credits: 3 required. protocol suite is studied in the contexts of the Every Fall Credits: 3 network and transport layers. On Occasion Credits: 3 CS 668 Advanced Topics in Data Base Technology Every Spring A study of the following: business and industrial CS 676 UNIX Programming application development; graphical user interfaces An in-depth study of the UNIX system called CS 649 Database Management Systems with client/server computing distributed data bases; interface which allows programmers to write An examination of the concepts and practical interface of relational data bases with software applications that take advantage of the services aspects of database management systems and how packages. provided by the UNIX kernel. Topics include file data resources can be designed and managed to Pre-requisite of CS 649 is required. system, processes and threads, and signals. support information systems in organizations. Credits: 3 Interprocess communication: pipes, message Topics include data models and data and storage On Demand queues, shared memory, semaphores are studied. structures and their relation to data access; use and An introduction is made to network programming management of database systems, data CS 669 Expert and Knowledge Base Systems using the socket interface and RPC. independence; and data sharing, availability, A study of the methodologies for designing and Pre-requisite of CS 601 or knowledge of the C security, integrity and consistency. Students are implementing expert and knowledge-based systems. language is required. required to design and implement a database using Topics are expert and knowledge-based problem Credits: 3 a relational database management system, such as solving, knowledge acquisition, explanation On Occasion SQL. generation, and expert system development tools. Credits: 3 Comprehensive treatment of an expert system CS 678 Data Security Every Fall design and development tool such as ECLIPSE is A consideration of security problems in computing, conducted. Students are required to implement an with emphasis on legal issues. Topics include CS 655 Object-Oriented Software Methodology - expert system project. cryptography fundamentals and data security; NP- C++ Pre-requisite of CS 666 is required. completeness and security of cryptosystems; DES; A study of object-oriented analysis and design Credits: 3 IDEA; hashes and message digests; RSA; techniques. Several case studies with C++ are used On Occasion authentication of people and systems; signature to implement the object-oriented design schemes; access controls, information flow controls, techniques. Topics include design of classes, class CS 673 Internet Programming with JAVA and inference controls; and e-mail security. interfaces, overloading (functions and operators), A look at programming for the Internet and Pre-requisite of CS 631 is required. inheritance, polymorphism, dynamic binding, concepts that relate to Internet technologies. Topics Credits: 3 reusability and aspects of software quality include JAVA, object-related programming, CGI On Occasion modularity. Students are required to complete and Dynamic HTML. JAVA topics include classes, projects with C++. interface classes, exceptions, libraries, threads, CS 679 Local Area Networks Pre-requisite of CS 601 or knowlege of the C network programming and database access. Writing A study of local area network (LAN) technology, language is required. CGI code for Web servers and JDBC for database including topologies, communications media, Credits: 3 connectivity is also covered. Students are required communication protocol, interfacing equipment, On Occasion to complete projects with JAVA. and hardware and software. Students work on

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 106 LIU Brooklyn problems of planning, designing, installing and change -- for high technology businesses. The maintaining a LAN. emphasis is on the development and application of Credits: 3 conceptual models clarifying the interactions On Occasion between competition, patterns of technological and market change, and the structure and development CS 690 Software Development Project of internal firm capabilities. The aim of this course The development of a large software systems project is to provide a solid foundation for managing based on a current analysis and design paradigm innovation in high-technology industries. resulting in a valid and verified software system. Throughout, key conceptual frameworks are linked The application domain and the course syllabus are to applications in a variety of industry and case made available in the preceding semester. The settings. completion of the degree core requirements is The pre-requisites of GBA 510, 511, 512, 513, 514, required. 515, 516, 517 and MBA 621 are required. Pre-requisites of CS 631, CS 633, CS 643, CS 645, Credits: 3 CS649 and CS 666 are required. Every Fall and Spring Credits: 3 Every Fall MBA 655 Management of Innovation The ability to increase business value through CS 691 Software Development Project technological innovation is a critical success factor The development of a large software systems project in many industries. The aim of this course is to based on a current analysis and design paradigm provide a solid foundation for managing resulting in a valid and verified software system. innovation in high-technology industries. Emphasis The application domain and the course syllabus are is placed on the foundations of the dynamics of made available in the preceding semester. The innovation, strategy formulation, and strategy completion of the degree core requirements is implementation. Throughout, the main topics of required. the course are linked to applications in a variety of Pre-requisites of CS 631, CS 633, CS 643, CS 645, industry and case settings. CS649 and CS 666 are required. Pre-requisite of GBA 512 is required. Credits: 3 Credits: 1.50 Every Spring Every Fall and Spring

CS 695 Special Topics in Computer Science MBA 656 Information Systems Development and A consideration of a current topic in computer Management science not offered in any other course. Information systems innovation comprises the Credits: 3 development and management of both new On Occasion technology components and new organizational

arrangements. In other words, IS innovation is CS 696 Special Topics in Computer Science broader than the development of technology-based A consideration of a current topic in computer information handling systems. In our study the science not offered in any other course. development, deployment and use of technologies Credits: 3 and organizational change are the two inseparable On Occasion aspects of an IS innovation process. Organizational CS 697 Special Topics in Computer Science change includes changing the way an organization is A consideration of a current topic in computer structured, its work processes, its products and science not offered in any other course. services as well as its relationships with other Credits: 3 organizations, partners, suppliers, customers, and On Occasion overall stakeholders. Pre-requisite of GBA 512 is required. CS 698 Computer Science Thesis Credits: 1.50 Preparation of a thesis under the supervision of a Every Fall and Spring faculty adviser. The completed thesis is evaluated by the Department's graduate Curriculum Committee. Credits: 3 Every Fall and Spring

CS 699 Computer Science Thesis Preparation of a thesis under the supervision of a faculty adviser. The completed thesis is evaluated by the Department's graduate Curriculum Committee. Credits: 3 Every Fall and Spring

MBA 625 Management of Innovation and Technology This course draws upon the economics of technical

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DEPARTMENT OF PUBLIC of Public Administration in Public Administration PM 728 Managing Human 3.00 prepares students for public service Behavior in Public ADMINISTRATION responsibilities, blending management theory with Organizations practical applications in government, health and and Professor Levine (Director) nonprofit organizations. Students from diverse Three (3) advanced (700 level) elective courses Associate Professor Elmedni backgrounds with varying levels of professional M.P.A. Capstone: 6 Credits Assistant Professors Knuth, Martin expertise are taught by faculty members who are Adjunct Faculty: 3 current in all aspects of this continuously evolving MPA 798 Capstone Seminar 3.00 The public administration program prepares and growing field. MPA 799 Capstone Project 3.00 public service professionals for managerial The program of study is flexible and can be positions in government, health and nonprofit tailored to accommodate the professional sectors. It is open to students from all requirements of the student by offering Credit and GPA Requirements undergraduate fields and provides the foundations specialization courses that provide them with the Minimum Credits: 42 and advanced applications expected in a graduate opportunity to examine a specific management Minimum Major GPA: 3.00 program. function or an area of application in greater depth. The program focuses on competencies that Areas of specialization include public Master of Public Administration employers want – leadership, ethical decision- administration, nonprofit management, urban making, analytical and budgeting expertise, government management, human resources in Health Administration written communication and oral presentation management, law and management, international The U.S. Department of Labor’s Bureau of skills. Specialization courses in government, public management and social policy management. Labor Statistics predicts above-average health and nonprofit fields with a variety of sub- Other specializations can be developed in employment growth for healthcare administrator topics provide depth in the student’s area of consultation with a faculty adviser from the broad positions. “Those with the highest education, interest. Focused capstone courses allow students spectrum of courses available through the program strongest business skills and health care work to apply their new competencies in meaningful and the school, as well as through courses experience will be well positioned to take public service projects. available across the campus. advantage of the most coveted jobs.” The M.P.A. program offers the Master of The program is divided into four parts: an The 42-credit, N.A.S.P.A.A.-accredited Master Public Administration in Public Administration introductory sequence that provides 15 credits of of Public Administration in Health Administration and the Master of Public Administration in Health public service sector foundations and skills, prepares students for careers in fields that offer Administration.. followed by 9 credits of focused management numerous professional paths. Students from Admission Requirements: topics including human resources, budgeting and diverse backgrounds with varying levels are taught The standards for admission to the program and financial management, and law and accountability. by faculty members who are current in all of the the advanced certificates are as follows: Students then take 12 credits in an area of latest trends and issues in health care • Official transcripts as proof of a baccalaureate specialization and a required six-credit integrative administration. degree from an accredited institution of higher capstone experience, which culminates in a project The program of study is flexible and can be education and a formal presentation. Capstone courses can tailored to accommodate the professional • Two letters of recommendation only be taken after all course work is completed. • A current résumé requirements of the student by offering specialization courses that provide them with the • A two-to-three-page typewritten statement of M.P.A. Public Administration opportunity to examine a specific management purpose [Program Code: 81214] {HEGIS: 2102.0} function or an area of application in greater depth. • A completed application submitted to the Office of Admissions Areas of specialization include health care M.P.A. (PAD) Foundation: 15 Credits Note: Full matriculation admission requires an administration, health care management, health official transcript showing an undergraduate grade MPA 501 Principles of 3.00 care policy and aging/long-term care. Other point average of at least 3.0 on a scale of 4.0. Administration specializations can be developed in consultation with a faculty advisor from the broad spectrum of Limited matriculation may be available to MPA 502 Organizational Theory 3.00 courses available through the program and the applicants who do not meet full matriculation and Behavior requirements. Candidates with grade point school, as well as through courses available across averages of 2.5 or less must contact the M.P.A. MPA 503 Government and the 3.00 the campus. program director before submitting an application. Economy The program is divided into four parts: an introductory sequence that provides 15 credits of Such limited matriculation may require MPA 505 Analytic Methods 3.00 additional evidence of competence. Limited public service sector foundations and skills, MPA 507 Public Policy Processes 3.00 matriculation students may register for a maximum followed by 9 credits of focused management of six credits per semester for the first 12 credits. M.P.A. (PAD) Advanced Core: 9 Credits topics including human resources, budgeting and financial management, and law and accountability. Limited matriculation becomes full matriculation MPA 602 Human Resource 3.00 Students then take 12 credits in an area of upon completion of 12 graduate credits with a 3.0 Management average or better. Transfer students are welcome; specialization and a required six-credit integrative MPA 603 Fundamentals of Public 3.00 transfer credits will be evaluated by the program capstone experience, which culminates in a project Budgeting and Financial director. and a formal presentation. Capstone courses can Management only be taken after all course work is completed.

MPA 604 Administrative 3.00 Master of Public Administration Responsibility and M.P.A. Health Administration [Program Code: 86461] {HEGIS: 1202.0} (M.P.A) Accountability M.P.A. (PAD) Specialization: 12 Credits The 42-credit, N.A.S.P.A.A.-accredited Master The following course is required: M.P.A. (HAD) Foundation: 15 Credits

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MPA 501 Principles of 3.00 Administration

MPA 502 Organizational Theory 3.00 and Behavior

MPA 503 Government and the 3.00 Economy

MPA 505 Analytic Methods 3.00

MPA 507 Public Policy Processes 3.00 M.P.A. (HAD) Advanced Core: 9 Credits MPA 602 Human Resource 3.00 Management

MPA 613 Health Systems Finance 3.00

MPA 614 Healthcare Responsibility 3.00 and Accountability for Administrators M.P.A. (HAD) Specialization: 12 Credits PM 730 Health, Disease and 3.00 Medical Care and Three (3) advanced (700 level) elective courses M.P.A. Capstone: 6 Credits MPA 798 Capstone Seminar 3.00

MPA 799 Capstone Project 3.00

Credit and GPA Requirements Minimum Credits: 42 Minimum Major GPA: 3.00

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Credits: 3 Every Spring Public Administration Courses Every Fall and Spring MPA 616 Legal Aspects of Health MPA 501 Principles of Administration MPA 603 Fundamentals of Public Budgeting and An examination of legal issues in health-care An introduction to public administration, Financial Management services, including governance; consents and introducing the values, principles and foundation An examination of public sector revenue patient rights; admission and discharge; malpractice of public administration as a field of study. The generation, budgeting, accounting and auditing and and liability of hospitals, physicians, nurses, course covers basic understanding and application their effects on managerial decisions. Includes a emergency crews; management duties and liabilities; of administrative concepts and political processes review of budget systems, processes and politics, medical records; immunity; medical staff rights and that govern the context of public, health, and non- and the preparation and justification of financial privileges; end of life decisions; moral and ethical profit organizations in a democratic society. information and reports. dilemmas. Credits: 3 Credits: 3 Credits: 3 Every Fall and Spring Every Fall On Occasion

MPA 502 Organizational Theory and Behavior MPA 604 Administrative Responsibility and MPA 624 Nonprofit Management An examination of theories of organization, Accountability This course focuses on the formation, financing administrative processes, and formal and informal A review of legal and ethical issues facing and management of nonprofit organizations, relationships in organizations. The course discusses administrators as they seek to balance including: the board of directors, the workforce, the environment, leadership, structure, networks, professionalism and responsiveness with the marketing, financial management, fund raising, and outputs and outcomes of organized action competing demands of diverse constituencies and planning, leadership and the methods and Credits: 3 the realities of their task environments. strategies that have been used successfully to Every Fall and Spring Credits: 3 manage nonprofit organizations. The course also Every Fall examines the role of nonprofits in the delivery of MPA 503 Government and the Economy public services through fee for service, contracts and An examination of the role of the public sector in MPA 606 Law for Managers reimbursement arrangements. economic decision making. The nature of public An introduction to the basic skills and perspectives Credits: 3 goods as they relate to allocation, stabilization, and of the legal environments of the public, private not- On Occasion distribution functions of economic systems is for-profit, and quasi-public sectors. The objective of studied, as are the role of private investment, the course is student understanding of the legal MPA 626 Legal, Ethical and Governance Issues in relations between government and private sectors, obligations, responsibilities and liabilities facing Nonprofit Organizations privatization of public services, and the use of managers in the three sectors. Important topics This course examines the laws affecting the national income accounts. An analysis of fiscal include basic provisions of the United States establishment and operation of nonprofit federalism, and the fiscal crises of the state are Constitution, the exercise of delegation and organization, including incorporation and tax included. Three credits. Offered every Spring and discretionary authority rule-making and regulatory exempt status, general liability, regulatory alternate summers processes and their economic impacts), contract, compliance/reporting and contracts. The course Credits: 3 tort, employment, duties and liabilities of managers explores the roles, responsibilities, liabilities and Every Fall and Spring and professionals in health-care organizations, powers of directors, board members, trustees, environmental law and privacy. officers and employees of nonprofit organizations. MPA 505 Analytic Methods Credits: 3 In addition to the legal aspects, the nonprofit's An introduction to the methods, tools and uses of On Occasion advocacy responsibilities and opportunities and research as it applies to policy and administrative ethical issues are examined and discussed in detail. problems. Includes a review and application of MPA 613 Foundations of Health Systems Finance The pre-requisite of MPA 624 is required. research design, data gathering and analytical An examination of health-care finance topics, Credits: 3 concepts and techniques. including government and private health insurance, On Occasion Credits: 3 reimbursement, fees, service contracts, rate-setting, Every Fall and Spring DRGs, capitated payments, managed care and MPA 787 Independent Study multiple entities. Includes a review of financial Students taking independent study are expected to MPA 507 Public Policy Processes strategies and characteristics of various health research an aspect or phase of a problem under the An examination of the political system and the organizations. Three credits. supervision of a faculty adviser. The product of political, administrative and delivery processes that Credits: 3 study is an evaluative report containing a thorough yield public services. Includes agenda development, Every Spring literature review and student assessment of the the role of special interests, policy formation, significance and impact of the substantive issue. analysis, implementation and evaluation. MPA 614 Healthcare Responsibilities and With permission of director and dean. Credits: 3 Accountability for Administrators Credits: 3 Every Fall and Spring This course considers the ethical dilemmas that On Occasion confront modern health service agencies and MPA 602 Human Resources Management institutions in the exercise of administrative MPA 788 Graduate Internship An exploration of theories and practices of human authority. Coursework includes analysis of the An opportunity for supervised work in a public, resources management as they apply to the public problems of accountability, rights, equity, ethics health, or nonprofit agency based on a plan and not-for-profit sectors. Includes a review of and the reconciliation of administrative processes approved by the faculty advisor and host agency recruitment, civil service, training, performance with medial, constitutional, regulatory and social supervisor. The product is a substantial research evaluation, job development, compensation mandates encountered and utilized by government paper or management analysis of the host agency systems, teamwork, empowerment, unionism, equal organizations in the administration of health and the student's performance in it. Recommended employment opportunity, employee rights, privacy systems and public affairs. for students lacking substantive experience in and occupational health and safety. Credits: 3 relevant organizations.

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Credits: 3 Credits: 3 Credits: 3 Every Fall On Occasion Every Fall

MPA 789 Graduate Internship PM 702 Managerial Communication PM 710 Issues in Administration An opportunity for supervised work in a public, This course examines how people communicate An examination of selected themes, current health, or nonprofit agency based on a plan within public organizations. The course will cover developments and emerging issues in the study of approved by the faculty advisor and host agency the theory and application of organizational administration. Topics vary. supervisor. The product is a substantial research communication for the working public sector Credits: 3 paper or management analysis of the host agency manager. Topics include personal and managerial On Occasion and the student's performance in it. Recommended communication styles, and how to use the media for students lacking substantive experience in for effective communication. Specific types of PM 711 Organizational Development relevant organizations. communications include one on one and group An introduction to organizational development Credits: 3 communications, written and verbal managerial, (OD), which is the ability of organizations, large or On Occasion and communications for conferences, business and small, to effectively, economically, and strategically advertising environments. This course will serve as make changes to improve their human capital and MPA 790 Graduate Internship an important tool for any aspiring or current public the overall organization. The course explores the An opportunity for supervised work in a public, sector manager. history of OD, major trends facing the field, and health, or nonprofit agency based on a plan Credits: 3 ethical and professional issues while illustrating approved by the faculty advisor and host agency Every Spring how the OD practitioner analyzes issues, gathers supervisor. The product is a substantial research data, develops intervention processes and paper or management analysis of the host agency PM 705 U.S. Social Policy techniques, confirms a diagnosis, and implements and the student's performance in it. Recommended An analysis of government health and welfare recommended changes. Readings, discussion for students lacking substantive experience in policies affecting an individual's income level and postings, applied exercises, case studies and student relevant organizations. life opportunities, including an analysis of policy research will be employed. Credits: 3 formation, implementation, and impact on social Pre-requisite of GBA 512 or MBA 613 are required. Every Summer problems. Credits: 3 Credits: 3 Cross-Listings: HRM 724, MAN 724, PM 711 MPA 798 Capstone Seminar Alternate Fall Every Spring An integrative seminar using a team approach. Students develop a framework and design for PM 706 Comparative Administration PM 712 Work, People and Productivity systematic analysis of a subject in their area of The class is designed to provide an introduction to An analysis of the problems of the occupational concentration. The framework includes problem the field of comparative public administration. The environment in small and large enterprises. background and environmental analysis, as well as class will examine the varying approaches to Emphasis is on the practical problem solving that is an action plan for data collection and analysis. bureaucracy, administrative structure, policy of immediate concern to the participants. Topics Pre requisites: formulation and implementation in the light of include: new approaches to motivation, attitudes, MPA 501, 502, 503, 505, 507, 602 variations in social, cultural, and political contexts. job satisfaction, job enrichment, monotony, fatigue, MPA 603 or 613 This will include an overview of basic theories of working conditions and conflict resolution, quality MPA 604 or 614 bureaucracy and how they function and theoretical circles, and productivity. Four 700 level PM courses approaches to comparative analyses of performance Pre-requisite of GBA 512 or MBA 613 are required. Credits: 3 based on changing variables. The course will also Credits: 3 Every Fall and Spring touch upon understanding variations in efforts for Cross-Listings: HRM 725, MAN 725, PM 712 administrative reform. The impact of government On Occasion MPA 799 Capstone Project structure on diverse constituencies will be examined Students carry out the plan proposed in MPA 798 to better understand the effectiveness of varying PM 714 Policy Analysis and Program Evaluation using a combination of data collection methods approaches to public management and Policy analysis and program evaluation are more and analytic techniques. Teams prepare and present organizational development. steps in a process than separate endeavors. Policies a report of their analysis and results. Credits: 3 are chosen on the basis of forecasts of needs and All course work must be completed before Alternate Fall expected results, then selected policies are capstone. implemented. Implementation then is evaluated Pre requisites: PM 708 Labor Relations to determine actual effects, and these results are MPA 501, 502, 503, 505, 507, 602 A study of the interaction of the labor movement used to adjust policy goals and implementation MPA 603 or 613 and management in the public and not-for-profit (processes ranging from regulations to programs) to MPA 604 or 614 sectors. Collective bargaining impacts on policy and better achieve desired results and ensure Four 700 level PM courses budget are examined. Strategies and public opinion accountability. Policy processes are iterative Credits: 3 are considered. and interactive. This course provides students with Every Fall and Spring Credits: 3 basic understanding of needs assessment, policy Alternate Fall analysis and program evaluation, as well as practice PM 700 Modern Management Issues in applying tools used in each type of analysis, or An examination of current management strategies PM 709 Administrative Law applicable to all of them. Through in the context of their genesis, antecedents, A look at public law concepts that affect public and use of text material, cases and both quantitative and strengths and weaknesses, methods of application not-for-profit sector managers: legislative delegation qualitative assignments, students will hone their in public, health and not-for-profit settings, and of power, administrative investigation, rulemaking, knowledge of policy processes and limitations, and comparisons with other management strategies. the relationship between citizens and the states, develop assessment skills. All course work must be completed before adjudication, judicial review of administrative Credits: 3 capstone. action. Every Summer

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required. relations and behavior and the application of PM 715 Privatization and the Contracting-Out of Credits: 3 psychology to management in the public sector. Public Services Cross-Listings: ACC 737, PM 722 The prominent focus is on understanding the self Governments, through elected officials, make On Occasion and others; role of perception and personality; decisions concerning which services should be leadership versus management; effective provided by the public and the private sectors. This PM 723 Not-for-Profit/Governmental Accounting group/team collaborations; the need for flexibility course provides students with both the economic A study of budgetary and fund accounting systems; and adaptation to change. Additionally, the and social basis for making judgments about the preparation of significant reports for nonprofit courses will highlight interviewing strategies, self- potential effectiveness of privatizing services in organizations; and case studies and problem marketing, oral presentations, and finding ways t different policy areas, such as education and health materials to use in governmental entities such as enhance personal strengths and minimize care. The course provides general guidelines as to municipalities or school districts. (45 CPE credits) weaknesses. the nature of the services that are most The pre-requisite of ACC 501 or equivalent is Credits: 3 appropriately provided by the private sector. When required. Every Fall and Spring the public sector is determined to be the Credits: 3 appropriate provider of a service, then government Cross-Listings: ACC 720, PM 723 PM 730 Health Disease and Medical Care must determine whether to provide these services Every Spring An overview of the political, economic, social and itself or contract-out for the service. The course also epidemiological characteristics of health and examines the principles and practices in the PM 724 Budgeting and Controllership medical care. The forms of health services government contracting-out process--the decision An examination of the practice of controllership in financing, organization and delivery systems in the whether to contract-out a government service, the general and of dealing with budgets and business United States and other industrialized nations, preparation of the Request For Proposals, the costs in particular. The installation and operation processes of health and disease in individuals and evaluation of the submitted proposals for the of budget systems for managerial control is societies, and the moral and ethical issues facing selection of the contractor, the preparation of the considered as is the advance planning of operating health-care decision makers are examined. contract document, and the monitoring of the goals with subsequent study of actual results. (45 Credits: 3 selected contractors. Understanding the issues of CPE credits) Every Fall and Spring privatization and the contracting-out of public The pre-requisite of ACC 501 or equivalent is services enables students to be more effective required. PM 731 Managed Health-Care Systems managers and responsive to citizens. Credits: 3 An examination of the various forms of managed Credits: 3 Cross-Listings: ACC 741, PM 724 health-care plans and organizations that addresses Alternate Fall Every Spring the financing, organization and delivery aspects of each form from a management perspective. The PM 716 Public Administration and Citizen PM 726 Internal Auditing purpose is to provide students with a knowledge Participation An examination of the principles of internal base from which to develop and implement This course will explore public participation in auditing as they apply to large corporate enterprise. effective management processes for managed care association with public administration processes in (45 CPE credits) services. Among the topics covered are the legal and a time of concurrent criticism, pressure, and apathy The pre-requisite of ACC 501 or equivalent is regulatory environment, public opinion, product directed towards existing institutions. The required. development and marketing, pricing and delivery engagement of citizens in public administration will Credits: 3 strategies, reimbursement methods, utilization be examined as a potential challenge to and support Cross-Listings: ACC 735, PM 726 review, quality assurance and control, management for public management. Different forms and On Occasion information systems, Medicare and Medicaid, and degrees of participation will be looked at in case trends. PM 727 Financial Statement Analysis studies included in our texts. Students will be Credits: 3 An analysis of financial trends and corporate encouraged to relate course topics to everyday life Alternate Fall reports for solvency, quality of earnings and and work experience. forecasting implications. Analytical techniques for Credits: 3 PM 732 Public Health and Regulation financial analysis and their use in development of Alternate Spring An analysis of the role of government in the health capital markets and instruments are reviewed and field, including concepts and practices in health PM 720 Public Finance and Fiscal Policy discussed, as are the principles and practices of the policy and regulation, especially the This course applies basic microeconomics to study Securities and Exchange Commission. (45 CPE implementation of regulatory policy as it affects the theory and practice of governmental taxation, credits) health providers. expenditure and debt within the framework of a The pre-requisite of ACC 501 or GBA 510 or Credits: 3 modern market economy. equivalent is required. Alternate Spring Credits: 3 Credits: 3 Cross-Listings: ECO 636, PM 720 Cross-Listings: ACC 742, FIN 742, PM 727 PM 733 Economics of Health Rotating Basis Every Spring An examination of health-care delivery as an economic activity. Focus is on determination of PM 722 Advanced Cost/Managerial Accounting PM 728 Managing Human Behavior in Public demand for health care and supply of services Selected cases and problems provide the forum for Organizations available. Consideration of various methods for the discussion of current cost concepts and their The course examines the range of issues concerning achieving equilibrium in health care and applications and limitations. The aim is to develop managing people in the workplace. It reviews government's role via licensure, regulation, students' ability to analyze business problems and to current theories and the latest research concerning financing, and planning. make decisions concerning the appropriateness of human relations in organizations. Students gain an Credits: 3 cost-accounting methods in specific situations. (45 understanding of the "people skills" necessary to be Alternate Spring CPE credits) successful in the world of work. The course The pre-requisite of ACC 501 or equivalent is explains the major theories of workplace human PM 736 Quality Performance Management

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The course includes a study of external methods of needs and appropriate funding sources, and how to relationships among food, nutrition and health for quality review, internal methods of assessing quality successfully petition funding support. adults in the context of public policy formation and (process and outcomes measurement and Credits: 3 implementation at federal, state and local monitoring criteria), strategies for developing the Every Fall government levels. Of particular interest in this quality infrastructure and integrating it into a examination are intended and unintended quality management program, the use of PM 742 Grant/Proposal Preparation consequences for individuals of public policies on management information systems in quality, and An introduction to the process of developing and food availability, prices, consumption and health. the balancing of quality and costs. writing a proposal for project funding and an The course reviews major areas of food and Credits: 3 examination of key management techniques and nutrition policy at various levels of government as Alternate Spring decision tools needed to coordinate successfully the well as social and political forces that result in process of proposal development and particular policies and in major changes in policy, PM 737 Mission-Based Marketing implementation within an organization. for example recent revisions in the food pyramid. An examination of planning and marketing in Credits: 3 Credits: 3 health-care, human service and non-profit Every Spring Every Summer organizations, including market research and forecasting, application of research information and PM 743 Aging Policy in the Community PM 750 Housing Policies, Minorities and Social planning principles, translation of goals into action This course examines the options including social Equity priorities, development of action plans, and supports, health care, housing and recreation that Critically examines the effects of national housing evaluation of results. older community dwelling residents have. policies on minorities from a historical perspective, Credits: 3 Psychology, personality, gender, personal history, explaining the existing housing conditions facing On Occasion gentrification, residential segregation and policy minorities across the nation. issues including economics are presented. Credits: 3 PM 738 Gerontology: The Process of Aging Additionally, data pertaining to the aforementioned On Occasion The course examines the multidisciplinary field of items are examined. gerontology and provides students with an overview The pre-requisite of PM 738 is required. PM 751 Diversity and Cultural Competence in of the current "state-of-the-art" and the critical issues Credits: 3 the Workplace and controversies that confront individuals as they Every Spring An examination of managing cultural competence grow older. The course examines the theories, and the impact of diversity, culture, and ethnic processes and consequences of aging from both the PM 744 Bereavement: Psychological, Cultural and origin in public sector workplaces along several individual and societal perspectives. A range of Institutional Perspectives dimensions including race, ethnicity, gender, age, issues are presented, including: physical, social, This course is designed to explore the stages and sexual preference, and physical ability. psychological, health, family, race, ethnicity, gender, issues related to dying and grieving. Cultural Credits: 3 sexuality, retirement, economics, social work and diversities in the grieving process will be identified. On Occasion social policy. Comparisons among African Myths and ideas that inhibit, isolate and interfere American, White, Hispanic, Asian, and Native with the bereavement experience will be examined. PM 755 U.S. Educational Policy and Reform American are offered especially in view of unequal Political, medical, legal and ethical issues will be An exploration into the complex sociopolitical and treatment and multiple disparities among analyzed. Students' values, attitudes and fears will socioeconomic webs surrounding educational minorities. be explored in order to inform their interventions. policy in the U.S. This course will deeply examine Credits: 3 Social, cultural and personal issues that govern a multiple themes pertaining to educational policy Every Fall person's reaction to death and dying will be and education reforms. highlighted. In addition, students will learn to Credits: 3 PM 739 Long-Term Care Administration design organizational structures for interdisciplinary On Occasion This course examines the special administrative and assessments and service delivery in settings serving organizational methods, social systems and the dying and bereaved. PM 767 International Organization, The United population that are attributable to all kinds of Credits: 3 Nations and its Affiliated Agencies residential and long term care facilities, as separate Every Summer A study of the theories, origins, functions and entities from acute care hospitals. It includes an operations of international organizations. The overview of the long term care continuum, PM 745 Health and Retirement Planning in Elder principal organs of the United Nations, with including community care, management issues, Care emphasis on the General Assembly and the Security Medicare and Medicaid, finance, pertinent laws and The course addresses critical issues affecting health Council, are examined. (Same as PM 767.) regulations, and patient/resident requirements and and retirement among older adults, and the Credits: 3 needs. Care and treatment standards will be relationship between gerontology and legal estate Cross-Listings: PM 767, POL 642 reviewed and discussed, as well as policy changes planning issues at the core of our discussions. This On Occasion and government trends associated with the new course examines estate, disability and retirement PM 768 Contemporary Nationalism paradigm of aging in the 21st Century. planning tools used by elder law attorneys with An analysis of the phenomenon of nationalism: its The pre-requisite of PM 738 is required. analyses of laws, regulations and programs upon historical roots in Europe; the emergence of new Credits: 3 which planning is based. Topics include advanced states in the Third World and the post-Cold War Every Spring directive, power of attorney, long-term care and Medicaid, long term care insurance, and planning period; and the struggle of states to achieve national PM 741 Fund Raising for asset distribution on death. identities and cultural, economic and political An examination of revenue strategies for non-profit Credits: 3 independence. Nonviolent as well as revolutionary- organization fund-raising, including membership, Every Spring nationalist patterns are discussed as are the donations, programs, foundations and government difficulties of achieving viable state-directed agencies. The focus is on which strategies work for PM 747 Nutrition Policy Across the Lifecycle national societies in the global order. what organizations, how to identify organizational The purpose of this course is to examine the Credits: 3

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Cross-Listings: PM 768, POL 668 On Occasion

PM 770 International Economics This course provides a unified introduction to international trade and finance. It first focuses on the concept of comparative advantages, examining the causes and consequences of trade among nations, and then provides an introduction to open-economy macroeconomics, focusing on capital flows across international financial markets and the effects of exchange rate and monetary policy on those flows. Credits: 3 Cross-Listings: ECO 624, PM 770 Rotating Basis

PM 772 International Economic Relations This course examines international economic relations, focusing on the emergence and evolution of regional economic integration and the interaction of different free-trade areas, common markets, and economic unions in the context of an increasingly globalized world economy. The course also discusses the role of international economic organizations, like the WTO, the World Bank or the IMF, and a variety of bilateral and multilateral economic, environmental, and defense agreements, in managing globalization and shaping the world economic order. Credits: 3 Cross-Listings: ECO 661, PM 772 On Occasion

PM 773 Comparative Economic Systems This course provides a comparative analysis of a variety of capitalist and non-capitalist systems, emphasizing the US economy and the mixed economies of Western Europe and Japan, the transition of former Communist countries of Eastern Europe to market economies, and the fast growing economy of Communist China. The comparison among economic systems relies on the observation that different ways of organizing economic activity amount to different information transmission protocols and incentives structures, which explains different economic performance. Credits: 3 Cross-Listings: ECO 669, PM 773 Rotating Basis

PM 781 Urban Government and Politics A study of the management and organization of American cities; politics and changing constituencies; and the impact on community participation, city management and mayoralty. (Same as Urban Studies 604 and Public Administration 781). Credits: 3 Cross-Listings: PM 781, POL 604, URB 604 On Occasion

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SCHOOL OF EDUCATION

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

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

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 116 LIU Brooklyn participation that enable us to gain an [email protected]. understanding of the complex and dynamic Teacher Resource Center pluralism of communities. The Teacher Resource Center (TRC) provides The curriculum of the School of Education the resources and workshops to help new and advances this value by recognizing ethnic, racial, experienced teachers feel more successful in their gender, language, and ability differences, and by classrooms. Materials are available to instructors framing issues of child development, language and as well. literacies, and teaching and learning within Center for Urban Educators (CUE) sociocultural and sociohistorical contexts. All CUE’s mission is the development of courses in the School of Education's curriculum culturally relevant and effective practices for the pay particular attention to the education of learners work of teaching, learning, and mental health and with disabilities and those who are bilingual, well-being in schools and communities in the bidialectal, or learning English. While developing urban context. The vision of teaching and practice knowledge of specific skills and approaches guiding the Center’s work is one that supports needed to educate different groups of learners, for teachers and mental health practitioners as socially different purposes, and in different contexts, we responsible people who are intellectually engaged also develop strategies for inclusion of all learners. and act as advocates of children, families, and SOCIAL COMMITMENT and the building of communities. a just and democratic society. CUE’s core values are beliefs in human LIU Brooklyn educators are committed to capacity and worth in the importance of educating, making sure that all students, regardless of race, and practicing for health and democracy. The class, gender, language, sexual orientation or Center puts diverse perspectives alongside each abilities, receive equitable educational services. other with the aim of getting beyond convention We value the importance of inclusion in education and creating new possibilities for teaching and and the merits of children from diverse educational serving children, families, and communities. In and ethnic backgrounds learning together. We order to create these opportunities, CUE supports understand the relationship between our the use of observation, description, and story as educational and social roles, as we advocate for ways of generating understanding out of lived children and learners and the transformation of experiences. CUE incorporates descriptive inquiry classrooms and schools, toward the building of a to enact its values. better and more just world. In addition, we require In its efforts to further its mission, CUE has that students demonstrate academic integrity, developed a multi-faceted community of future professional responsibility and ethical behavior in teachers, university professors, and teachers and their scholarship and practice. administrators in public schools. CUE works with The School of Education's curriculum has New York City public schools, forms strong field-based practices and develops collaborations with educators both within and democratic plural communities of learners and beyond LIU Brooklyn and supports publications educators who are actively engaged in the and the annual CUE conference. transformation of urban schools and classrooms. The curriculum prepares educators for social action, empowering them to transform practices, curricula, and schools, so as to build a more just world.

School of Education Resources

Family University (FUN) After School Program The Family University (FUN) After School Program for the children of LIU Brooklyn students provides a setting for teacher education students to see creative arts and community-building activities in action. It is used as a fieldwork site for students in education, social work, music, and art programs. The children’s presence in the building alongside the teacher education students serves as a reminder that theory and practice can and must be integrated to maximize learning. For further information, contact Guin Ellsworth at [email protected], 718-246-6488. Academic Support The School of Education offers academic support to help students prepare for teacher certification exams and writing tutoring. For more information, contact Shinelle Romeo-Walcott at

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DEPARTMENT OF • Two letters of recommendation from persons applicant review process begins. familiar with the applicant’s work or academic The program faculty reviews completed COUNSELING AND SCHOOL performance (i.e., employer, supervisor, former applications that have been forwarded from PSYCHOLOGY professor). admissions to the department. The department then Application Review Criteria contacts applicants whom they have selected to be Assistant Professor Blair GPA: A minimum grade point average of 3.0 interviewed and interviews are scheduled. The Field Coordinator Scheinberg from undergraduate or previous graduate study is remaining applicants are notified that they are not Adjuncts: 25 required for full matriculation. Applicants with a accepted. Applicants who are not accepted may 2.50 – 3.0 GPA are considered for limited request recommendations for strengthening their matriculation. If admitted with limited application for future submission. Applicants who The Department of Counseling and School matriculation status, students may take a seek to be reconsidered for acceptance in a future Psychology strives to inspire graduates to become maximum of 6 credits each semester for two semester may submit an updated application at that effective and compassionate professionals who semesters and must attain an overall grade point time, with indication in the personal statement of bring positive change to the communities they average of 3.0 to continue in the program and how the applicant responded to the direction serve. The Department is committed to affording become fully matriculated. After 12 credits on provided by the faculty when not previously access to professional graduate study to limited matriculation status, students with under a accepted to the program. individuals of all backgrounds; to providing 3.0 grade point average may not be permitted to Submitting an Application for Admission quality education and training that prepare students continue in the program. All applicants must apply for admission to LIU to work in a variety of settings, primarily in the Writing: A personal statement of 500 words or Brooklyn. Please apply online at My LIU or use urban community; and to tailoring instruction and less is analyzed in terms of both content and prose. the Apply Now link in the top navigation bar of providing individual assistance to help students The successful applicant demonstrates an the campus’ website. For more information on the meet high standards of knowledge, skills and understanding of what has led them to pursue admissions process, visit the Office of Admissions dispositions. These three pillars — access, quality graduate study in counseling. Educational and website or call 718-488-1011. and tailored instruction — are the foundation upon career goals are expected to be consistent with our PROGRAM REQUIREMENTS which the Department rests. program mission and curriculum. Organization, Continued enrollment in this program is The Department of Counseling and School cogency, and grammar are taken into contingent upon: Psychology offers the following programs: consideration, with a well organized, well- • Maintenance of a 3.0 Grade Point Average • School Counseling (M.S.Ed., Advanced reasoned, grammatically accurate written • Prompt resolution of any INC or UW Grades Certificate) presentation required for admission. • Satisfactory student disposition in the areas of • Bilingual School Counseling (M.S.Ed., Resume/Vitae: Applicants’ experiences attendance, preparedness, attitude toward Advanced Certificate) (including volunteer work and training in addition learning, response to feedback, reflectiveness, • Mental Health Counseling (M.S., Advanced to employment experience) should demonstrate in classroom engagement and participation, Certificate) breadth and/or depth a developed commitment to expressive coherence, and professionalism. • Marriage and Family Therapy (M.S., Advanced serving others in a helping capacity. Each of these requirements is addressed in Certificate) Interview greater depth in the Counseling Student Handbook • School Psychology (M.S.Ed., optional Interviews take place throughout most months provided to all students upon enrollment in the specializations in early childhood and bilingual) of the fall and spring semesters and in early program. These requirements are also addressed in • Applied Behavior Analysis (Advanced summer. Morning, afternoon, evening and a student orientation that occurs at the start of each Certificate) weekend interviews are arranged. Interviews are fall and spring semester.

one hour in length. Interviews typically consist of two parts, each SCHOOL COUNSELING AND COUNSELING PROGRAMS approximately 30 minutes in length: BILINGUAL SCHOOL ADMISSIONS REQUIREMENTS • Applicants respond to questions pertaining to Deadlines & Important Dates their individual, relational, educational, and COUNSELING Applications are considered on a rolling vocational experiences that have contributed to admissions basis. However, as the counseling their desire to pursue graduate study in State-certified school counselors and bilingual programs interview students as part of the counseling and questions pertaining to their school counselors are uniquely qualified to address selection process, it is recommended that educational and career goals. students’ academic, personal/social and career application materials are submitted as early as • Applicants are provided with clinical vignettes development needs by designing, implementing, possible to permit time for review and scheduling and asked questions pertaining to their thinking evaluating and enhancing a comprehensive school of interviews. about them. counseling program that promotes and enhances Application Materials Time is also allotted for applicants to ask student success. School counselors are essential All candidates must submit the following: questions of the faculty about the program and the members of the education community. School • A completed LIU Brooklyn graduate University. counselors help students achieve academically, admissions application, including a personal Applicants are evaluated on verbal and non- develop both personally and socially, and consider statement verbal communication skills, interpersonal future educational and career avenues. If you are • Official transcripts of all undergraduate and interaction, and appropriateness of responses. interested in a challenging career within the graduate study. To be considered for admission The Review and Notification Process educational system outside of the classroom, and to an advanced certificate program, students Graduate applications are submitted to the LIU you want to make a real difference in the lives of must have a master's degree in counseling or a Brooklyn Admissions Office and forwarded to the young people, you will find a career in school related field from a regionally accredited department once they are complete. The counseling to be enjoyable and gratifying. college or university. application form, personal statement, all

• A current resume (curriculum vitae) transcripts, letters of recommendation, and resume must be received by Admissions before the

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M.S.Ed. School Counseling CSP 665A School Counseling 6.00 CSP 711 Advocacy, Leadership, 3.00 Internship I Collaboration and The 48-credit M.S.Ed. program in school Consultation in School CSP 666A School Counseling 6.00 counseling provides students with core knowledge Counseling Internship II in professional issues and ethics, counseling theories, human development, counseling skills, Credit and GPA Requirements group work, assessment, and career development. Credit and GPA Requirements Minimum Total Credits: 24 Credits Building upon these core content areas, the school Minimum Total Credits: 48 Credits Minimum GPA: 3.0 counseling program focuses specifically on the Minimum GPA: 3.0 development of knowledge and skills necessary to work in today’s schools: contemporary practice of Advanced Certificate, School M.S.Ed. Bilingual School school counseling, school-based research, program Counseling development and evaluation, advocacy, leadership, Counseling collaboration, and consultation. Our 48-credit The 51-credit M.S.Ed. in Bilingual School The 24-credit Advanced Certificate in School M.S.Ed. program in school counseling is Counseling provides students with core knowledge Counseling is for students who already have a registered with the New York State Education in professional issues and ethics, counseling master’s degree in counseling and wish to meet the Department as satisfying the educational theories, human development, counseling skills, educational requirements to become certified as a requirements for provisional certification as a group work, assessment, and career development. school counselor. To enter this program, students’ school counselor. Building upon these core content areas, the graduate transcript in counseling must reflect bilingual school counseling program focuses coursework in professional issues and ethics, M.S.Ed., School Counselor specifically on the development of knowledge and social and cultural diversity, human growth and [Program Code 06904] {HEGIS: 0826.01} skills necessary to work in today’s schools: development, career development, helping contemporary practice of school counseling, relationships, group work, and assessment. school-based research, program development and All of the following core courses are required: Building upon these core content areas, the school evaluation, advocacy, leadership, collaboration, CSP 615 Professional Issues and 3.00 counseling advanced certificate program focuses consultation, and counseling ethnolinguistically Ethics in Counseling specifically on the development of knowledge and diverse students and families. Our 51-credit skills necessary to work in today’s schools: CSP 649 Counseling Theories and 3.00 M.S.Ed. in Bilingual School Counseling is contemporary practice of school counseling, Applications registered with the New York State Education school-based research, program development and Department as satisfying the educational CSP 652 Human Development 3.00 evaluation, advocacy, leadership, collaboration, requirements for provisional certification as a Across the Lifespan and consultation. As with our master’s degree in school counselor and the bilingual extension for school counseling, our 24-credit Advanced CSP 654 Counseling Skills & 3.00 practice as a bilingual school counselor. Certificate in School Counseling is registered with Processes The New York City Department of Education the New York State Education Department as has created a Graduate Scholarship Program to CSP 659 Counseling and A 3.00 satisfying the educational requirements for address the staffing needs in critical shortage areas Pluralistic Society provisional certification as a school counselor. and to improve the delivery of service to New Permanent certification requires a total of 60 CSP 660A Group Work 3.00 York City Public School students. This scholarship credits and two years experience as a school program prepares participants to serve in the areas CSP 668A Assessment and 3.00 counselor. of Bilingual Special Education, Monolingual and Diagnosis in Counseling Bilingual Speech-Language Pathology/Audiology, Diverse Populations Advanced Certificate, School Monolingual and Bilingual Visually Impaired, CSP 682 Career Development and 3.00 Counselor Bilingual Guidance Counselor, Bilingual School Counseling [Program Code 33163] {HEGIS: 0826.0} Psychology, and Bilingual Social Worker. The All of the following specialty courses are scholarship program offers uncertified candidates required: All of the following courses are required: a traditional path to certification by way of a CSP 705 Foundations of School 3.00 CSP 661A School Counseling 3.00 master's degree in a traditional teaching or clinical Counseling Practicum shortage area. The primary objective of the scholarship program is to provide full tuition CSP 708 School Counseling 3.00 CSP 665A School Counseling 6.00 payments to eligible students enabling them to Research, Program Internship I obtain New York State certification and to seek a Development and CSP 666A School Counseling 6.00 rewarding career in education. Successful program Evaluation Internship II candidates are required to provide service in a CSP 711 Advocacy, Leadership, 3.00 high-need New York City Public Schools upon CSP 705 Foundations of School 3.00 Collaboration and completion of the program. Two (2) years of Counseling Consultation in School service is required for every year the scholarship is Counseling CSP 708 School Counseling 3.00 awarded. Additional information on the Graduate Research, Program Scholarship Program is available at All of the following specialty practice courses Development and www.teachnycprograms.net. are required: Evaluation CSP 661A School Counseling 3.00 M.S.Ed., Bilingual School Counselor Practicum [Program Code 33530] {HEGIS: 0826.01}

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All of the following core courses are required: reflect coursework in professional issues and CSP 615 Professional Issues and 3.00 ethics, social and cultural diversity, human growth MENTAL HEALTH Ethics in Counseling and development, career development, helping relationships, group work, and assessment. COUNSELING CSP 649 Counseling Theories and 3.00 Building upon these core content areas, the Applications Mental Health Counseling is a distinct bilingual school counseling advanced certificate profession with national standards for education, CSP 652 Human Development 3.00 program focuses specifically on the development training and clinical practice. The New York Across the Lifespan of knowledge and skills necessary to work in Mental Health Counselors Association is the state today’s schools: contemporary practice of school CSP 654 Counseling Skills & 3.00 organization that represents the interests of the counseling with ethnolinguistically diverse Processes clinical counselors of New York State. Mental students and families, school-based research, health counselors work with individuals, families, CSP 659 Counseling and A 3.00 program development and evaluation, advocacy, and groups to address and treat mental and Pluralistic Society leadership, collaboration, and consultation. Along emotional disorders and to promote mental health. with a master’s degree in counseling, our 18-27- CSP 660A Group Work 3.00 They are trained in a variety of therapeutic credit Advanced Certificate Program in Bilingual techniques used to address issues such as CSP 668A Assessment and 3.00 School Counseling is registered with the New depression, anxiety, addiction and substance Diagnosis in Counseling York State Education Department as satisfying the abuse, suicidal impulses, stress, trauma, low self- Diverse Populations educational requirements for provisional esteem, and grief. They also help with job and certification as a school counselor and the CSP 682 Career Development and 3.00 career concerns, educational decisions, mental and bilingual extension for practice as a bilingual Counseling emotional health issues, and relationship problems. school counselor. Permanent certification requires In addition, they may be involved in community All of the following specialty courses are a total of 60 credits and two years experience as a outreach, advocacy, and mediation activities. required: school counselor. Some specialize in delivering mental health CSP 705 Foundations of School 3.00 services for the elderly. Mental health counselors Counseling Advanced Certificate, Bilingual often work closely with other mental health CSP 708 School Counseling 3.00 School Counseling specialists, such as psychiatrists, psychologists, Research, Program [Program Code 33165] {HEGIS: 0899.0} clinical social workers, psychiatric nurses, and Development and school counselors. Evaluation All of the following courses are required: Mental health counselors work in community health and social service organizations, day CSP 711 Advocacy, Leadership, 3.00 CSP 661B Bilingual School 3.00 treatment programs, outpatient mental health Collaboration and Counseling Practicum clinics, hospitals, or private practice. Mental health Consultation in School CSP 665B Bilingual School 6.00 counselors are highly skilled professionals who Counseling Counseling Internship I provide a full range of services including CSP 726 Counseling 3.00 CSP 666B Bilingual School 6.00 assessment and diagnosis, psychotherapy, Ethnolinguistically Counseling Internship II treatment planning and utilization review, brief Diverse Students and and solution-focused therapy, alcoholism and Families CSP 705 Foundations of School 3.00 substance abuse treatment, psycho-educational and Counseling All of the following specialty practice courses prevention programs, and crisis management. If are required: CSP 708 School Counseling 3.00 you are interested in a challenging career working with individuals, groups, couples, families, the CSP 661B Bilingual School 3.00 Research, Program young and the elderly, and you want to help people Counseling Practicum Development and Evaluation lead more fulfilling lives, you will find a career in CSP 665B Bilingual School 6.00 mental health counseling to be enjoyable and CSP 711 Advocacy, Leadership, 3.00 Counseling Internship I gratifying. Collaboration and CSP 666B Bilingual School 6.00 Consultation in School Counseling Internship II Counseling M.S. Mental Health Counseling

CSP 726 Counseling 3.00 The 60-credit M.S. in Mental Health Credit and GPA Requirements Ethnolinguistically Counseling provides students with core knowledge Minimum Total Credits: 51 Credits Diverse Students and in professional issues and ethics, counseling Minimum GPA: 3.0 Families theories, human development, counseling skills, group work, assessment, and career development.

Advanced Certificate, Bilingual Building upon these core content areas, the mental Credit and GPA Requirements health counseling program focuses specifically on School Counseling Minimum Total Credits: 27 Credits the development of knowledge and skills

Minimum GPA: 3.0 necessary to work in a variety of clinical settings: The 18-27-credit Advanced Certificate Program foundations of mental health counseling, research, in Bilingual School Counseling is for students who evidence-based practice, program evaluation, already have a master’s degree in counseling and psychopathology, and psychopharmacology. Our wish to meet the educational requirements to 60-credit M.S. in Mental Health Counseling become certified as a school counselor with the satisfies the educational requirements for the New bilingual extension. To enter this program, York State mental health counselor license students’ graduate transcript in counseling must

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(LMHC). Upon completion of these educational wish to meet the educational requirements to requirements, 3,000 hours of supervised become licensed as a mental health counselor. To MARRIAGE AND FAMILY experience in the practice of mental health enter this program, students’ graduate transcript in counseling and a passing grade on the National counseling must reflect coursework in professional THERAPY

Clinical Mental Health Counseling Examination issues and ethics, counseling theories, human Our graduates practice marriage and family (NCMHCE) are required for licensure. development, counseling skills, group work, therapy in accordance with the scope of practice assessment, and career development. Building delineated by the Office of the Professions of the M.S. in Mental Health Counseling upon these core content areas, the mental health New York State Education Department: [Program Code 79432] {HEGIS: 2104.1} counseling advanced certificate program focuses • Marriage and family therapists provide specifically on the development of knowledge and individual, couple, family, relational and group skills necessary to work in a variety of clinical All of the following core courses are required: therapy. They assess, treat and implement settings: foundations of mental health counseling, CSP 615 Professional Issues and 3.00 change in the overall, long-term well-being of research, evidence-based practice, program Ethics in Counseling individuals, couples, families and those in other evaluation, psychopathology, and relationships. The traditional emphasis on the CSP 649 Counseling Theories and 3.00 psychopharmacology. Along with a master’s individual is expanded to include consideration Applications degree in counseling, our 24-credit Advanced of the nature and roles of individuals in relation Certificate Program in Mental Health Counseling CSP 652 Human Development 3.00 to others, particularly in the family system. satisfies the educational requirements for the New Across the Lifespan • Marriage and family therapy focuses not only York State mental health counselor license on the individual patient—even if it is a single CSP 654 Counseling Skills & 3.00 (LMHC). Upon completion of these educational person seeking therapy—but on the context and Processes requirements, 3,000 hours of supervised relationships in which the person participates. experience in the practice of mental health CSP 659 Counseling and A 3.00 All relationship contexts are considered, counseling and a passing grade on the National Pluralistic Society including the married or committed couple, Clinical Mental Health Counseling Examination family, school, work, social, community and CSP 660A Group Work 3.00 (NCMHCE) are required for licensure. other relational systems. CSP 668A Assessment and 3.00 • Marriage and family therapists treat a wide Advanced Certificate, Mental Health Diagnosis in Counseling range of clinical problems including Diverse Populations Counseling depression, marital problems, anxiety, nervous [Program Code 33446] {HEGIS: 2104.1} and mental disorders, as well as relationship, CSP 682 Career Development and 3.00 couple, family and child-parent problems. Counseling All of the following courses are required: • Marriage and family therapy is often brief and All of the following specialty practice courses solution-focused and it is designed to achieve are required: CSP 661M Mental Health Counseling 3.00 specific therapeutic goals of individuals and Practicum CSP 661M Mental Health Counseling 3.00 families. Practicum CSP 665M Mental Health Counseling 6.00 Internship I CSP 665M Mental Health Counseling 6.00 M.S. Marriage and Family Internship I CSP 666M Mental Health Counseling 6.00 Therapy Internship II CSP 666M Mental Health Counseling 6.00 Internship II CSP 706 Foundations of Mental 3.00 Our 60-credit M.S. in Marriage and Family Therapy provides students with the core All of the following specialty courses are Health Counseling knowledge necessary to work with individuals, required: CSP 709 Research, Evidence- 3.00 couples, and families in a variety of settings. The CSP 706 Foundations of Mental 3.00 Based Practice and program requires extensive clinical training and Health Counseling Program Evaluation satisfies the educational requirements for the New CSP 709 Research, Evidence- 3.00 CSP 712 Psychopathology and 3.00 York State Marriage and Family License. To Based Practice and Psychopharmacology receive licensure, students must complete the Program Evaluation educational requirements, 1,500 hours of supervised experience in the practice of marriage CSP 712 Psychopathology and 3.00 Credit and GPA Requirements and family therapy and a passing grade on the Psychopharmacology Minimum Total Credits: 24 Credits Examination in Marital and Family Therapy A total of 12 credits of electives is required. Minimum GPA: 3.0 developed by the Association of Marital and Family Therapy Regulatory Boards.

Credit and GPA Requirements Minimum Total Credits: 60 credits M.S., Marriage and Family Therapy [Program Code 36003] {HEGIS: 2104.1} Minimum GPA: 3.0

Advanced Certificate, Mental Marriage and Family Therapy Prerequisite Core Courses Health Counseling CSP 615 Professional Issues and 3.00

Ethics in Counseling The 24-credit Advanced Certificate Program in Mental Health Counseling is for students who already have a master’s degree in counseling and

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CSP 707 Foundations in Marriage 3.00 requirements, 1,500 hours of supervised and Family Therapy experience in the practice of marriage and family SCHOOL PSYCHOLOGY therapy and a passing grade on the Examination in CSP 652 Human Development 3.00 Marital and Family Therapy developed by the ABOUT THE FIELD OF SCHOOL Across the Lifespan Association of Marital and Family Therapy PSYCHOLOGY CSP 700 Family Law 3.00 Regulatory Boards. School psychologists work with students individually and in groups. They also develop Marriage and Family Therapy Common Core Advanced Certificate, Marriage and programs to train teachers and parents about Courses effective teaching and learning strategies, CSP 659 Counseling and A 3.00 Family Therapy [Program Code 36004] {HEGIS: 2104.1} techniques to manage behavior at home and in the Pluralistic Society classroom, working with students with disabilities CSP 660A Group Work 3.00 or with special talents, addressing the abuse of Marriage and Family Therapy Specialty drugs and other substances, and preventing and CSP 668A Assessment and 3.00 Courses managing crises. In addition, most school Diagnosis in Counseling CSP 657A Marriage and Family 3.00 psychologists provide the following services: Diverse Populations Counseling: Theoretical Consultation CSP 639 Therapeutic Interventions 3.00 Foundations • Collaborate with teachers, parents, and with Diverse Children CSP 657B Contemporary Marriage 3.00 administrators to find effective solutions to and Adolescents and Family Theories learning and behavior problems. • Help others understand child development and CSP 658 Couples Therapy 3.00 CSP 657C Marriage and Family 3.00 how it affects learning and behavior. CSP 679 Substance Abuse & High- 3.00 Counseling: Clinical • Strengthen working relationships with teachers, Risk Behaviors Knowledge and Skill parents, and service providers in the Marriage and Family Therapy Specialty CSP 658 Couples Therapy 3.00 community. Courses Evaluation CSP 700 Family Law 3.00 • Evaluate eligibility for special services. CSP 657A Marriage and Family 3.00 • Assess academic skills and aptitude for Counseling: Theoretical CSP 707 Foundations of Marriage 3.00 learning. Foundations and Family Therapy • Determine social-emotional development and CSP 709 Research, Evidence- 3.00 CSP 657B Contemporary Marriage 3.00 mental health status. Based Practice and and Family Theories • Evaluate learning environments. Program Evaluation Intervention CSP 657C Marriage and Family 3.00 • Provide psychological counseling to help Counseling: Clinical CSP 712 Psychopathology and 3.00 resolve interpersonal or family problems that Knowledge and Skills Psychopharmacology interfere with school performance. Marriage and Family Therapy Practice CSP 709 Research, Evidence- 3.00 • Work directly with children and their families Courses Based Practice and to help resolve problems in adjustment and CSP 661F Marriage and Family 3.00 Program Evaluation learning. Counseling Practicum • Provide training in social skills and anger CSP 712 Psychopathology and 3.00 management. Psychopharmacology CSP 665F Marriage and Family 6.00 Counseling Internship I • Help families and schools manage crises such Marriage and Family Therapy Practice as death, illness, or community trauma. CSP 666F Marriage and Family 6.00 Courses Prevention Counseling Internship II CSP 661F Marriage and Family 3.00 • Design programs for children at risk of failing Counseling Practicum at school. • Promote tolerance, understanding, and CSP 665F Marriage and Family 6.00 Credit and GPA Requirements appreciation of diversity within the school Counseling Internship I Minimum Total Credits: 39 Credits Minimum GPA: 3.0 community. CSP 666F Marriage and Family 6.00 • Develop programs to make schools safer and Counseling Internship II more effective learning environments. • Collaborate with school staff and community agencies to provide services directed at Credit and GPA Requirements improving psychological and physical health. Minimum Total Credits: 60 Credits • Develop partnerships with parents and teachers Minimum GPA: 3.0 to promote healthy school environments. Research and Planning Advanced Certificate, Marriage • Evaluate the effectiveness of academic and and Family Therapy behavior management programs. • Identify and implement programs and strategies This 39-credit Advanced Certificate program to improve schools. in Marriage and Family Therapy satisfies the • Use evidence-based research to develop and/or educational requirements for the New York State recommend effective interventions. Marriage and Family Therapy License. To receive For more information on the field of school licensure, students must complete the educational psychology, visit the National Association of

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School Psychologist's website at designed to help our graduate students acquire CSP 720 Community School 3.00 www.nasponline.org. the knowledge base and practical skills for Psychology ADMISSIONS REQUIREMENTS working with a particularly sensitive CSP 799/80 Individual and Group 3.00 • B.A. or B.S. degree from an accredited college, population. 1 Counseling Practices in with a 2.75 GPA. 2. Bilingual Specialization prepares school School Settings OR • Individuals with or without a background in psychologists to work with linguistically Behavior Therapy and psychology or education are encouraged to diverse children and their families. It includes Autism Spectrum apply. two three-credit courses: a course in bilingual Disorder • A written statement of professional goals, education and a course in bilingual assessment. including a rationale for why the candidate has Students who wish to be certified as bilingual Fieldwork and Professional Issues Sequence - chosen the field of school psychology. school psychologists must also receive passing 15 credits • Two professional letters of reference from scores on the Bilingual Education Assessment CSP 680A Issues in School 3.00 academic instructors or professional Test (BEA) of the New York State Teacher Psychology supervisors. Certification Exams (NYSTCE), or the CSP 680B Fieldwork in School 3.00 Based on the information that the candidate previously administered Target Language Psychology I provides, as well as space limitations, a select Proficiency Assessment (TLPA). Information number of students will be interviewed. regarding the BEA exam can be found at CSP 680C Fieldwork in School 3.00 PROGRAM REQUIREMENTS www.nystce.nesinc.com/NY_viewSG_opener.a Psychology II Continued enrollment in this program is sp. (It is recommended that students take the CSP 781A, Internship in School 3.00 contingent upon: exam after they have taken and completed TAL 781B, Psychology I - General, • Maintenance of a 3.0 Grade Point Average 823.) or Bilingual or Early • Prompt resolution of any INC or UW Grades 781C Childhood • Satisfactory professional dispositional reviews M.S.Ed., School Psychologist in the areas of attendance, preparedness, [Program Code 06905] {HEGIS: 0826.01} CSP 782A, Internship in School 3.00 attitude toward learning, response to feedback, 782B, Psychology II - General, reflectiveness, classroom engagement and The following courses are required: or Bilingual or Early participation, expressive coherence, and Developmental Sequence - 6 credits 782C Childhood professionalism. Students who wish to specialize in bilingual CSP 633 Developmental 3.00 Psychology school psychology should take the bilingual M.S.Ed. School Psychology internship courses (CSP 781B and CSP 782B) and TAL/ xxx TAL graduate-level 3.00 are also required to take TAL 823 and CSP 724. The 60-credit M.S.Ed. Program in School CSP elective OR CSP 825 Total credits = 66. Psychology provides students with core Maintenance of Client Students who wish to specialize in early knowledge and skills necessary to work in today’s Records in Behavioral childhood school psychology should take the early schools. Specifically, our program has outlined ten Analytic Practice childhood internship courses (CSP 781C and CSP competencies based on what was delineated by the Diagnostic Sequence - 9 credits 782C) and are also required to take CSP 723 and National Association of School Psychologists CSP 650 Developmental 3.00 CSP 733. Total credits = 66. (NASP). Those include: data-based decision- Psychopathology making; consultation and collaboration; effective instruction; socialization and the development of CSP 651 School Neuropsychology 3.00 Credit and GPA Requirements life-skills; student diversity in development and Minimum Total Credits: 60 Credits CSP 702 Diagnosis of Learning 3.00 learning; school and systems organization; policy Minimum GPA: 3.0 Problems development and the development of appropriate school climate; prevention, crisis intervention and Assessment Sequence - 15 credits Advanced Certificate, Applied mental health interventions; home-school CSP 704 Research and 3.00 Behavior Analysis Measurement in collaboration; research and program evaluation; and information technology. Our 60-credit M.S.Ed Education The 27-credit Advanced Certificate program in Program in School Psychology is registered with CSP 721A Cognitive Assessment I 3.00 Applied Behavior Analysis provides students with the New York State Education Department as the knowledge base and skills stipulated by satisfying the educational requirements for CSP 721B Cognitive Assessment II 3.00 the Behavior Analyst Certification Board provisional certification as a school psychologist. CSP 722A Personality Assessment I 3.00 (BACB©) as constituting basic competence for In addition to the requirements for the general behavior analysts. These competencies include the CSP 722B Personality Assessment II 3.00 School Psychology degree, students may elect to following: Knowledge of professional issues and take one or both of two specializations, each of Intervention Sequence - 15 credits ethics; basic characteristics of the science of which entails another 6 credits of coursework: CSP 655 Applied Behavior 3.00 behavior analysis; principles, processes and 1. Early Childhood Specialization prepares school Analysis I concepts; behavioral assessment; measurement of psychologists to work with infants, toddlers and behavior; experimental evaluation of interventions; CSP 703 Parent Consultation and 3.00 preschoolers and their families. This sequence interpretation of data; selection of intervention Intervention consists of two three-credit courses: one that outcomes and strategies; behavior change covers the administration and interpretation of CSP 714 Educational Consultation 3.00 procedures; and, systemic work with agencies and infant assessment instruments, and one that in Multicultural School institutions. This program satisfies the educational explores current theory and research in infant Settings requirements for licensure as a behavior analyst in development. This specialization does not lead New York. to a separate New York State certification but is

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The purpose of the program is to educate and CSP 825 Maintenance of Client 3.00 train behavior analysts who will serve children and Records in Behavior adults who present with a wide array of emotional, Analytic Practice behavioral, and neurological issues (e.g., intellectual disabilities, autism spectrum disorders), particularly in complex, urban settings. Credit and GPA Requirements This program is a natural extension for individuals Minimum Total Credits: 27 Credits who are currently on one of the following two Minimum GPA: 3.0 career paths: certified school-based professionals (e.g., classroom teachers, administrators, or pupil personnel providers), or individuals who are in a program that leads to school-based certification, who attend this applied behavior analysis program, develop a more refined skill set to deal with children who evidence emotional, behavioral and neurological issues within the school setting. Licensed mental health and healthcare professionals (e.g., mental health counselors, physician assistants, psychologists, clinical social workers, nurses or marriage and family therapists), or individuals who are license- eligible such that they have satisfied the educational requirements for licensure in these fields and are completing experience and/or examination requirements, who attend this applied behavior analysis program work skillfully with both children and adults with emotional, behavioral and neurological issues in a variety of mental health and healthcare settings.

Advanced Certificate, Applied Behavior Analysis [Program Code 36570] {HEGIS: 2099.0}

Required Courses CSP 655 Applied Behavior 3.00 Analysis I: Principles and Procedures

CSP 714 Academic Consultation in 3.00 Multicultural School Settings

CSP 801 Applied Behavior 3.00 Analysis II: Behavior Therapy

CSP 802 Applied Behavior 3.00 Analysis III: ABA and Developmental Disabilities

CSP 803 Applied Behavior 3.00 Analysis IV: Academic Interventions

CSP 804 Special Topics in 3.00 Behavior Analysis

CSP 805 ABA Internship 3.00 Supervision I

CSP 806 ABA Internship 3.00 Supervision II

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Counseling and School organizations, and credentialing issues and Every Fall and Spring processes. An exploration of ethical standards of Psychology Courses the ACA and related entities and applications of CSP 650 Developmental Psychopathology ethical and legal considerations in professional The major mood disorders in children and

counseling. adolescents will be reviewed, with a specific focus CSP 50 Professional Writing Lab Credits: 3 on anxiety, depression and bipolar conditions. This course provides an overview of writing Every Fall and Spring There will be an emphasis on specific school related instruction specific to skills required within the problems, such as social withdrawal, school phobia, fields of counseling and school psychology, with CSP 633 Developmental Psychology eating disorders, social adjustment and peer application to related health and human services This course is intended to review the different problems, and suicide. Attention will also be given fields. Instruction in offered in writing basics and stages of human development from birth to age 21. to reviewing other interfering behaviors such as specific areas of relevance to graduate-level work It includes a review of different perceptions and selective mutism, suicidal ideation, and gang and professional practice. The course provides conceptions of development and an exploration of violence. Consideration will be given to cultural grammatical and syntactical instruction and a the historical evolution of such perspectives. The and social factors in making diagnoses and review of writing mechanics. Topics include, but emotional, cognitive, social and physical challenges developing therapeutic interventions. The role of are not limited to process notes, assessment reports, that children face as they grow older will be the school psychologist will be explored as well as reflective writing, and instruction in the American reviewed. Major developmental theories and assessment issues inherent in diagnosing Psychological Association (APA) writing style for research findings will be presented such as Neo- psychopathology. research and general written assignments. Piagetian theory, racial identity development TARGETED FIELDWORK REQUIREMENT: Credits: 0 theory, developmental theories based on LGBT Students are expected to administer the following Every Fall and Spring issues, immigration issues and second language instruments: Conners Comprehensive Behavior

issues. Theorists such as Bronfenbrenner, Kohlberg, Rating Scales, Reynolds Child Manifest Anxiety CSP 518 Play Therapy Gardner, and Erickson will also be reviewed. Scale, the Reynolds Child Depression Inventory, A survey of methods, materials and techniques for Three credits. Reynolds Suicide Scale, Beck Youth Inventories, working with children. Consideration of different Credits: 3 and Piers-Harris Self-Concept Scale, Symptom approaches and the therapeutic use of play. Annually Checklist-90-R (SCL-90-R) as well as other The pre-requisites of CSP 615, 649, 652, 654 are assessment methods. After these scales are required as well as CSP 657A or CS 706. CSP 639 Therapeutic Interventions with Diverse administered, students will be required to Credits: 3 Children and Adolescents incorporate theories and research findings from Rotating Basis This course provides a contextual exploration of reading and will be expected to set socio-emotional today’s youth in the urban environment, CSP 605 Domestic Violence: Violence and the goals, and develop sample treatment plans. 40 centralizing foci on the counselor’s role as an Family hours. advocate and the role of resilience in response to This course examines the nature of violence, Credits: 3 youth risk. Critical to this course is an especially against women and children. Three Annually intersectional analysis relative to the effect of race, major areas are covered: spouse abuse, child ethnicity, class, gender/gender expression, sexual CSP 651 Educational Neuropsychology physical abuse and child sexual abuse. Prevalence, identity and orientation, and their ability to This course will provide an examination of neural factors that foster and mitigate the tendency toward shape the lives of young people (ages 5-18) anatomy and brain functions that are most violence, and treatment issues are discussed. developing in urban communities and schools as important in the acquisition of reading, writing and The pre-requisites of CSP 615, 649, 652 and 654 members and learners. A focus on therapeutic math skills. Mechanisms such as attention, are required as well as CSP 657A or CSP 706. interventions with children and adolescents executive functions, and working memory will be Credits: 3 individually, in groups, and within school, explored, and their neurological brain bases will be Rotating Basis community and familial contexts to respond to discussed. Developmental neuropsychological CSP 607 Independent Research in Counseling early research will be examined for principles that can Under the guidance of a faculty member, students and/or complex trauma as well as to support enhance psychoeducational assessment and select a topic or question of interest to investigate mental health and well-being is engaged. Issues remedial practices. The neural bases of bilingualism in depth. Students conduct a thorough literature such as substance use and abuse, gang involvement, and second language acquisition will also be review and devise a qualitative or quantitative study teen pregnancy, sexually transmitted discussed. Neurological disorders will be discussed that would contribute to existing knowledge in the diseases, HIV, the role of the media, technology in relationship to modifications in educational area. The submission of a complete proposal, and music will be discussed. placement, classification and practice. including rationale, literature review, sample The pre-requisites of CSP 615, 649, 652 and 654 The pre-requisite of CSP 721A is required. population chosen, methods, and procedure, is are required as well as CSP 657A or CSP 706. Credits: 3 required. Credits: 3 Annually

The pre-requisites of CSP 615, 649, 652 and 654 Rotating Basis CSP 652 Human Development Across the are required as well as CSP 657A or CSP 706; and CSP 649 Counseling Theories and Applications Lifespan CSP 708 or CSP 709. Counseling theories and techniques and their An overview of theories of individual and family Credits: 3 application within a diverse society are presented. development, transitions across the lifespan, and Rotating Basis Students will explore the major theories of theories of learning and personality development. CSP 615 Professional Issues and Ethics in counseling and psychotherapy, including Exploration of internal and external influences Counseling psychoanalytic, person-centered, existential, reality, upon normal and abnormal development, An overview of professional orientation and ethical behavioral, cognitive, multicultural, racial identity, disability, and exceptional behavior. Investigation practice. Introduction to the history and feminist, and family systems, amongst others. of strategies for facilitating optimum development philosophy of the profession, professional roles and Credits: 3 and wellness over the lifespan.

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Credits: 3 with clients. From a post-modern perspective, groups and therapeutic groups with various clinical Every Fall and Spring therapy is seen as a personal, professional, and populations. political act. The pre-requisites of CSP 615, 649, 652 and 654 CSP 654 Counseling Skills & Processes The pre-requisites of CSP 615, 649, 652, 654 and are required as well as CSP 657A, or CSP 705, or Counselor characteristics and behaviors that 657A are required. CSP 706. influence helping processes are addressed. Focus is Credits: 3 Credits: 3 on interviewing methods, counseling skills, goal Annually Annually setting, treatment planning, assessment, diagnosis, documentation and report writing. Both direct CSP 657C Marriage and Family Therapy: Clinical CSP 660B Advanced Group Work service and consultation skills are discussed. The Knowledge and Skills A continuation of the study of group dynamics in importance of self-awareness and analysis toward Focus is on healthy and unhealthy family an advanced context. The impact of social system counselor effectiveness is highlighted. functioning, including the recognition of specific phenomena such as race/ethnicity, gender, and Credits: 3 problems and appropriate interventions. Attention culture on groups will be assessed. Systemic and Every Fall and Spring to the impact of human sexuality on families and organizational dynamics related to the counselor''s couples. Considerationof preventative methods to role will be explored. Instructional videos and/or CSP 655 Applied Behavior Analysis I: Principles encourage family wellness. Study of societal trends media representations of group dynamics will be and Procedures and treatment issues related to working with included. An intensive experiential group This course will provide an in-depth analysis of the multicultural and diverse family systems. experience of at least 10 hours will be required. principles upon which applied behavior analysis is Concentration on principles and methods of case The pre-requisites of CSP 615, 649, 652, 654 and based, as well as an introduction to procedures that conceptualization and assessment with couples and 660A are required as well as CSP 657A, or CSP can be used to improve social and academic families. 705, or CSP 706. behaviors in all children. Students will review Prerequisites of CSP 657A and 657B are required. Credits: 3 single subject design as well as other issues Credits: 3 Rotating Basis necessary to document interventions. Emphasis is Annually placed on the application of the principles to CSP 661A School Counseling Practicum environmental, functional and ecological analyses CSP 658 Couples Therapy Students work 100 hours in a K-12 school under of behavior in a responsible ethical manner. This course will focus on theories and practice of the supervision of a certified and experienced TARGETED FIELDWORK REQUIREMENT: couples therapy. There will be a focus on systemic school counselor, being exposed to and performing Students are expected to observe in schools and approaches to working with conflict as well as varied responsibilities of the school counseling develop behavior intervention plans to improve utilizing strengths and resources of the couple. program. A minimum of 40 hours of direct service specific social or academic behaviors in a classroom. Strategies in joining, assessment, intervention, and is required. Audio-taping, videotaping, or live A certified school psychologist will supervise termination will be examined. Contextual issues supervision. students. 30 hours. such as sexual orientation, gender, race and class Pre-requisites of CSP 615, 649, 652, 654.705 and Credits: 3 will be emphasized throughout the course. Students ALCX 702, 703, 705 are all required. Annually will be introduces to significant literature and Credits: 3 research on couples therapy. Annually CSP 657A Family Counseling in the Urban Pre requisites: CSP 615 and CSP 652 Setting Credits: 3 CSP 661B Bilingual School Counseling Practicum Marriage and family counseling theories and Annually Students work 100 hours in a K-12 school under techniques and their application within a diverse the supervision of a certified and experienced society are presented. Students will explore the CSP 659 Counseling and A Pluralistic Society bilingual school counselor, being exposed to and major theories of marriage and family counseling An exploration of the context of relationships, and performing varied responsibilities of the school and psychotherapy, including psychodynamic, issues and trends in a culturally and linguistically counseling program. A minimum of 40 hours of Bowenian, experiential, structural, systemic, and diverse society. Focus on theories of identity direct service to children with limited English strategic theories, amongst others. development in multiple domains, and language proficiency is required. Audio-taping, The pre-requisites of CSP 615, 649, 652 and 654 multicultural counseling theories and videotaping, or live supervision. are required. competencies. Investigation into the nature of Pre-requisites of CSP 615, 649, 652, 654, 705 and Credits: 3 biases, prejudices, oppression, and discrimination ALCX 702, 703, 705 are all required. Annually and their effects. Credits: 3 The pre-requisites of CSP 615, 649, 652 and 654 Annually CSP 657B Contemporary Marriage and Family are required as well as CSP 657A, or CSP 705, or Theories CSP 706. CSP 661F Marriage and Family Counseling This course will focus on post-modern, and Credits: 3 Practicum contemporary theories in the field of marriage and Annually Students work 100 hours in a setting that provides family therapy. Theories such as Feminist Family marriage and family counseling under the Therapy, Narrative Therapy, Solution-Focused CSP 660A Group Work supervision of a licensed professional, observing Therapy, and Collaborative Language Systems will An introduction to principles of group dynamics, and performing various direct and indirect services be explored. Further, the act of therapy as approaches to group leadership and authority, including but not limited to intake interviewing; being empowering and just will be discussed. theories and methods of group counseling. Issues marriage and family counseling; record keeping; Diverse family configurations will be considered of culture, diversity, and identity in groups will be attending treatment team meetings and professional that have recently been included in the field of addressed. Instructional videos and/or media development events; and engaging in testing and marriage and family therapy; sexual minority representations of group dynamics will be included. assessment. Students complete a minimum of 40 families, families with diverse gender locations, Includes an experiential group experience of at least hours in direct service to clients. Audiotaping, immigrant families etc. Students will engage in 10 hours and the study of different types and videotaping, or live supervision is required. critical thinking as a skill in having conversations settings of group work, including psychoeducational Pre-requisites of CSP 615, 649, 652, 654, 657A and

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ALCX 702 are all required. CSP 712 is pre or co- videotaping, or live supervision is required. semester in direct service to clients. Audiotaping, requisite The pre-requistes of CSP 661F and 712 are videotaping, or live supervision is required. Credits: 3 required and departmental approval. The pre-requisite of CSP 665F is required and Annually Credits: 6 Departmental approval. Annually Credits: 6 CSP 661M Mental Health Counseling Practicum Annually Students work 100 hours in a mental health setting CSP 665M Mental Health Counseling Internship under the supervision of a licensed mental health I CSP 666M Mental Health Counseling Internship professional, observing and performing various Students work 300 hours each of two semesters in a II direct and indirect services including but not clinical setting under the supervision of a licensed Students work 300 hours each of two semesters in a limited to intake interviewing; individual, group, mental health professional, observing and clinical setting under the supervision of a licensed and family counseling; record keeping; attending performing various direct and indirect services mental health professional, observing and treatment team meetings and professional including but not limited to intake interviewing; performing various direct and indirect services development events; and engaging in testing and individual, group and family counseling; record including but not limited to intake interviewing; assessment. A minimum of 40 hours in direct keeping; attending treatment team meetings and individual, group and family counseling; record service is required. Audio-taping, videotaping, or professional development events; and engaging in keeping; attending treatment team meetings and live supervision. testing and assessment. A minimum of 120 hours professional development events; and engaging in Pre-requisites of CSP 615, 649, 652, 654, 706 and each semester in direct service is required. Audio- testing and assessment. A minimum of 120 hours ALCX 702 are all required. Pre- or Co-requisite of taping, videotaping, or live supervision. each semester in direct service is required. Audio- CSP 712 is required. The pre-requisite of CSP 661M and 712 are taping, videotaping, or live supervision. Credits: 3 required and Departmental approval. The pre-requisite of CSP 665M is required. Annually Credits: 6 Credits: 6 Annually Annually CSP 665A School Counseling Internship I Students work 300 hours each of two semesters in a CSP 666A School Counseling Internship II CSP 668A Assessment and Diagnosis in K-12 school under the supervision of a certified and Students work 300 hours each of two semesters in a Counseling Diverse Populations experienced school counselor, being exposed to and K-12 school under the supervision of a certified and Focus on the nature and meaning of assessment; performing varied responsibilities of the school experienced school counselor, being exposed to and standardized and non-standardized testing methods; counseling program. A minimum of 120 hours performing varied responsibilities of the school statistical concepts; reliability and validity; social, each semester in direct service is required. Audio- counseling program. A minimum of 120 hours cultural, and linguistic factors in assessment and taping, videotaping, or live supervision. each semester in direct service is required. Audio- diagnosis; ethical issues in instrument selection, The pre-requisite of CSP 661A is required and taping, videotaping, or live supervision. administration, and interpretation of assessments. approval from the Department. The pre-requisite of CSP 665A is required and Introduction to the DSM classification system. Credits: 6 approval from the Department. The pre-requisites of CSP 615, 649, 652, 654 are Annually Credits: 6 required as well as CSP 657A, or CSP 705, or CSP Annually 706. CSP 665B Bilingual School Counseling Credits: 3 Internship I CSP 666B Bilingual School Counseling Annually Students work 300 hours each of two semesters in a Internship II K-12 school under the supervision of a certified and Students work 300 hours each of two semesters in a CSP 679 Substance Abuse and High Risk experienced bilingual school counselor, being K-12 school under the supervision of a certified and Behaviors exposed to and performing varied responsibilities of experienced bilingual school counselor, being This course will provide an overview of substance the school counseling program. A minimum of exposed to and performing varied responsibilities of use, abuse and high-risk behaviors, and the 120 hours each semester in direct service to the school counseling program. A minimum of role of and their interrelatedness in the contexts of children with limited English language proficiency 120 hours each semester in direct service to the helping professions of psychology and is required. Audio-taping, videotaping or live children with limited English language proficiency counseling. The course will also consider the role of supervision. is required. Audio-taping, videotaping, or live trauma on the development and The pre-requisite of CSP 661B is required and supervision. psychology of addiction and recovery. Substance Departmental approval. The pre-requisite of CSP 665B is required and abuse counseling theories, practices, and Credits: 6 Departmental approval. treatment will be explored. Annually Credits: 6 The pre-requisites of CSP 615, 649, 652 and 654 Annually are all required and CSP 657A or CSP 706. CSP 665F Marriage and Family Counseling Credits: 3 Internship I CSP 666F Marriage and Family Counseling Rotating Basis Students work 300 hours each of two semesters in a Internship II setting that provides marriage and family Students work 300 hours each of two semesters in a CSP 682 Career Development and Counseling counseling under the supervision of a licensed setting that provides marriage and family Study of the meaning of work in people's lives, professional, observing and performing various counseling under the supervision of a licensed career development theories, decision-making direct and indirect services including but not professional, observing and performing various models, and programming. Consideration of print limited to intake interviewing; marriage and family direct and indirect services including but not and electronic career information systems. counseling; record keeping; attending treatment limited to intake interviewing; marriage and family Exploration of multiple roles and identities in team meetings and professional development counseling; record keeping; attending treatment career development. Analysis of educational and events; and engaging in testing and assessment. team meetings and professional development career counseling processes, techniques, and Students complete a minimum of 130 hours each events; and engaging in testing and assessment. resources. semester in direct service to clients. Audiotaping, Students complete a minimum of 130 hours each The pre-requisites of CSP 615, 649, 652, and 654

Page 127 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021 are required as well as CSP 705 or CSP 706. Annually students learning and development. Ten hour field Credits: 3 component. Annually CSP 704 Research and Measurement In The pre-requisites of CSP 615, 649, 652, 654 and Education and Psychology 705 are required. CSP 700 Family Law This course will provide a presentation of basic Credits: 3 An overview of legal issues with regard to marriage statistical and measurement concepts such as Annually and family relationships with a focus on central tendency, variability, correlation and factor familial trauma that necessitates and results from analysis used to interpret test scores and understand CSP 709 Research, Evidence-Based Practice and engagement in court and legal proceedings. test construction. Concepts of validity, reliability Program Evaluation Central to this course is the counselor’s role in and the use of derived scores are presented through Introduction to quantitative and qualitative working with various types of families to confront an analysis of the assessments used in school research methods; the use of technology and important life decisions, resolving disputes and psychology as well as research used to inform school statistics, inquiry and analysis in research and planning for the future. Attention to issues of psychology. Major statistical and measurement program evaluation. A review and analysis of consultation with legal professionals and the concepts will be applied in order to understand evidence-based practices in mental health interaction of the counselor with the legal system how research problems are systematically counseling with a variety of populations and clinical are discussed. investigated using experimental quasi-experimental issues. The use of needs assessment and outcomes The pre-requisites of CSP 615, 649, 652 and 654 and qualitative designs. Surveys and qualitative research in program development, implementation, are required as well as CSP 657A or CSP 706. research are also discussed. and evaluation will be explored. Ten hour field Credits: 3 Credits: 3 component. Annually Annually The pre-requisites of CSP 615, 649, 652 and 654 are required as well as CSP 657A or CSP 706. CSP 702 Diagnosis of the Learning Problems of CSP 705 Foundations of School Counseling Student must be active in the Mental Health Students Introduction to the history, philosophy, and Counseling plan. This course will review the diagnostic and learning current trends in school counseling and Credits: 3 issues of students with learning disabilities, such as educational systems. Exploration of the role, Annually dyslexia, math and writing disabilities, nonverbal function, and professional identity of the school disabilities, attention deficit and executive function counselor. Investigation into internal and external CSP 711 Advocacy, Leadership, Collaboration and difficulties. Profiles, assessment batteries, factors that influence student learning and Consultation in School Counseling differential diagnoses, and specific measures that development. Instruction in ethical and legal issues Introduction to educational policy and school facilitate the diagnosis of such disabilities will be specific to the practice of school counseling. Ten reform related to diversity, equity and excellence in reviewed. Research findings along with theoretical hour field component. student learning. Exposure to modes and methods and etiological issues will be discussed The pre-requisites of CSP 615, 649, 652 and 654 of collaboration and consultation with family, TARGETED FIELDWORK REQUIREMENT: are required. school, and community to enhance student Students are expected to administer various Credits: 3 development and achievement. Understanding of assessments such as (but not limited to): Ravens Annually the characteristics and strategies of effective Progressive Matrices, S-TOPP, Stroop, BRIEF, leadership in educational systems. Ten hour field Achenbach, Conners to help in ruling out CSP 706 Foundations of Mental Health component. conditions described within the course description Counseling The pre-requities of CSP 615, 649, 652, 654 and to children in school settings. Supervision by a Introduction to the history, philosophy, and 705 are required. school psychologist is required. The results of current trends in mental health counseling. Credits: 3 these assessments will be used to write social, Exploration of the role, function, and professional Annually emotional and academic goals. 40 hours. identity of the mental health counselor, including The pre-requisite of CSP 651 is required. issues of credentialing, collaboration, and CSP 712 Psychopathology and Credits: 3 consultation with other treatment providers. Psychopharmacology Annually Instruction in ethical and legal issues specific to the This course explores the major diagnostic categories practice of mental health counseling. Ten hour of psychopathology according to the CSP 703 Parent Consultation and Intervention in field component. current DSM classification system. The concept of Multicultural Settings The pre-requisites of CSP 615, 649, 652 and 654 mental health, illness and wellbeing are This course will focus on the shifts that have are required. explored through the socio-cultural formulations occurred in child therapy, and how these changes Credits: 3 utilizing the stress-diathesis and can inform and affect consultation work with Annually biopsychosocial spiritual models. Of specific focus parents in a variety of multicultural settings. Topics in this course is an emphasis on the such as developmental and attachment theory, the CSP 708 School Counseling Research, Program relationship of traumatic life experiences and interactional nature of personality development and Development and Evaluation complex traumatic stress on the manifestation of a relational understanding of emotional problems Introduction to quantitative and qualitative traumatic stress-related disorders and diagnosis will be emphasized to highlight how interactions research methods; the use of technology and secondary to experienced trauma. Additionally, between parent and child become prototypes for statistics, inquiry, and analyses in conducting students will develop an understanding of disorders later relational experiences. The premise of parent- research in the development, evaluation and in terms of diagnostic features, associated focused treatment rests on an understanding of the modification of school counseling programs. Focus features, demographic features, prevalence, course, regulatory processes and attachment between on understanding the investigative process from familial pattern, differential diagnosis, and parent and child; through parent consultation, the needs assessment through the interpretation of cultural contexts through case study analysis. parent-child relationship is reconfigured to mitigate findings and the implementation of change for Commonly prescribed psychopharmacological issues in child development. Three credits. improved counseling effectiveness. Exploration of medications, including uses and side effects are Credits: 3 the use of data to inform decision making, with introduced and considered. attention to both internal and external effects upon

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The pre-requities of CSP 615, 649, 652 and 654 are presentations. Additional laboratory hours are Students will learn when and how to conduct required as well as CSP 657A or CSP 706. Student required. evaluations in the child''s first or second language must be active in the Mental Health Counseling The pre-requisite of CSP 721A is required. (or both). Students administer tests, make case plan. Credits: 3 presentations, and write reports. Interpretation of Credits: 3 Annually data focuses on integrating clinical findings so that Annually individual educational plans can be developed. CSP 722A Personality Assessment I Additional laboratory hours are required. CSP 714 Academic Consultation in Multicultural This course aims to teach students how to The pre-requisites of CSP 721A and 721B are School Settings administer, score and interpret the Rorschach test, required. This course will review instructional issues inherent through the use of the Exner Comprehensive Credits: 3 in school systems necessary to facilitate changes on Scoring System. The history of projective tests Annually the individual, team and programmatic level. along with their strengths and shortcomings will be Emphasis is on reviewing instructional and learning reviewed. Cultural, ethnic and language CSP 726 Counseling Ethnolinguistically Diverse theory as well as exploring the role of school considerations will be discussed as related to the Students and Families psychologists in assisting teachers and staff to administration and interpretation of the test. An exploration of the experiences of culturally and develop and monitor curriculum. Emphasis will be Additional laboratory hours are required. ethnolinguistically diverse families in the context of placed on assisting and training staff and parents to The pre-requisite of CSP 721A is required. an English-predominant society. The impact of implement evidence-based curricula as well as Credits: 3 linguistic fluency, immigration, acculturation, and understanding the context and cultural background Annually assimilation upon family dynamics and related of different students. Parent training programs will systems will be analyzed. Considerations such as be reviewed and discussed and methods of crisis CSP 722B Personality Assessment II parentification of English-speaking children of intervention will be elaborated upon, as well as how This course is a continuation of 722A. It aims to linguistic minority parents, management of bi- issues of diversity may warrant that interventions be teach students how to administer, score and cultural stress, trends in bilingual education, and tailored to particular backgrounds. Consultation interpret thematic apperceptive, figure drawing and cultural resiliency will be addressed. Ten hour field projects will be completed in which trainees assess sentence completion tests. Throughout the course component. student strengths and weaknesses, develop students will be practicing report writing and will The pre-requisites of CSP 615, 649, 652, 654 and interventions collaboratively with staff, and train develop the ability to integrate information from 705 are required. staff to implement these interventions, monitor the various personality assessments, including the Credits: 3 these interventions and assess overall effectiveness. Rorschach. Quantitative and qualitative Annually TARGETED FIELDWORK REQUIREMENT: interpretations will be reviewed. Additional Students will be required to go into schools and laboratory hours are required. CSP 733 Development in Infancy and Early consult with teachers and/or administrators The pre-requisite of CSP 722A is required. Childhood regarding children with academic difficulties. A Credits: 3 This course presents an in-depth review of current certified school psychologist will supervise students. Annually research and theory in perceptual, cognitive, social,

40 hours. emotional and physical aspects of development CSP 723 Assessing Infants, Toddlers and The pre-requisite of CSP 655 is required. from birth to age 3. Particular attention is paid to Preschoolers Credits: 3 the influence of culture and environment on early Students will learn to administer, score and Annually development. Implications of developmental interpret the tests used to assess development in theories for assessment and early intervention CSP 721A Cognitive Assessment I infants, toddlers and preschoolers. This course will practices are included. This course is designed to teach students to focus on the psychometric properties as they relate Credits: 3 administer, score and interpret standardized to assessments of development, cognitive On Demand intelligence tests as part of the cognitive assessment functioning and adaptive behavior. Play assessment process. This course focuses on the three Wechsler and observational techniques for such age groups CSP 745 Special Topics in Counseling Intelligence Scales. Psychometric properties of those are presented. Techniques for assessing children Each year the faculty identifies critical areas of instruments are related to issues of interpretation. with vision and hearing impairments are also interest in counseling. Institutes are planned for Psychological issues in intelligence testing as well as addressed. Students will be required to administer intensive study related to those issues, featuring ethical and legal considerations are reviewed. tests, make case presentations, and write reports. expert speakers on the topic. Students are required to administer tests and write Students will interpret data by integrating clinical The pre-requisites of CSP 615, 649, 652, and 654 assessment reports based on the results. Additional findings so that specific intervention plans can be are required as well as CSP 657A or CSP 706. laboratory hours are required. developed. Additional laboratory hours are Credits: 3 Credits: 3 required. Rotating Basis

Annually The pre-requisites of CSP 721A and 721B are required. CSP 781A Internship School Psychology I - CSP 721B Cognitive Assessment II Credits: 3 General A continuation of 721A. Students learn how to On Demand Students complete a 1200 hour internship assess the cognitive functioning of children by throughout the academic year in a University- administering, scoring and interpreting measures of CSP 724 Assessing the Bilingual Child approved setting under the dual guidance of an on- cognitive ability as well as academic functioning In this course, students will engage in an site staff psychologist and a University-based clinical used by school psychologists Integration of findings examination of issues in the assessment of bilingual supervisor. At least half of the hours should be in a with educational and other evaluation results is children, including the appropriate use of school setting. Participation in the intake and examined so that individual education plans can be standardized measures, nondiscriminatory screening process, individual evaluations, developed. Students are required to administer assessment, and alternative approaches to the interdisciplinary staff conferences, parent tests, write assessment reports, and make case assessment of cognitive functioning and social conferences and professional meetings is required. adaptive behavior of linguistically diverse children. Students evaluate children, write reports, and

Page 129 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021 practice short-term counseling and consultation supervision from a field-based supervisor with Students will complete a 1200 hour internship under the supervision of the on-site psychologist. expertise in early childhood assessment. throughout the academic year in a University- Students also attend weekly meetings with the The pre-requisites of CSP 721A, 721B, 722A, 722B approved setting under the dual guidance of an on- University clinical supervisor in which professional and a total of 48 credits completed are required site staff psychologist and a University-based clinical and ethical issues related to the practice of school Credits: 3 supervisor. At least half of the hours should be in a psychology in multicultural settings are discussed. Every Fall school setting. Participation in the intake and Students must apply for the internship in the screening process, individual evaluations, semester before registration. CSP 782A Internship School Psychology II - interdisciplinary staff conferences, parent The pre-requisites of CSP 721A, 721B, 722A, 722B General conferences and professional meetings is required. and a total of 48 credits completed are required. This course is a continuation of CSP 781A. Students evaluate children, write reports, and Credits: 3 Students complete a 1200 hour internship practice short-term counseling and consultation Every Fall throughout the academic year in a University- under the supervision of the on-site psychologist. approved setting under the dual guidance of an on- Students also attend weekly meetings with the CSP 781B Internship School Psychology I - site staff psychologist and a University-based clinical University clinical supervisor in which professional Bilingual Extension supervisor. At least half of the hours should be in a and ethical issues related to the practice of school Students complete a 1200 hour internship school setting. Participation in the intake and psychology in multicultural settings are discussed. throughout the academic year in a University- screening process, individual evaluations, Students must apply for the internship in the approved setting under the dual guidance of an on- interdisciplinary staff conferences, parent semester before registration. Students must be site staff psychologist and a University-based clinical conferences and professional meetings is required. placed in a setting where early childhood supervisor. At least half of the hours should be in a Students evaluate children, write reports, and populations are in place and must receive school setting. Participation in the intake and practice short-term counseling and consultation supervision from a field-based supervisor with screening process, individual evaluations, under the supervision of the on-site psychologist. expertise in early childhood assessment. interdisciplinary staff conferences, parent Students also attend weekly meetings with the The pre-requisite of CSP 781C is required. conferences and professional meetings is required. University clinical supervisor in which professional Credits: 3 Students evaluate children, write reports, and and ethical issues related to the practice of school Every Spring practice short-term counseling and consultation psychology in multicultural settings are discussed. under the supervision of the on-site psychologist. Students must apply for the internship in the CSP 801 Applied Behavior Analysis II: Behavior Students also attend weekly meetings with the semester before registration. Therapy University clinical supervisor in which professional The pre-requisite of CSP 781A is required. This course will introduce students to the practice and ethical issues related to the practice of school Credits: 3 of behavior therapy, in relation to the principles psychology in multicultural settings are discussed. Every Spring and procedures of applied behavior analysis. A Students must apply for the internship in the major goal of this course is to teach students to semester before registration. Students must be CSP 782B Internship School Psycholgy II - effectively utilize behavioral techniques in the placed in a setting where bilingual and Bilingual Extension treatment of emotional disorders and the covert multicultural populations are in place and must This course is a continuation of CSP 781B. verbal behaviors that are unique to this spectrum of receive supervision from a bilingual field-based Students complete a 1200 hour internship disorders. Emphasis will be placed on supervisor. throughout the academic year in a University- understanding how basic ABA principles inform The pre-requisites of CSP 721A, 721B, 722A, 722B approved setting under the dual guidance of an on- the application of procedures and the importance and a total of 48 credits completed are required. site staff psychologist and a University-based clinical of implementing these procedures within the Credits: 3 supervisor. At least half of the hours should be in a context of a carefully considered behavioral case Every Fall school setting. Participation in the intake and conceptualization. Students will expand their use of screening process, individual evaluations, functional analysis as well as numerous behavioral CSP 781C Internship School Psychology I - Early interdisciplinary staff conferences, parent intervention strategies (e.g., contingency Childhood conferences and professional meetings is required. management, relaxation training, systematic Students complete a 1200 hour internship Students evaluate children, write reports, and desensitization, exposure, response substitution). throughout the academic year in a University- practice short-term counseling and consultation The pre-requisite of CSP 655 is required. approved setting under the dual guidance of an on- under the supervision of the on-site psychologist. Credits: 3 site staff psychologist and a University-based clinical Students also attend weekly meetings with the Annually supervisor. At least half of the hours should be in a University clinical supervisor in which professional school setting. Participation in the intake and and ethical issues related to the practice of school CSP 802 Applied Behavior Analysis III: ABA and screening process, individual evaluations, psychology in multicultural settings are discussed. Developmental Disabilities interdisciplinary staff conferences, parent Students must apply for the internship in the The primary focus of this course is to provide conferences and professional meetings is required. semester before registration. Students must be students with a thorough review of assessment and Students evaluate children, write reports, and placed in a setting where bilingual and intervention models that are used within ABA- practice short-term counseling and consultation multicultural populations are in place and must based programs serving individuals with under the supervision of the on-site psychologist. receive supervision from a field-based supervisor developmental disabilities, including, but not Students also attend weekly meetings with the with a bilingual certificate. limited to: autism, pervasive developmental University clinical supervisor in which professional The pre-requisite of HDL 781B is required. disorders, and intellectual disabilities. Students will and ethical issues related to the practice of school Credits: 3 review the ABA procedures, as well as the principles psychology in multicultural settings are discussed. Every Spring on which they are based, to assess the needs of Students must apply for the internship in the individuals with developmental disabilities, design semester before registration. Students must be CSP 782C Internship School Psychology II - Early interventions that meet the needs of these placed in a setting where early childhood Childhood individuals, monitor progress, and evaluate populations are in place and must receive This course is a continuation of CSP 781C. effectiveness. This course will provide an in-depth

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 130 LIU Brooklyn analysis of the principles upon which applied Annually behavior analysis is based, as well as an introduction to procedures that can be used to CSP 806 ABA Internship Supervision II improve social and academic behaviors in all This course is meant to provide supervision to children. Students will review single subject design students in the second semester of full-time as well as other issues necessary to document internship as applied behavior analytic interns. interventions. Emphasis is placed on the Discussions will emphasize the role of the behavior application of the principles to environmental, analyst as a change agent in the school system and functional and ecological analyses of behavior in a culture. Students will discuss plans for personal responsible ethical manner. growth in the field. Supervision will continue in The pre-requisite of CSP 655 is required. the development and implementation of Credits: 3 antecedent based, consequent based, and educative Annually methods of intervention to enhance clients’ success in a variety of settings. The application of the CSP 803 Applied Behavior Analysis IV: principles and procedures of behavior analysis will Academic Interventions be monitored throughout the duration of the This course will focus on the extension of course. Students will begin an integrated case study functional analytic methods as applied to the project in this course, which will include assessment assessment, intervention and evaluation of students information, diagnostic formulations, proposed with academic disorders. Response to Intervention intervention(s), and implementation of the models will be reviewed as well as curriculum based intervention(s) as well as the monitoring of the measurements as applied to reading interventions, intervention. Students will be expected to take and such as Direct Instruction. Students will be pass the ABA comprehensive exam. exposed to progress monitoring assessment The pre-requisites of CSP 655, 714, 801, 802, 803 packages such as AIMSWeb and DIBELS, as well as and 804 are all required. fundamentals of single-subject design as applied to Credits: 3 reading behaviors. Annually The pre-requisite of CSP 655 is required. Credits: 3 CSP 825 Maintenance of Client Records in Annually Behavior Analytic Practice This course will review how licensed behavior CSP 804 Special Topics in Behavior Analysis analysts should develop and maintain records in This course will focus on a variety of topics in ABA their practice with clients with Autism, Autism that are relevant to the field and the general New Spectrum Disorders (ASD) and Related Disorders. York City area. Although topics may vary from year This course will cover the meaning of these records to year, specific focus will be placed on the ethical and the various parts of the record that must be applications and implementation of behavior maintained for each client, as well as corollary analysis. materials. Federal and state laws and regulations The pre-requisite of CSP 655 is required. that affect records and their maintenance will be Credits: 3 addressed, including the Family Education Rights Annually and Privacy Act (FERPA), the Health Insurance Portability and Accountability Act (HIPAA); New CSP 805 ABA Internship Supervision I York State laws, rules and regulations pertaining to This course is meant to provide supervision to licensed behavior analysis; New York State law in students in the first semester of full-time internship relation to HIPP, Section 18 of the Public Health as applied behavior analytic interns. Emphasis will Law and patient access to records in New York be placed on the review of service delivery models State. Finally, the course will review the regulations and especially on the development and of state agencies that determine the types of records implementation of antecedent based, consequent that need to be kept as well as how they must be based, and educative methods of intervention to kept, such as those of the Office for People with enhance students’ success in a variety of settings. Developmental Disabilities (OPWDD), the The application of the principles and procedures of Department of Health (re: early intervention), the behavior analysis will be monitored throughout the Office of Children and Family Services (OCFS), the duration of the course. Students will begin an Office of Mental Health (OMH), and the State integrated case study project in this course, which Education Department (SED). will include assessment information, diagnostic The pre-requisite of CSP 655 is required. formulations, proposed intervention(s), and Credits: 3 implementation of the intervention(s) as well as the Annually monitoring of the intervention. Students will be expected to take and pass the ABA comprehensive exam. The pre-requisites of CSP 655, 714, 801, 802, 803 and 804 are all required. Credits: 3

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

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 132 LIU Brooklyn

All of the M.S.Ed. programs in teaching are certification area. Please note that when you divided into four Tiers: possess this certificate you must complete 175 • Tier I: Foundations in Urban Education hours of professional development every five years • Tier II: Observation and Description of Urban to keep this certificate valid. Learners In addition, students in the following M.S.Ed. • Tier III: Inquiry of Urban Classrooms and programs leading to 1st initial certification may be Teaching Practices eligible to apply for Internship Certification after • Tier IV: Advanced Inquiry and Practice completing half the required credits: To progress from one Tier to the next, students • Childhood Urban Education must maintain a minimum 3.0 GPA In addition • Early Childhood/Childhood Urban Education students must meet the following criteria, • Early Childhood Urban Education • To progress from Tier 1 to Tier II: satisfactory • Teaching Urban Children with Disabilities completion of first six credits, including TAL Internship Certificates are valid for two years 801. and permit students to begin teaching while • To progress from Tier II to Tier III: satisfactory completing their degrees and other certification completion of TAL 830 and other Tier II requirements. Please see the Certification Officer courses. for more information about this option. • To progress from Tier III to Tier IV: To obtain initial or professional certification, satisfactory completion of TAL 880 and other students must: Tier III courses. 1. Graduate from the Certification Track At each stage of progression, faculty teams 2. Complete state-mandated training in (1) child review students’ work to ensure that all criteria are abuse identification and reporting, (2) violence met. In some cases, students who do not meet prevention, (3) harassment, bullying and criteria are permitted to progress to the next Tier discrimination prevention and intervention. on probation. 3. Pass required tests of the NYSTCE. Teaching Certification Requirements 4. Fingerprint Clearance Requirements for teacher certification in New Applications for certification are submitted York includes successful completion of a electronically. Students who have completed all bachelor’s or master’s degree; passing of requirements of the registered New York State certification examinations, completing workshops Teacher Certification program at LIU Brooklyn in (1) child abuse identification and reporting, (2) should see the SOE certification officer to violence prevention, (3) fire safety, substance complete their application. abuse prevention, and abduction prevention, and, The following workshops are required for all (4) harassment, bullying and discrimination programs leading to state certifications: prevention and intervention. LIU Brooklyn's The Child Abuse Identification and Reporting programs in teacher education are designed to Workshop is required or completion of the course prepare students to meet these certification ALCX 702. requirements. The Violence Prevention and Intervention The teacher education programs in the School Workshop is required or completion of the course of Education at LIU Brooklyn prepare students for ALCX 703. two levels of certification in New York State — The Harassment, Bullying and Discrimination Initial and Professional: Prevention and Intervention Workshop is required Initial Certification is the minimum or completion of the course ALCX 705. certification required to teach in New York State.

Initial Certification, for students with less than three years of teaching experience in the certification area.The entry-level certificate is valid for 5 years and is issued in a specific subject and/or grade level. Initial Certification leads to the Professional Certificate. After three years of professional teaching experience, you can apply for the Professional Certificate to continue to be certified in New York State. All teacher-training bachelor’s and master’s programs in the School of Education at LIU Brooklyn lead to Initial Certification. Professional Certification is the second-level teaching certificate. A holder of an Initial certificate must apply to the New York State Department of Education (SED) for the Professional certificate upon completion of requirements. Professional Certification is awarded to students with a year of mentored teaching and 2 years of teaching experience in the

Page 133 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021

EARLY CHILDHOOD AND Tier III: Inquiry into Classrooms and M.S.Ed. Childhood Education Teaching Practices ( 9 credits) CHILDHOOD EDUCATION TAL 845 Math and Science in 3.00 (Grades 1-6)

Early Childhood (15 The 42-credit M.S.Ed. in Childhood Education Fieldwork hours) M.S.Ed. Early Childhood (Grades 1-6) is for students without prior TAL 873 Early Literacy (15 3.00 certification and leads to the degree of Master of Education (Birth - Gr 2) Fieldwork hours) Science and eligibility for initial NYS certification

in Childhood Education, grades 1-6. It prepares The 36-credit M.S.Ed. in Early Childhood TAL 880 Classroom Inquiry II (30 3.00 students to teach in elementary school classrooms. Education (Birth-Grade 2) is for students without Fieldwork hours) There is also a 33-credit M.S.Ed. in Childhood prior certification and leads to the degree of Tier IV: Advanced Inquiry and Practice (6 Education (Grades 1-6) for students who already Master of Science and eligibility for initial NYS credits) have certification in another area. certification in Early Childhood Education. It TAL 881A Student Teaching: Early 3.00 Optional extensions are available for students prepares students to teach children from birth to Childhood (Full-time) who wish to teach in middle schools (6 credits) or second grade. There is also a 34 credit M.S.Ed. in bilingual classrooms (9 credits). Early Childhood Education (Birth-Grade 2) for TAL 971 Capstone Seminar 3.00 Students graduating from this program are students who already have certification in another eligible for teaching certification once they have area. Students graduating from this program are passed all required portions of the New York State eligible for teaching certification once they have M.S.Ed., Early Childhood Education Teacher Certification Exam (NYSTCE). Students passed all required portions of the New York State (B-2) - 2nd Initial Certification may also apply for Internship Certification after Teacher Certification Exam (NYSTCE). Students All of the following courses must be completed. completing the first 21 credits. Internship may also apply for Internship Certification after TIER I: Diversity, Language, and Literacies in Certification permits students to begin teaching completing the first 18 credits. Internship Education (9 credits) while they complete their degrees. Students with Certification permits students to begin teaching TAL 801 Issues in Urban Education 3.00 prior initial certification in another area will, upon while they complete their degrees. Students with TAL 802 Language and Literacy 3.00 completing this program, also be eligible for prior initial certification in another area will, upon professional certification in their original completing this program, also be eligible for TAL 810 Early Development (15 3.00 certification area. professional certification in their original fieldwork hours) A 40-credit non-certification track is available certification area. A 34-credit non-certification TIER II: Observation and Description of for students who are not interested in or who do track is available for students who are not Learners (12 credits) not qualify for certification. interested in or who do not qualify for TAL 803 Perspectives on Disability 3.00 certification. M.S.Ed. in Childhood Education (1-6) TAL 830 Classroom Inquiry I (30 3.00 M.S.Ed., Early Childhood Education Fieldwork hours) - 1st Initial Certification [Program Code 24898] {HEGIS: 0802} (B-2) - 1st Initial Certification TAL 844 Environments, Practices 3.00 [Program Code 32376] {HEGIS: 0802} and Play (15 Fieldwork Non-credit pre-requirement determined by Non-credit pre-requirement determined by hours) TAL Assessment TAL Assessment TAL 846 Family Literacy and 3.00 TAL 088 Textual Strategies for 0.00 TAL 088 Textual Strategies for 0.00 Parental Collaboration Educators Educators (10 Fieldwork hours) All of the following courses must be completed. All of the following courses must be completed. Tier III: Inquiry into Classrooms and TIER I: Foundations (6 credits) Teaching Practices ( 9 credits) TIER I: Diversity, Language, and Literacies in TAL 801 Issues in Urban Education 3.00 Education (9 credits) TAL 845 Math and Science in 3.00 Early Childhood (15 TAL 802 Language and Literacy 3.00 TAL 801 Issues in Urban Education 3.00 Fieldwork hours) TIER II: Observation and Description of TAL 802 Language and Literacy 3.00 Learners (12 credits) TAL 873 Early Literacy (15 3.00 TAL 810 Early Development (15 3.00 Fieldwork hours) TAL 803 Perspectives on Disability 3.00 fieldwork hours) TAL 880 Classroom Inquiry II (30 3.00 TAL 811 Lives of Children (14 3.00 Family Literacy & Fieldwork hours) Fieldwork hours) TAL 846 Parental Collaboration 3.00 Tier IV: Advanced Inquiry and Practice (4 TAL 816 Teaching Literacy K-6 3.00 (10 fieldwork hours) credits) (15 Fieldwork hours) TIER II: Observation and Description of TAL 881B Student Teaching for the 1.00 TAL 830 Classroom Inquiry I (30 3.00 Learners (12 credits) Practicing Teacher: Early Fieldwork hours) TAL 803 Perspectives on Disability 3.00 Childhood (20 days) TIER III: Inquiry of Classrooms and Teaching TAL 830 Classroom Inquiry I (30 3.00 TAL 971 Capstone Seminar 3.00 Practices (18 credits) Fieldwork hours) TAL 831 Teaching Social Studies 3.00 1-6 (10 Fieldwork TAL 844 Environments, Practices 3.00 Credit and GPA Requirements hours) and Play (15 Fieldwork Minimum Total Credits: 34-36 Credits hours) Minimum GPA: 3.0 TAL 832 Teaching the Arts 1-6 3.00

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 134 LIU Brooklyn

TAL 833 Teaching 3.00 Non-credit pre-requirement determined by Minimum Total Credits: 52 Credits Science/Technology 1-6 TAL Assessment Minimum GPA: 3.0

(10 Fieldwork hours) TAL 088 Textual Strategies for 0.00 Educators TAL 834 Teaching 3.00 Advanced Certificate, Early Math/Technology 1-6 All of the following courses are required. Childhood Urban Education (10 Fieldwork hours) TIER I: Foundations (9 credits) TAL 801 Issues in Urban Education 3.00 (Birth - Grade 2) TAL 854 Classroom as Community 3.00 (10 Fieldwork hours) TAL 802 Language and Literacy 3.00 The Advanced Certificate in Early Childhood is for students with prior certification only. It leads TAL 880 Classroom Inquiry II 3.00 TAL 803 Perspectives on Disability 3.00 to a 2nd Initial Certification in Early Childhood (30 Fieldwork hours) TIER II: Observation and Description of Education, preparing students to teach in TIER IV: Adv Inquiry & Practice (6 credits) Learners (12 credits) preschool, kindergarten, and primary classrooms TAL 882A Student Teaching: 3.00 TAL 810 Early Development (15 3.00 through grade 2. Childhood (Full-time) Fieldwork hours) Advanced Certificate, Early TAL 971 Capstone Seminar 3.00 TAL 811 Lives of Children (14 3.00 Fieldwork hours) Childhood Education (B-2) [Program Code 24905] {HEGIS: 0823} Credit and GPA Requirements TAL 816 Teaching Literacy K-6 3.00 Minimum Total Credits: 42 Credits (15 Fieldwork hours) Must complete all courses listed below. Minimum GPA: 3.0 TAL 830 Classroom Inquiry I (30 3.00 TAL 810 Early Development 3.00 Fieldwork hours) TAL 844 Environments Practices 3.00 M.S.Ed. Childhood/Early TIER III: Inquiry of Classrooms and Teaching and Play in Early Practices (24 credits) Childhood Education (Birth - Childhood TAL 831 Teaching Social Studies 3.00 Grade 6) TAL 846 Family Literacy and 3.00 (1-6) (10 Fieldwork Parental Collaboration The 52-credit M.S.Ed. in Childhood/Early hours) Childhood Education (Birth-Grade 6) is for TAL 832 Teaching the Arts (1-6) 3.00 TAL 873 Early Literacy 3.00 students without prior certification and leads to the TAL 881B Student Teaching for the 1.00 degree of Master of Science and eligibility for TAL 833 Teaching of 3.00 Practicing Teacher: Early initial NYS certification in Early Childhood Science/Technology (10 Childhood Education, birth to grade 2, and Childhood Fieldwork hours) Education, grades 1–6. It prepares students to TAL 834 Teaching of 3.00 teach in pre-schools, kindergartens, and Math/Technology (10 Credit and GPA Requirements elementary school classrooms. There is also a 44- Fieldwork hours) Minimum Total Credits: 13 Credits credit M.S.Ed. in Childhood/Early Childhood Minimum GPA: 3.0 Education (Birth-Grade 6) for students who TAL 844 Environments, Practices 3.00 already have certification in another area. and Play (15 Fieldwork Optional extensions are available for students hours) who wish to teach in middle schools, grades 7–9 (6 TAL 846 Family Literacy and 3.00 credits) or bilingual classrooms (9 credits). Parental Collaboration Students graduating from this program are (10 Fieldwork hours) eligible for teaching certification once they have OR passed all required portions of the New York State TAL 854 Classroom as Community 3.00 Teacher Certification Exam (NYSTCE). Students (10 Fieldwork hours) may also apply for Internship Certification after completing the first 24 to 26 credits. Internship TAL 873 Early Literacy (15 3.00 Certification permits students to begin teaching Fieldwork hours while they complete their degrees. Students with TAL 880 Classroom Inquiry II (30 3.00 prior initial certification in another area will, upon Fieldwork hours) completing this program, also be eligible for professional certification in their original TIER IV: Advanced Inquiry and Practice (7 certification area. credits) A 49-credit non-certification track is available TAL 882A Student Teaching: 3.00 for students who are not interested in or who do Childhood (Full-Time) not qualify for certification. TAL 881B Student Teaching for the 1.00 M.S.Ed., Childhood and Early Practicing Teacher: Early Childhood (20 days) Childhood Education (B-6) - 1st Initial Certification TAL 971 Capstone Seminar 3.00 [Program Code 24901] {HEGIS: 0802} Credit and GPA Requirements

Page 135 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021

TAL 822 Assessment and Special 3.00 Certification permits students to begin teaching SPECIAL EDUCATION Education while they complete their degrees. In order to meet the New York State Education TAL 830 Classroom Inquiry I (30 3.00 Department's licensing requirements, students Fieldwork hours) M.S.Ed. Teaching Children with must have taken as part of their general education TAL 851 Curriculum Theory and 3.00 coursework 12 semester hours or the equivalent of Disabilities (Grades 1-6) Practice in Special the study of a language other than English. If this

Education: Childhood requirement is not met on admission to the The M.S.Ed. in Teaching Children with (10 Fieldwork hours) program, it can be met concurrently with the Disabilities (Grades 1-6) is for students without student's completing program requirements. prior certification and leads to the degree of TIER III: Inquiry of Classrooms and Teaching Students with prior initial certification in another Master of Science and eligibility for initial NYS Practices (12 credits) area will, upon completing this program, also be Certification in Teaching Children with TAL 852 Strategies for Teaching 3.00 eligible for professional certification in their Disabilities, grades 1-6. It prepares students to Learners with Diverse original certification area. teach in inclusive or self-contained special Needs: Childhood (10 A 40-credit non-certification track is available education classrooms and resource rooms at the Fieldwork hours) for students who are not interested in or who do elementary school level. The M.S.Ed. in Teaching TAL 853 Collaboration and 3.00 not qualify for certification. Children with Disabilities (Grades 1-6) is offered Consultation: Family for students who already have certification in School, and Community M.S.Ed., TESOL (Teaching English to another area. (10 Fieldwork hours) Optional extensions are available for students Speakers of Other Languages) (K-12) - who wish to teach in middle schools (7 credits) or TAL 854 Classroom as Community 3.00 1st Initial Certification bilingual classrooms (9 credits). Students (10 Fieldwork hours) [Program Code 24874] {HEGIS: 1508} graduating from this program are eligible for TAL 880 Classroom Inquiry II 3.00 teaching certification once they have passed all (30 Fieldwork hours) All of the following courses must be completed: required portions of the New York State Teacher TAL 801 Issues in Urban Education 3.00 Certification Exam (NYSTCE). Students may also Tier IV: Advanced Inquiry and Practice (6 apply for Internship Certification after completing credits) TAL 802 Language and Literacy 3.00 the first 21 credits. Internship Certification permits TAL 884A Student Teaching: 3.00 TAL 803 Perspectives on Disability 3.00 students to begin teaching while they complete Childhood Special their degrees. Education (full-time TAL 805 Linguistics and the 3.00 Students with prior initial certification in classroom fieldwork) Structure of English for another area will, upon completing this program, Teachers TAL 971 Capstone Seminar 3.00 also be eligible for professional certification in TAL 825 First and Second 3.00 their original certification area. Language Acquisition and A non-certification track is available for Credit and GPA Requirements Classroom Practice students who are not interested in or who do not Minimum Total Credits: 42 Credits qualify for certification. Minimum GPA: 3.0 TAL 826 Curriculum and TESOL 3.00 Pedagogy M.S.Ed., Teaching Urban Children TESOL TAL 827 ESOL and Content Area 3.00 with Disabilities (1-6) - 1st Initial Instruction: Childhood K-

Certification 6 [Program Code 24909] {HEGIS: 0808} M.S.Ed. Teaching English to TAL 828 ESOL and Content Area 3.00 Speakers of Other Languages Instruction: Adolescence Non-credit pre-requirement determined by (TESOL, K-12) 6-12 TAL Assessment TAL 830 Classroom Inquiry I 3.00 TAL 088 Textual Strategies for 0.00 The 42-credit M.S.Ed. in Teaching English to Educators Speakers of Other Languages (TESOL, K-12) is TAL 867 Sociolinguistics and 3.00 Teaching Must Complete All Courses: for students without prior certification and leads to TIER I: Foundations (6 credits) the degree of Master of Science in Education and TAL 868 Second Language 3.00 eligibility for initial NYS Certification in TESOL, TAL 801 Issues in Urban Education 3.00 Literacy and Biliteracy preparing students to teach English to speakers of TAL 880 Classroom Inquiry II 3.00 TAL 803 Perspectives on Disability 3.00 other languages in K through 12 classrooms. There TIER II Observation and Description of is also a 40-credit M.S.Ed. in Teaching English to TAL 886A Student Teaching: 3.00 Learners (18 credits) Speakers of Other Languages (TESOL, K-12) for TESOL students who already have certification in another TAL 802 Language and Literacy 3.00 TAL 975 Final Inquiry Seminar: 3.00 area. TESOL TAL 811 Lives of Children (14 3.00 Students graduating from this program are Fieldwork hours) eligible for teaching certification once they have TAL 816 Teaching Literacy K-6 3.00 passed all required portions of the New York State Credit and GPA Requirements (10 Fieldwork hours) Teacher Certification Exam (NYSTCE). Students Minimum Total Credits: 42 Credits may also apply for Internship Certification after Minimum GPA: 3.0 completing the first 21 credits. Internship

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 136 LIU Brooklyn

Advanced Certificate, Teaching BILINGUAL EDUCATION TAL 863 ESL Curriculum and 3.00 Methodology: Teaching English to Speakers of Other Content Areas K-12

Languages (TESOL) Advanced Certificate, Bilingual TAL 866 Native Language 3.00

Teaching in the Bilingual The 13-16-credit Advanced Certificate in Education Classroom TESOL (Teaching English to Speakers of Other Offered Fully Online Languages) is designed for teachers who hold a The 15-credit Advanced Certificate in Bilingual valid New York State Classroom Teaching Credit and GPA Requirements Education is for individuals with prior teaching Certificate and who have completed 30 semester Minimum Total Credits: 15 Credits certification and proficiency in a language besides hours in a content core - a major or equivalent in Minimum GPA: 3.0 English. The Advanced Certificate, also known as one of the liberal arts and sciences content areas. the Bilingual Education Extension, certifies Since there is considerable demand for certified students to teach in their original certification area Cross-Campus Online Bilingual ESOL teachers, particularly in the metropolitan in bilingual classrooms. Students completing the New York area, to expertly address the needs of Education Extension Programs program are eligible for the extension once they students of all ages and grades for whom English have passed the New York State Teacher Information for Bilingual Education Teachers is a new language, the program prepares highly Certification Exam, the Bilingual Education The online bilingual extension programs are a qualified teachers by implementing an educational Assessment (BEA) in the target language of collaborative effort between LIU Brooklyn and philosophy of additive language learning and instruction. Please note, the Advanced Certificate LIU Hudson designed, implemented, and intertwining the teaching English and content area in Bilingual Education is offered online as a administered by full-time faculty at both knowledge. The program is grounded in the Bilingual Extension through our Cross Campus campuses. All programs are approved by the New KEEPS mission of LIU Brooklyn's School of Online Extension program and meets weekly via York State Education Department. LIU Brooklyn Education, which is to prepare teachers who are video conferencing. administers the bilingual general education Knowledgeable, Enquiring, Empathy, Pluralistic The following options are also available to extension, and LIU Hudson administers the and Socially committed. students with prior certification: bilingual special education extension. In order to meet the New York State Education • M.S.Ed. leading to 2nd initial certification To determine whether or not the online Department's licensing requirements, students along with optional Bilingual Extension in one programs are appropriate for you, ask yourself if must have taken as part of their general education of the following areas: you can answer YES to the following: coursework 12 semester hours or the equivalent of - Childhood Urban Education • You are a self-motivated learner who can keep the study of a language other than English. If this - Early Childhood Urban Education up with readings and assignments. requirement is not met on admission to the - Early Childhood/Childhood Urban Education • You have sufficient computer skills (e.g., program, it can be met concurrently with the - Adolescence Urban Education advanced word-processing, PowerPoint, student's completing program requirements. - Teaching Urban Children with Disabilities discussion forums, video conferencing, etc.) Advanced Certificate, TESOL - Teaching Urban Adolescents with Disabilities • You have updated computer equipment (no • Individuals without prior teaching certification more than three years old) at home and high- (Teaching English to Speakers of who are interested in bilingual education may speed internet access. Other Languages) pursue the M.S.Ed. leading to 1st initial • You will be required to purchase additional [Program Code 39072] {HEGIS: 1508} certification along with the optional Bilingual equipment including a headset and webcam if Extension in one of the following areas: you do not have one built-in. Must complete all courses listed below. - Childhood Urban Education Tuition Support, Costs, and Reimbursement - Early Childhood Urban Education LIU and the NYSED Intensive Teacher TAL 805A Linguistics and the 3.00 - Early Childhood/Childhood Urban Education Institute (ITI) program offer significant tuition Structure of English for - Adolescence Urban Education support to eligible bilingual special education Teachers - Teaching Urban Children with Disabilities applicants. TAL 825A First and Second 3.00 - Teaching Urban Adolescents with Disabilities Note: Language Acquisition and • ITI funding covers ONE 3-credit course per Classroom Practice Advanced Certificate, Bilingual semester. You must take courses in consecutive semesters, including summers. You will be TAL 826 Curriculum and TESOL 3.00 Education given a course sequence, which must be Pedagogy [Program Code 24878] {HEGIS: 0899} followed. TAL 828 ESOL and Content Area 3.00 • NYCDOE scholarship recipients, such as NYC Instruction: Adol 6-12 Must complete all courses below. Teaching Fellows or Teachers of Tomorrow, TAL 804 Fundamentals of 3.00 are not eligible to receive New York State ITI TAL 868 Second Language 3.00 Linguistics funding. Literacy and Biliteracy TAL 823 Bilingualism and 3.00 • If you are not eligible for ITI funding and you TAL 886B Student Teaching for the 1.00 Bilingual/Multicultural still want to take the program, you are most Practicing Teacher: Education welcome to do so at the full cost. Financial aid TESOL is available for students taking a minimum of 6 TAL 862 ESL Curriculum and 3.00 credits per semester. See Methodology: Teaching liu.edu/Brooklyn/Financial-Services.aspx Credit and GPA Requirements Literacy K-12 • Please note tuition reimbursement is paid by Minimum Total Credits: 13-16 Credits LIU and ITI upon completion of the course, so Minimum GPA: 3.0 a grade must be posted first in order for the

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reimbursement to be credited to your account. Intensive Teacher Institute (ITI) Scholarship and Eligibility Criteria Determination of ITI eligibility rests with the ITI office, but these guidelines will assist you in deciding whether or not to apply for this funding. • You are a certified special education teacher (initial or preferably professional/permanent) working out-of-license with bilingual students in your class. You must currently teach in the native language and English, but you do not have the approved certification to do so. If you teach at the secondary level, you may be a bilingual content area teacher (e.g., social studies, math or science), but not a Spanish teacher. • You are bilingual in a language other than English. You must be proficient enough to pass the NYSTCE Bilingual Education Assessment (BEA), the required exam for the NYS Bilingual Education Extension. The BEA includes speaking, reading, writing and listening components in the non-English language and other content from the bilingual extension courses. • Your administrator (principal and/or superintendent) must recommend you for the ITI scholarship by signing the ITI application and verifying your teaching placement in a bilingual program and stating the need for your credential by providing numbers of students and staff currently at your school. • After obtaining the extension, you must commit to working for two years in a bilingual education setting; otherwise, you may be asked to repay the tuition scholarship. For information about the ITI tuition scholarship and to download the application, go to www.emsc.nysed.gov/biling/bilinged/iti.html or call 631-244-4016. Admissions You must be fully admitted to LIU to participate in the online program. For admissions information, visit liu.edu/Brooklyn/Admissions/Graduate.aspx For Consideration and Information To be considered by LIU for this special program, please click this link to fill out the questionnaire at http://studentvoice.com/liu/onlineprogrameligibilt y. Upon receipt of your questionnaire, you will be contacted promptly about next steps.

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Teaching and Learning Courses TAL 690 Student Teaching in Physical Education Provides an overview of the social, political, A student teaching semester that prepares reflective historical, cultural and educational contexts of physical education teachers who work to create disability. Students will explore the history of TAL 088 Textual Strategies for Educators excellent physical activity environments in schools Special Education legislation and litigation that A course that focuses on improving school for all students Students participate in every aspect have influenced the field, attitudes toward people professionals' abilities to write academic essays and of practice including planning, implementation and with disabilities, images in the media, and different developing reading strategies to be applied to the assessment of curriculum and instruction. They perspectives on the meaning of disability. Major comprehension of complex texts in the field of immerse themselves in the life of a school, issues in the fields of Special Education and education. Students will be involved in writing, recording and thinking about the purposes, Disability Studies as well as topics central to the editing and rewriting, as well as doing close reading complexities and consequences of what they do as lives of people with disabilities such as transition, of texts. Pass/Fail only. This course has an teachers in order to learn from their experiences. employment, and self-determination will be additional fee. Students are supervised by a university faculty emphasized. Credits: 0 member and a cooperating teaching in the The pre-requisite or co-requisite of TAL 801 is Every Fall and Spring participating school. Student teaching is full-time, required or membership in NYC Teaching Fellows five days a week for 15 weeks. Students have two Student Group 1 or Group 2, or in the Partner TAL 602 Understanding Urban Youth placements; half of their time is spent in a pre-K Teachers Student Group During this first semester students will develop an through sixth grade setting, the other half in a Credits: 3 orientation toward themselves and adolescents, grade 7 through 12 setting. Every Fall and Spring their families and communities that assumes Credits: 3 capacity. They will be placed in a Community-Based Not Set TAL 804 Fundamentals of Linguistics Organization (CBO) or another institution that An introduction to the basic concepts of linguistics serves youth, and a school where they will observe TAL 801 Issues in Urban Education needed to understand second language acquisition, adolescents and the systemic conditions that frame Using the School of Education KEEPS mission as a language variation in urban settings, and ESL their lives. The core learning activities will be based context, this course examines the intersection of pedagogy for diverse learners. Students will become on descriptive reviews of students, funds of individuals, families, schools, communities, and familiar with the main components of language knowledge, inquiry into language and literacy, and society as they exist and interact in urban settings. structure (phonological, morphological, syntactic, community mapping. Students will assess how the Through readings and class discussion, students will and lexical) and will learn their significance from a intersection of race, socio-economic class, examine schooling from historical, philosophical, psycholinguistic perspective. They will analyze data immigration status, gender, sexual orientation, sociological, economic, and political perspectives. from languages spoken in New York City. linguistic orientation and ability influence and Factors such as language, ability, socioeconomic Credits: 3 frame educational contexts, and adolescents’ biases class, ethnicity, race, gender and sexuality will be Annually and assumptions. They will have opportunities to introduced through a critical perspective in order to reflect on how knowledge is constructed and understand how they influence and shape urban TAL 805 Linguistics and the Structure of English explore the role of the teacher as an intellectual and education. Students will have the opportunity to for Teachers a change agent. engage in field-based research related to issues This course addresses the structural components of Credits: 6 studied. language. Students develop and apply the Annually Credits: 3 knowledge of phonology, morphology, and syntax Every Fall and Spring to understand the structure of the English TAL 607 Independent Study Language and their students' development of oral Content is developed by faculty and student. TAL 802 Language and Literacy and written fluency in English. Teaching Credits: 1 to 3 A course focusing on the relationship between oral candidates learn to design and implement On Demand language and literacy, highlighting the contextualized activities and instructional psycholinguistic and social foundations of reading. techniques to assist their students in developing TAL 680 Inclusive Pedagogy: Practicum I Principles of first and second language acquisition, phonemic awareness, using their knowledge of Students will develop an orientation toward dialectal differences, and the development of morphology, building vocabulary and using the themselves and adolescents, their families and literacy in English Language Learners and bilingual syntactic structures of English in oral and written communities that assumes capacity. They will be children will be addressed. Students will be communication. The course prepares students to placed in a Community-Based Organization (CBO) introduced to different philosophical approaches to analyze and describe the language spoken by or another institution that serves youth, and a teaching reading and will explore the connection learners at different stages of language acquisition school where they will observe adolescents and the between reading and writing. They will examine the and to instruct their students to contrast their systemic conditions that frame their lives. The core cognitive and sociolinguistic processes involved in native language and English. Attention to the learning activities will be based on descriptive making meaning from text, including the teaching of formal and informal English and the reviews of students, funds of knowledge, inquiry importance of background knowledge, as well as use of English for a variety of purposes, including into language and literacy, and community processes underlying word recognition. The role of the use of academic language is also provided. mapping. Students will assess how the intersection multicultural literature for children will be The pre-requisite or co-requisite of TAL 801 is of race, socio-economic class, immigration status, highlighted. Students will be introduced to a variety required or membership in the NYC Teaching gender, sexual orientation, linguistic orientation of literacy resources, including children's libraries Fellow Student Group or in the ISTART Student and ability influence and frame educational and relevant Web sites. Group. contexts, and adolescents’ biases and assumptions. The pre-requisite or co-requisite of TAL 801 is Credits: 3 They will have opportunities to reflect on how required. Annually knowledge is constructed and explore the role of Credits: 3 the teacher as an intellectual and a change agent. Every Fall and Spring TAL 805A Linguistics and the Structure of Credits: 9 English for Teachers: ADV CRT Annually TAL 803 Perspectives on Disability This course addresses the structural components of

Page 139 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021 language. Students develop and apply the Annually with a diverse range of multicultural literature for knowledge of phonology, morphology, and syntax middle-school children and adolescents. Practices to understand the structure of the English TAL 812 Lives of Adolescents related to assessment and the organization of Language and their students' development of oral A course that focuses on the experience of pre- instruction will be introduced. Strategies for and written fluency in English. Teaching adolescents and adolescents from diverse adaptation of instruction for children of diverse candidates learn to design and implement backgrounds with a range of abilities using abilities and language backgrounds will also be contextualized activities and instructional developmental, non-developmental, historical, and addressed. Fifteen hours of structured fieldwork techniques to assist their students in developing cultural approaches. Theories of development will required. phonemic awareness, using their knowledge of be studied as they apply to the adolescent learner in A pre requisite of TAL 802 is required. morphology, building vocabulary and using the families, communities, peer groups and schools. Credits: 3 syntactic structures of English in oral and written Physical, cognitive, socio-emotional and moral Annually communication. The course prepares students to domains of development with implications for analyze and describe the language spoken by learning will be studied. Throughout the course, TAL 822 Assessment and Special Education learners at different stages of language acquisition attention will be given to ways in which culture, The historical, political and social context of the and to instruct their students to contrast their gender, disability, race, class, language, ethnicity testing and standards movements and their relation native language and English. Attention to the and sexual orientation play a role in the process of to assessment practices in Special Education will be teaching of formal and informal English and the learning and development. The lives of adolescents critically examined. The concepts of reliability and use of English for a variety of purposes, including with typical and atypical development will be validity will be explored and their relevance to the use of academic language is also provided. Ten explored through observations and readings. standardized and teacher-made tests, as well as hours of structured fieldwork required. Fourteen hours of structured fieldwork required. alternative assessment techniques, will be discussed. Credits: 3 For students pursuing the middle childhood Emphasis will be given to the underlying Annually extension, 20 hours of fieldwork at the middle assumptions of the tests and to race, class, language, school level will be required. and gender implications in using the tests. The TAL 810 Early Development The pre-requisite or co-requisite of TAL 801 is process by which students receive special education An examination of the experience of young required or membership in NYC Teaching Fellows services will be investigated. children from infancy through early childhood Student Group 1 or Group 2, or in the Partner The pre-requisite of TAL 803 is required. using developmental, non-developmental, Teachers Student Group Credits: 3 historical, and cultural approaches. Students will Credits: 3 Annually consider different theories of early development Annually and their implications for understanding children. TAL 823 Bilingualism and Attention will be given to physical, cognitive, socio- TAL 816 Teaching Literacy K-6 Bilingual/Multicultural Education emotional, and moral domains of development, A course that addresses the teaching of literacy in Introduction to the individual, social, cognitive and and their relation to learning and socialization. grades K-6 from the emergent to the fluent reader. linguistic nature of bilingualism, including second Students will also examine the role of culture, Students will be introduced to a variety of language acquisition, sociology of language, and the gender, disability, race, class, language, and ability approaches for teaching reading and writing, relationship between language and culture. in the process of learning and development. The including strategies for teaching word recognition, Students will examine the socio-political, historical, lives of children with typical and atypical phonics, vocabulary, and comprehension through and legal foundations that have shaped bilingual development will be explored through observations the use of multicultural literature and and multicultural education policies, program and readings. Fifteen hours of structured fieldwork incorporation of multiple literacies. The use of models, and teaching and assessment practices. required. reading for content area knowledge development Issues pertaining to second language learners with A pre or co requisite of TAL 802 is required. will be examined as well as reading assessment and diverse learning needs will be addressed. Students Credits: 3 evaluation. This course will approach reading from will develop an understanding of the distinction Annually a developmental perspective, using strategies for between language differences and language adaptation of instruction for children with diverse disability. Fifteen hours of structured fieldwork TAL 811 Lives of Children abilities and language backgrounds within a required. Students pursuing the bilingual extension A course focusing on the experience of childhood collaborative, inclusive model. Approaches to will have an additional twenty hours of fieldwork. from infancy to preadolescence using remediation of difficulties in literacy will also be Credits: 3 developmental, non-developmental, historical, and addressed. Ten hours of structured fieldwork Annually cultural approaches. Students will consider required. different theories of development as well as A pre requisite of TAL 802 is required. TAL 824 Inclusive Pedagogy: Practicum 2 physical, cognitive, socio-emotional and moral Credits: 3 Students will continue to learn and investigate how domains of development, with implications for Annually to plan for and teach STEM and Humanities in learning and socialization. Consideration will be secondary classrooms. Practicum II is organized into given to the role of culture, gender, disability, race, TAL 817 Teaching Literacy: Grades 5-12 three components: inclusive practices seminar, and class, language, and sexual orientation in the A course that addresses the teaching of literacy at two learning labs. Building on the content covered process of learning and development. The lives of the middle childhood and adolescent levels from a in Practicum 1, students will develop skills with an children with typical and atypical development will developmental perspective, building upon the emphasis on teacher inquiry, collaboration, co- be explored through observations and readings. foundations of literacy established in early planning, co-teaching and creating culturally Fourteen hours of structured fieldwork required. childhood and childhood. Emphasis will be on the responsive, inclusive classroom communities. Lab 1 The pre-requisite or co-requisite of TAL 801 is development of fluent mature reading, including will focus on planning and teaching a unit in each required or membership in NYC Teaching Fellows strategies for teaching vocabulary, critical thinking, content area (STEM and Humanities), while Lab 2 Student Group 1 or Group 2, or in the Partner reading in the content areas, and study skills. will introduce the edTPA requirements. In this first Teachers Student Group Various approaches to the teaching of writing will phase of the student teaching experience, students Credits: 3 be presented, and students will become familiar will be placed in an Integrated Co-teaching

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Classroom (ICT), where they will teach both STEM and electronic media as well as participatory communication that are linguistically and culturally and Humanities content to students with and techniques, theater, role playing, games, visual arts, appropriate. Fifteen hours of structured fieldwork without disabilities, enabling them to be eligible for and music to teach ELLs. The integration of these required. dual certification in special and general education . approaches and techniques with content area and A pre requisite of TAL 827 is required Credits: 9 literacy instruction is emphasized. Strategies to Credits: 3 Annually differentiate instruction and teach in multi-level Annually ESL classrooms are addressed. Fifteen hours of TAL 825 First and Second Language Acquisition structured fieldwork required. TAL 830 Classroom Inquiry I and Classroom Practice A pre or co requisite of TAL 801 and 802 is The course aims to develop and improve aspects of Students become knowledgeable of different required. teaching practice through inquiring about students theories of language acquisitions as well as the role Credits: 3 work with children and adolescents in classrooms that individual differences such as age, literacy, Annually and other educational settings from a motivation, and personality play in L1 and L2 phenomenological perspective. Through learning. Teaching candidates learn to recognize TAL 827 ESOL and Content Area Instruction: collaborative inquiry, students will learn disciplined different stages of acquisition and understand the Childhood K-6 modes of observation and description and a range nature of typical second language errors. Students This course prepares students to plan and of ways to document aspects of Teaching and design instructional strategies and classroom implement instruction that develops language, Learning. They will complete a child study environments to support their students' oral and literacy and content knowledge in English. including the collecting and describing of the written first and second language development. Students become knowledgeable of how to design child's work and a Descriptive Review of the Child. These strategies include the use of technology, classroom activities and use resources to teach the In addition, students will investigate the literature, and opportunities for linguistic content areas through units that provide assumptions about persons and knowledge-making interaction. The course prepares students to use opportunities to use language in meaningful underlying the phenomenological modes of inquiry language proficiency assessments to plan contexts. Students learn to integrate subject matter basic to the child study. Students will begin to curriculum, modify instruction and monitor and language learning objectives and engage their develop a conceptual understanding of the nature students' progress. students in problem-solving inquiries in science, of inquiry, documentation, evidence, questions, A pre requisite of TAL 802 is required. math and social studies. They are prepared to and knowledge. Thirty hours of structured Credits: 3 create print-rich classroom environments in which fieldwork required. Annually their students can use print regardless of their Pre or co -requisite of TAL 801, ALCX 702, 703, developmental stage in English and formal 704 and 705 is required or membership in NYC TAL 825A First and Second Language Acquisition accuracy. Ways to plan instruction to meet diverse Teaching Fellow Group or in ISTART Group. and Classroom Practice: ADV CRT developmental and learning needs as well as Credits: 3 Students become knowledgeable of different cultural styles are included. The use of educational Every Fall and Spring theories of language acquisitions as well as the role resources, including technology and children''s that individual differences such as age, literacy, literature is addressed. The course also attends to TAL 831 Teaching Social Studies 1-6 motivation, and personality play in L1 and L2 family and community involvement and the use of Introduction to a theme-based, literature-rich, learning. Teaching candidates learn to recognize the home language to support literacy. English multicultural approach to teaching and learning different stages of acquisition and understand the acquisition and content knowledge development. social studies. The course focuses on the teaching of nature of typical second language errors. Students Fifteen hours of structured fieldwork required. social studies through literacy, critical thinking, and design instructional strategies and classroom A pre or co requisite of TAL 802 is required. an inquiry approach using student-centered environments to support their students' oral and Credits: 3 projects. Students will learn to look at their own written first and second language development. Annually classrooms as places where inclusive community These strategies include the use of technology, living can be practiced and where children can literature, and opportunities for linguistic TAL 828 ESOL and Content Area Instruction: begin to explore values like community interaction. The course prepares students to use Adolescence 6-12 responsibility, equality, diversity, and freedom as language proficiency assessments to plan This course prepares students to create learning preparation for democratic citizenship. They will curriculum, modify instruction and monitor environments that allow ELLs to access the core design instruction and assessments to help diverse students' progress. Fifteen hours of structured curriculum by integrating language and content learners meet NYS/Common Core Learning fieldwork required. instruction and choosing and adapting educational Standards. Relevant uses of technology will be Credits: 3 resources, including technology. Teaching explored. Ten hours of structured fieldwork Annually candidates learn to assess students' background required. knowledge and consider their language proficiency The pre-requisite of TAL 830 required or the TAL 826 Curriculum and TESOL Pedagogy to plan and implement student-centered and student must be active in the NYC Teaching This course prepares teaching candidates to design culturally-relevant instruction to teach math, Fellows Student Group or Partner Teachers learning environments for ELLs by examining a science and social studies. The use of reading and Student Group. wide range of approaches, practices and materials writing to promote language and content Credits: 3 for the ESL classroom. Issues in second language knowledge learning in English and the use of Annually pedagogy and varied approaches and methods in linguistic and nonlinguistic support to enhance second language teaching such as Sheltered comprehension are addressed. Students become TAL 832 Teaching the Arts 1-6 Instruction, Community Language Learning, Total knowledgeable on how to plan and manage A course that introduces students to the role of the Physical Response, and the Natural and instruction for diverse groups of learners and arts and movement in elementary education as a Comprehension Approaches are included. various developmental needs, including students means of helping children make sense of the world, Students design and present lesson and curriculum with disabilities and those with limited or express understanding of their experience, and plans and use classroom-based assessments of interrupted formal schooling. They become develop aesthetic appreciation. Students will children's learning. They practice using technology acquainted with strategies for school-home explore the importance of developing creativity and

Page 141 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021 self-expression in children. They will participate in secondary curriculum in the student's particular The pre-requisite or co-requisite of TAL 801 is movement, music, drama, and visual arts activities discipline with a focus on teaching students with required. appropriate for the elementary school classroom. diverse backgrounds and needs. Students will Credits: 3 Through active exploration of various media and become familiar with NYS/Common Core Annually materials students will learn how to integrate the Learning Standards as well as ways to bring arts into their classroom teaching. Course enriching multiple representations of content and TAL 841D Curriculum in the Secondary experience will include field trips to art museums multicultural materials to their classroom Classroom: Mathematics and performances appropriate for elementary instruction. The use of literature, technology, A course with students as researchers of the school children. audio-visual material, and the resources of New secondary curriculum in the student's particular The pre-requisite of TAL 830 required or the York City will be highlighted so that students can discipline with a focus on teaching students with student must be active in the NYC Teaching become resourceful teachers who understand diverse backgrounds and needs. Students will Fellows Student Group or Partner Teachers curriculum design and know how to access and become familiar with NYS/Common Core Student Group. utilize a range of materials for adolescents of Learning Standards as well as ways to bring Credits: 3 varying interests, abilities, and language enriching multiple representations of content and Annually backgrounds. Fifteen hours of structured fieldwork multicultural materials to their classroom required. instruction. The use of literature, technology, TAL 833 Teaching Science/Technology 1-6 The pre-requisite or co-requisite of TAL 801 is audio-visual material, and the resources of New A course that focuses on the development and required. York City will be highlighted so that students can implementation of inquiry-based curricula to Credits: 3 become resourceful teachers who understand promote in-depth scientific literacy. Emphasis will Annually curriculum design and know how to access and be placed on raising questions, planning and utilize a range of materials for adolescents of developing solutions for open-ended science TAL 841B Curriculum in the Secondary varying interests, abilities, and language problems, formative assessment, and the use of Classroom: Chemistry backgrounds. Fifteen hours of structured fieldwork technology as a teaching tool. While reinforcing A course with students as researchers of the required. knowledge of basic scientific concepts and inquiry secondary curriculum in the student's particular The pre-requisite or co-requisite of TAL 801 is skills, students will construct unit plans as a discipline with a focus on teaching students with required. mechanism for integrating learning. Attention will diverse backgrounds and needs. Students will Credits: 3 be paid to developing strategies for helping children become familiar with NYS/Common Core Annually with diverse learning needs to meet NYS/Common Learning Standards as well as ways to bring Core Learning Standards. Ten hours of structured enriching multiple representations of content and TAL 841E Curriculum in the Secondary fieldwork required. multicultural materials to their classroom Classroom: Social Studies The pre-requisite of TAL 830 required or the instruction. The use of literature, technology, A course with students as researchers of the student must be active in the NYC Teaching audio-visual material, and the resources of New secondary curriculum in the student's particular Fellows Student Group or Partner Teachers York City will be highlighted so that students can discipline with a focus on teaching students with Student Group. become resourceful teachers who understand diverse backgrounds and needs. Students will Credits: 3 curriculum design and know how to access and become familiar with NYS/Common Core Annually utilize a range of materials for adolescents of Learning Standards as well as ways to bring varying interests, abilities, and language enriching multiple representations of content and TAL 834 Teaching Math/Technology 1-6 backgrounds. Fifteen hours of structured fieldwork multicultural materials to their classroom A course that utilizes an inquiry approach to required. instruction. The use of literature, technology, explore big ideas in mathematics and to The pre-requisite or co-requisite of TAL 801 is audio-visual material, and the resources of New demonstrate how these ideas are evident across required. York City will be highlighted so that students can cultures. The following questions will be raised: Credits: 3 become resourceful teachers who understand What is the teacher's role in children's learning of Annually curriculum design and know how to access and mathematics? What abilities do children develop utilize a range of materials for adolescents of through the learning of mathematics? How do TAL 841C Curriculum in the Secondary varying interests, abilities, and language teachers know what children need? How do Classroom: English backgrounds. Fifteen hours of structured fieldwork teachers organize their work to address those needs A course with students as researchers of the required. in the classroom? Students will be introduced to the secondary curriculum in the student's particular The pre-requisite or co-requisite of TAL 801 is use of technology as a tool in the teaching of discipline with a focus on teaching students with required. mathematics. Attention will be paid to developing diverse backgrounds and needs. Students will Credits: 3 strategies for helping children with diverse learning become familiar with NYS/Common Core Annually needs to meet NYS/Common Core Learning Learning Standards as well as ways to bring Standards within a collaborative, inclusive model. enriching multiple representations of content and TAL 842A Teaching Methods in the Secondary Approaches to addressing difficulties in math will multicultural materials to their classroom Classroom: Biology be explored. Ten hours of structured fieldwork instruction. The use of literature, technology, A course in which students will actively learn about required. audio-visual material, and the resources of New the practice of teaching and co-teaching on the The pre-requisite of TAL 830 is required. York City will be highlighted so that students can secondary level. Topics to be explored will include Credits: 3 become resourceful teachers who understand lesson and unit planning, multicultural curriculum Annually curriculum design and know how to access and and teaching, student-centered teaching strategies, utilize a range of materials for adolescents of project-based classroom instruction, methods of TAL 841A Curriculum in the Secondary varying interests, abilities, and language assessment, and classroom management. Students Classroom: Biology backgrounds. Fifteen hours of structured fieldwork will develop and implement unit plans to meet A course with students as researchers of the required. NYS/Common Core Standards for adolescents of

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 142 LIU Brooklyn varying abilities and language backgrounds. will develop and implement unit plans to meet approach to learning. The focus will be on the Students will explore ways to develop and NYS/Common Core Standards for adolescents of whole child in learning contexts that enhance differentiate lessons and assessments based on varying abilities and language backgrounds. physical cognitive, social, and emotional students' learning needs and/or Individualized Students will explore ways to develop and development and aesthetic appreciation. Particular Educational Programs (IEPs). Fifteen hours of differentiate lessons and assessments based on consideration will be given to the role of the group structured fieldwork required. students' learning needs and/or Individualized in individual learning. A variety of early childhood The pre-requisites of TAL 801 and 841A are Educational Programs (IEPs). Fifteen hours of curricula will be reviewed. Fifteen hours of required. structured fieldwork required. structured fieldwork required. Credits: 3 The pre-requisites of TAL 801 and 841D are A pre or co requisite of TAL 802 is required. Annually required. Credits: 3 Credits: 3 Annually TAL 842B Teaching Methods in the Secondary Annually Classroom: Chemistry TAL 845 Math and Science in Early Childhood A course in which students will actively learn about TAL 842E Teaching Methods in the Secondary This course will prepare students to design the practice of teaching and co-teaching on the Classroom: Social Studies environments and curriculum for the development secondary level. Topics to be explored will include A course in which students will actively learn about of math and science knowledge in early childhood. lesson and unit planning, multicultural curriculum the practice of teaching and co-teaching on the Students will learn to create learning centers for and teaching, student-centered teaching strategies, secondary level. Topics to be explored will include young children based on principles of discovery, project-based classroom instruction, methods of lesson and unit planning, multicultural curriculum hands-on experience, and reasoning to reinforce assessment, and classroom management. Students and teaching, student-centered teaching strategies, basic math and science concepts and inquiry skills. will develop and implement unit plans to meet project-based classroom instruction, methods of They will also learn to develop instruction to meet NYS/Common Core Standards for adolescents of assessment, and classroom management. Students diverse needs, including those of English Language varying abilities and language backgrounds. will develop and implement unit plans to meet Learners and children who present development Students will explore ways to develop and NYS/Common Core Standards for adolescents of variations. Students will construct unit plans as differentiate lessons and assessments based on varying abilities and language backgrounds. mechanisms for integrating learning and meeting students' learning needs and/or Individualized Students will explore ways to develop and state learning standards. The role of formal and Educational Programs (IEPs). Fifteen hours of differentiate lessons and assessments based on informal assessment as a teaching tool will be structured fieldwork required. students' learning needs and/or Individualized examined. Fifteen hours of structured fieldwork The pre-requisites of TAL 801 and 841B are Educational Programs (IEPs). Fifteen hours of required. required. structured fieldwork required. A pre or co requisite of TAL 844 is required. Credits: 3 The pre-requisites of TAL 801 and 841E are Credits: 3 Annually required. Annually Credits: 3 TAL 842C Teaching Methods in the Secondary Annually TAL 846 Family Literacy and Parental Classroom: English Collaboration A course in which students will actively learn about TAL 843 Curriculum in Middle School This course will prepare students to design the practice of teaching and co-teaching on the A course in which students learn to create, evaluate, environments and curriculum for the development secondary level. Topics to be explored will include and implement middle school curriculum by asking of language and literacy at home and the early lesson and unit planning, multicultural curriculum questions about language arts, math, science, and childhood center. Collaborative and inclusive and teaching, student-centered teaching strategies, social studies. Students will become familiar with approaches to family literacy will be emphasized. project-based classroom instruction, methods of NYS/Common Core Learning Standards and how These include how to work with diverse families on assessment, and classroom management. Students to integrate these standards into the curriculum issues of child development, including will develop and implement unit plans to meet they develop for diverse learners. In-depth developmental variations, the role of first and NYS/Common Core Standards for adolescents of exploration of critical issues across subject areas will second language acquisition, bilingualism and varying abilities and language backgrounds. be emphasized. Effective ways of teaching middle culture in child rearing. Students will be introduced Students will explore ways to develop and school learners will be explored. Pedagogical to a variety of activities and materials to promote differentiate lessons and assessments based on approaches will include student centered teaching family literacy activities such as songs, language students' learning needs and/or Individualized and learning, group work, project-based learning, games, reading children's books; as well as materials Educational Programs (IEPs). Fifteen hours of and authentic modes of assessment. Students will on parenting, adult literacy and English as a Second structured fieldwork required. explore how to select and adapt appropriate Language. They will learn to partner with family The pre-requisites of TAL 801 and 841C are materials for adolescents. Thirty hours of structured members to create literacy activities in the home required. fieldwork required. and access to literacy resources in the community. Credits: 3 Credits: 3 Ten hours of structured fieldwork required. Annually On Demand A pre requisite of TAL 802 is required. Credits: 3 TAL 842D Teaching Methods in the Secondary TAL 844 Environments Practices and Play in Annually Classroom: Mathematics Early Childhood A course in which students will actively learn about This course studies the relationship between play TAL 851 Curriculum Theory and Practice in the practice of teaching and co-teaching on the and learning for young children and the Special Education: Childhood secondary level. Topics to be explored will include significance of providing opportunities for choices An exploration of the role of curriculum in schools lesson and unit planning, multicultural curriculum in their interactions with the world. Students will with an emphasis on teaching learners with diverse and teaching, student-centered teaching strategies, learn how to create safe and stimulating classroom learning needs. Students will learn to evaluate the project-based classroom instruction, methods of environments that provide positive behavior appropriateness of existing curricula for children assessment, and classroom management. Students support for a multicultural, inclusive and anti-bias with disabilities while developing curricula based on

Page 143 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021 an assessment of learner's interests, strengths, and Students learn to create respectful classroom Teaching methods that support a collaborative individual needs. Strategies and instructional communities that support children and adolescents learning environment, such as cooperative learning technology for modifying and adapting curricula for in developing communication and social skills groups and co-teaching, will be explored. Ten hours students with varying abilities will be presented. leading to satisfying interpersonal relationships. of structured fieldwork required. Students will investigate the impact of Students will explore various ways of thinking The pre-requisite of TAL 856 is required. NYS/Common Core Learning Standards and about behavior. They will also learn approaches Credits: 3 Individualized Educational Programs (IEPs) on grounded in person-centered values, including Annually development and implementation of curriculum for collaborative problem-solving processes to develop students with disabilities. Trends and issues in the individualized interventions. Theoretical TAL 862 ESL Curriculum and Methodology: field of curriculum will be discussed in relation to foundations and methods for supporting students Teaching Literacy K-12 the delivery of special education services. Ten hours with disabilities and documenting and interpreting A study of different approaches to teaching ESL in of structured fieldwork required. their behaviors will be addressed. Various an urban classroom with a focus on all aspects of The pre-requisite of TAL 803 is required or the perspectives on constructing classroom language and literacy, including listening, speaking, student must be active in the NYC Teaching environments such as Positive Behavior Support, reading, and writing, at different levels of Fellows Student Group or Partner Teachers Responsive Classrooms, and conflict resolution will proficiency in English. Students will learn to Student Group. be explored. develop literacy through the content areas. They Credits: 3 A pre requisite of TAL 803 is required. will also become familiar with uses of technology in Annually Credits: 3 an ESL setting and with literacy and language Annually proficiency assessment. Students will learn how to TAL 852 Strategies for Teaching Learners with help English Language Learners of varying ability Diverse Needs: Childhood TAL 856 Curriculum Theory and Practice in meet NYS/Common Core Learning Standards in Characteristics of children with particular disability Special Education: Middle Childhood / literacy. Fifteen hours of structured fieldwork classifications, as well as cultural, linguistic, gender, Adolescence required. and ability differences, will be studied as a basis for An exploration of the role of curriculum in schools Credits: 3 considering strategies for teaching. Ideas, methods, with an emphasis on teaching learners with diverse Annually and strategies for assessing student needs and for learning needs. Students will learn to evaluate the designing, adapting, implementing, and evaluating appropriateness of existing curricula for children TAL 863 ESL Curriculum and Methodology: instructional practices in academic content areas with disabilities while developing curricula based on Teaching Content Areas K-12 will be considered. Emphasis will be placed on an assessment of learner's interests, strengths, and An examination of the practices of teaching the developing the ability to teach through a variety of individual needs. Strategies and instructional content areas of science, mathematics, social studies teaching methods, including new technologies and technology for modifying and adapting curricula for and language arts through English. Strategies for effective utilization of time, space, materials, and students with varying abilities will be presented. implementing sheltered instruction, adapting equipment. Consideration will be given to teaching Students will investigate the impact of the materials, and developing vocabulary in specific learners content in academic subject areas based on NYS/Common Core Learning Standards and content areas will be introduced. Attention is given the NYS/Common Core Learning Standards. Individualized Education Programs (IEPs) on to the teaching of content areas to second language Teaching methods which support a collaborative development and implementation of curriculum for learners with disabilities. The use of technology in learning environment, such as cooperative learning students with disabilities. Trends and issues in the teaching ESL is presented along with assessment groups and co-teaching, will be explored. Ten hours field of curriculum will be discussed in relation to tools for measuring progress in specific subject of structured fieldwork required. the delivery of special education services. Ten hours areas. Students learn to develop their own The pre-requisite of TAL 851 is required. of structured fieldwork required. curriculum and materials in a workshop setting. Credits: 3 The pre-requisite of TAL 803 is required or the Fifteen hours of structured fieldwork required. Annually student must be active in the NYC Teaching Credits: 3 Fellows Student Group or Partner Teachers Annually

TAL 853 Collaboration and Consultation: Family Student Group. TAL 866 Native Language Teaching in the School, and Community Credits: 3 Bilingual Classroom An exploration of various team approaches and the Annually roles of team members in the delivery of special An exploration of theories of literacy and related education services. Professional and family TAL 857 Strategies for Teaching Learners with teaching practices to develop native language perspectives will be examined in relation to the Diverse Needs: Middle Childhood / Adolescence reading, writing, speaking, and listening skills, and education of students with disabilities. Attention Characteristics of pre-adolescent and adolescent to use native language in teaching the content areas will be paid to the student within the context of a students with particular disability classifications, as (mathematics, science, and social studies). family system. Emphasis will be on fostering skills well as cultural, linguistic, gender, and ability Techniques of assessing native literacy skills will be that facilitate on-going and productive differences, will be studied as a basis for considering examined. Students will become familiar with communication among all team members. Students strategies for teaching. Ideas, methods, and native language resources in the community will become familiar with community agencies that strategies for assessing student needs and for through evaluating culturally appropriate curricula, provide support and services to children and designing, adapting, implementing, and evaluating children's literature and media. Students will also adolescents with disabilities and their families and instructional practices in academic content areas analyze and strengthen their own biliteracy skills. will learn to advocate on their behalf. Ten hours of will be considered. Emphasis will be placed on Fifteen hours of structured fieldwork required. structured fieldwork required. developing the ability to teach through a variety of Credits: 3 A pre requisite of TAL 803 is required. teaching methods, including new technologies and On Occasion

Credits: 3 effective utilization of time, space, materials, and TAL 867 Sociolinguistics and Teaching Annually equipment. Consideration will be given to teaching This course addresses the relationship between learners content in academic subject areas based on language and society and their role in mediating TAL 854 Classroom as Community the NYS/Common Core Learning Standards. educational success. The interplay of social class,

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 144 LIU Brooklyn ethnicity, age, and gender in language teaching and A course that addresses the language and literacy Credits: 3 learning is considered. Students examine the needs of adolescents and young adults with Every Fall and Spring multiple ways in which children are positioned in language based disabilities and who have had terms of language, ability, disability and learning. uneven or inadequate schooling. Students will learn TAL 881A Student Teaching: Early Childhood The ethnography of communication, classroom how to analyze language and literacy strengths, This course is designed for students seeking 1st discourse, conversational analysis, and intercultural develop materials, and design appropriate curricula Initial certification. It prepares reflective early communication as well as the pragmatics of to meet the literacy needs of adolescents and young childhood teachers who work to create excellent communication, linguistic variation, bilingualism, adults. Out of school literacies, home literacies, early childhood classrooms, environments and and code-switching are studied. Pidgins and youth literacies, and 21st century literacies will schools for young children. Students participate in Creoles, World Englishes, the politics of teaching provide a foundation for understanding academic every aspect of practice, including planning, English, and the role of the profession are strengths and needs of all learners with specific implementation, and assessment of curriculum and addressed. attention paid to English language learners, instruction. They immerse themselves in the life of A pre requisite of TAL 802 is required. speakers of a second dialect, and those with a school, recording and thinking about the Credits: 3 learning difficulties. Students will become familiar purposes, complexities, and consequences of what Annually with reading materials, dynamic assessment they do as teachers in order to learn from their materials, instructional materials, intervention experiences. Students are supervised by a university TAL 868 Second Language Literacy and Biliteracy programs, and other educational resources for this faculty member and a cooperating teacher in a This course addresses the connection between content. school or early childhood center and meet in literacy and second language acquisition regularly scheduled seminars. Students currently highlighting the theory and research on the A pre requisite of TAL 802 and 803 is required. employed as early childhood teachers (birth-second development of literacy in the native language, Credits: 3 grade) may, with faculty approval, complete the second language literacy, and biliteracy. Taking an experience in their place of employment. 75 days. additive approach, the course examines the Annually Pass/Fail only. Program approval required. linguistic and sociocultural foundations in the A pre requisite of TAL 802 and 803 is required. Credits: 3 development of literacy among English Language Credits: 3 Every Fall and Spring

Learners and the relationships between biliteracy On Occasion and content knowledge development. Students TAL 881B Student Teaching for the Practicing learn to teach for the development of academic TAL 879 Special Topics in Education Teacher: Early Childhood language as well as for the development of language An in-depth and intensive study of specific critical This course is designed for students seeking 2nd for a variety of purposes. Approaches to teaching areas of interest in education, as identified by initial certification. It prepares reflective teachers reading and writing in the second language as well faculty. With approval of program faculty, students who work to create excellent early childhood as ways to develop biliteracy are addressed. may apply a maximum of three credits to their classrooms, environments, and schools for young Students examine curricula and literature for degree program. Ten hours of fieldwork may be children. With guidance from college faculty, children and adolescents as well as available required. students apply concepts acquired throughout the technology to teach literacy to ELLs. Credits: 3 program to plan, implement, and assess instruction A pre or co requisite of TAL 828 is required. On Occasion in their own teaching practice. Students currently Credits: 3 teaching young children (birth-second grade) Annually TAL 880 Classroom Inquiry II complete student teaching in their own classrooms A course that aims to develop and improve aspects with guidance from college faculty. Students not TAL 873 Early Literacy of teaching practice by deepening students' currently employed in an early childhood setting A course that focuses on the importance of understanding of inquiry, documentation, complete a 20-day student teaching experience language development as a precursor to literacy in evidence, questions, and knowledge. Students will under the supervision of a cooperating teacher and children from birth to five years of age, including extend their learning of collaborative modes of college faculty. Students seeking and Advanced children who grow up in a bilingual environment classroom inquiry by formulating a question and Certificate in Early Childhood or Dual and those with developmental delays. It will address completing an inquiry into a school or classroom Certification in Early Childhood and another area the significance of providing a language-rich issue, a curricular activity, or an aspect of their must complete the student teaching required in environment at home and in formal educational teaching practice. Students will explore a range of their first certification before enrolling in TAL settings that offers children opportunities to engage literature related to the questions being 881B. The setting must be approved by early in meaningful acts of communication and social investigated. They will investigate and compare childhood faculty. 20 days. Pass/Fail only. interaction as they construct their own ideas and assumptions about persons and knowledge-making Program approval required. theories about the principles of language. The underlying various modes of inquiry through Credits: 1 importance of children's participation in literacy exposure to a range of research designs. Every Fall, Spring and Summer events with other children and adults will be emphasized. The role of play, sensory manipulation, The pre-requisite of TAL 830 and thirty hours of TAL 882A Student Teaching: Childhood music, movement, story telling, children's literature structured fieldwork are required or membership in This course is designed for students seeking 1st and the arts in the development of language and NYC Teaching Fellows Student Group or Partner Initial Certification. It prepares reflective literacy will be explored. Fifteen hours of structured Teachers Student Group elementary school teachers who work to create fieldwork required. excellent elementary classrooms and schools for all A pre requisite of TAL 802 is required. Credits: 3 urban students. Students participate in every aspect Credits: 3 Every Fall and Spring of practice, including planning, implementation, Annually The pre-requisite of TAL 830 required or the and assessment of curriculum and instruction. student must be active in the NYC Teaching They immerse themselves in the life of a school, TAL 875 Adolescent and Young Adult Basic Fellows Student Group or Partner Teachers recording and thinking about the purposes, Literacies Student Group. complexities, and consequences of what they do as

Page 145 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021 teachers in order to learn from their experiences. and schools for all urban students. Students apply This course is designed for students in an Students are supervised by a university faculty concepts acquired throughout the program to plan, alternative certification program. It prepares member and a cooperating teacher in the school implement, and assess instruction in their own reflective teachers who work to create excellent and meet in regularly sccheduled seminars. teaching practice. Students currently teaching elementary classrooms for urban children with Students currently employed as elementary school children with disabilities complete the student disabilities. Students participate in every aspect of teachers (grades 1-6) may, with faculty approval, teaching in their own classrooms with guidance practice, including planning, implementation, and complete the experience in their place of from college faculty. Students not currently assessment of curriculum and instruction. They employment. 75 days. Pass/Fail only. Program teaching children with disabilities complete a 20- immerse themselves in the life of a school, approval required. day student teaching experience under the recording and thinking about the purposes, Credits: 3 supervision of a cooperating teacher and college complexities, and consequences of what they do as Every Fall and Spring faculty. The setting must be approved by special teachers in order to learn from their experiences. education faculty. Pass/Fail only. Program approval Students are supervised by a university faculty TAL 883A Student Teaching: Adolescence required. member and meet in regularly scheduled seminars. This course is designed for students seeking 1st Credits: 1 Students currently employed as childhood special initial certification. It prepares reflective teachers Every Fall and Spring education teachers (grades 1- 6) complete the who work to create excellent secondary classrooms experience in their place of employment. and schools for all urban students. Students TAL 884C Student Teaching: Alternative Membership in NYC Teaching Fellow Group or in participate in every aspect of practice, including Childhood Special Education I Partner Teachers Group. planning, implementation, and assessment of This course is designed for students in an Credits: 0 curriculum and instruction. They immerse alternative certification program. It prepares On Demand themselves in the life of a school, recording and reflective teachers who work to create excellent thinking about the purposes, complexities, and elementary classrooms for urban children with TAL 884F Student Teaching for the Practicing consequences of what they do as teachers in order disabilities. Students participate in every aspect of Teacher: Alternate Childhood Special Education to learn from their experiences. Students are practice, including planning, implementation, and II supervised by a university faculty member and a assessment of curriculum and instruction. They This course is designed for students in an cooperating teacher in the school and meet in immerse themselves in the life of a school, alternative certification program. It prepares regularly scheduled seminars. Students currently recording and thinking about the purposes, reflective teachers who work to create excellent employed as secondary school teachers (grades 7- complexities, and consequences of what they do as elementary classrooms for urban children with 12), teaching in the subject area in which they are teachers in order to learn from their experiences. disabilities. Students participate in every aspect of seeking certification, may, with faculty approval, Students are supervised by a university faculty practice, including planning, implementation, and complete the experience in their place of member and meet in regularly scheduled seminars. assessment of curriculum and instruction. They employment. 75 days. Pass/Fail only. Program Students currently employed as childhood special immerse themselves in the life of a school, approval required. education teachers (grades 1- 6) complete the recording and thinking about the purposes, Credits: 3 experience in their place of employment. complexities, and consequences of what they do as Every Fall and Spring Membership in NYC Teaching Fellow Group or in teachers in order to learn from their experiences. Partner Teachers Group. Students are supervised by a university faculty TAL 884A Student Teaching: Childhood Special Credits: 3 member and meet in regularly scheduled seminars. Education On Demand Students currently employed as childhood special This course is designed for students seeking 1st education teachers (grades 1- 6) complete the initial certification. It prepares reflective teachers TAL 884D Student Teaching: Alternate experience in their place of employment. who work to create excellent elementary classrooms Childlhood Special Education II Membership in NYC Teaching Fellow Group or in for urban children with disabilities. Students This course is designed for students in an Partner Teachers Group. participate in every aspect of practice, including alternative certification program. It prepares Credits: 0 planning, implementation, and assessment of reflective teachers who work to create excellent On Demand curriculum and instruction. They immerse elementary classrooms for urban children with themselves in the life of a school, recording and disabilities. Students participate in every aspect of TAL 885A Student Teaching: Adolescence Special thinking about the purposes, complexities, and practice, including planning, implementation, and Education consequences of what they do as teachers in order assessment of curriculum and instruction. They This course is designed for students seeking 1st to learn from their experiences. Students are immerse themselves in the life of a school, initial certification. It prepares reflective teachers supervised by a university faculty member and a recording and thinking about the purposes, who work to create excellent secondary classrooms cooperating teacher in the school and meet in complexities, and consequences of what they do as for urban students with disabilities. Students regularly scheduled seminars. Students currently teachers in order to learn from their experiences. participate in every aspect of practice, including employed as childhood special education teachers Students are supervised by a university faculty planning, implementation, and assessment of (grades 1- 6) may, with faculty approval, complete member and meet in regularly scheduled seminars. curriculum and instruction. They immerse the experience in their place of employment. 75 Students currently employed as childhood special themselves in the life of a secondary school, days. Pass/Fail only. Program approval required. education teachers (grades 1- 6) complete the recording and thinking about the purposes, Credits: 3 experience in their place of employment. complexities, and consequences of what they do as Every Fall and Spring Membership in NYC Teaching Fellow Group or in teachers in order to learn from their experiences. Partner Teachers Group. Students are supervised by a university faculty TAL 884B Student Teaching for the Practicing Credits: 3 member and a cooperating teacher in the school Teacher: Childhood Special Education On Demand and meet in regularly scheduled seminars. Students This course is designed for students seeking 2nd currently employed as adolescent special education initial certification. It prepares reflective teachers TAL 884E Student Teaching for the Practicing teachers (grades 7-12) may, with faculty approval, who work to create excellent elementary classrooms Teacher: Alternate Childhood Special Education I complete the experience in their place of

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 146 LIU Brooklyn employment. 75 days. Pass/Fail only. Program Students currently employed as adolescent special Teaching candidates participate in every aspect of approval required. education teachers (grades 7-12) complete the practice, including planning, implementation, and Credits: 3 experience in their place of employment. assessment of curriculum and instruction. They Every Fall and Spring Membership in NYC Teaching Fellow Group or in immerse themselves in the life of a TESOL Partner Teachers Group. classroom, recording and thinking about the TAL 885B Student Teaching for the Practicing Credits: 3 purposes, complexities, and consequences of what Teacher: Adolescence Special Education Annually they do as teachers in order to learn from their This course is designed for students seeking 2nd experiences. Students are supervised by a university initial certification It prepares reflective teachers TAL 885E Student Teaching for the Practicing faculty member and a cooperating teacher in the who work to create excellent elementary classrooms Teacher: Alternate Adolescence Special Education school and meet in regularly scheduled seminars. and schools for all urban students. Students apply I Candidates student-teach in an elementary and a concepts acquired throughout the program to plan, This course is designed for students in an secondary setting for a total of 75 days. Students implement, and assess instruction in their own alternative certification program. It prepares currently employed as a TESOL teacher in an teaching practice. Students currently teaching reflective teachers who work to create excellent appropriate setting may, with faculty approval, adolescents with disabilities complete the student secondary classrooms for urban adolescents with complete the experience in their place of teaching in their own classrooms with guidance disabilities. Students participate in every aspect of employment. Pass/Fail only. Program approval from college faculty. Students not currently practice, including planning, implementation, and required. teaching adolescents with disabilities complete a 20- assessment of curriculum and instruction. They Credits: 3 day student teaching experience under the immerse themselves in the life of a school, Every Fall and Spring supervision of a cooperating teacher and college recording and thinking about the purposes, faculty. The setting must be approved by special complexities, and consequences of what they do as TAL 886B Student Teaching for the Practicing education faculty. Pass/Fail only. Program approval teachers in order to learn from their experiences. Teacher: TESOL required. Students are supervised by a university faculty This course is designed for students seeking 2nd Credits: 1 member and meet in regularly scheduled seminars. initial certification. It prepares reflective teachers Every Fall and Spring Students currently employed as adolescent special who work to create student-centered and education teachers (grades 7-12) complete the challenging classrooms and supportive schools for TAL 885C Student Teaching: Alternate experience in their place of employment. 75 days. English Language Learners. Teacher candidates Adolescence Special Education I Pass/Fail only. apply concepts acquired throughout the program to This course is designed for students in an Membership in NYC Teaching Fellow Group or in plan, implement, and assess instruction in their alternative certification program. It prepares Partner Teachers Group. own teaching practice. Students currently teaching reflective teachers who work to create excellent Credits: 0 English as a second language complete the student secondary classrooms for urban adolescents with Annually teaching in their own classrooms with guidance disabilities. Students participate in every aspect of from college faculty. Students not currently practice, including planning, implementation, and TAL 885F Student Teaching for the Practicing teaching English as a second language complete a assessment of curriculum and instruction. They Teacher: Alternate Adolescence Special Education 20-day student teaching experience under the immerse themselves in the life of a school, II supervision of a cooperating teacher and college recording and thinking about the purposes, This course is designed for students in an faculty. The setting must be approved by TESOL complexities, and consequences of what they do as alternative certification program. It prepares faculty. Pass/Fail only. Program approval required. teachers in order to learn from their experiences. reflective teachers who work to create excellent Credits: 1 Students are supervised by a university faculty secondary classrooms for urban adolescents with Every Fall, Spring and Summer member and meet in regularly scheduled seminars. disabilities. Students participate in every aspect of Students currently employed as adolescent special practice, including planning, implementation, and TAL 886C Student Teaching: Alternate TESOL I education teachers (grades 7-12) complete the assessment of curriculum and instruction. They This course is designed for students in an experience in their place of employment. immerse themselves in the life of a school, alternative certification program. It prepares Membership in NYC Teaching Fellow Group or in recording and thinking about the purposes, reflective teachers who work to create excellent Partner Teachers Group. complexities, and consequences of what they do as elementary and secondary classrooms for urban Credits: 3 teachers in order to learn from their experiences. emerging bilingual learners. Students participate in Annually Students are supervised by a university faculty every aspect of practice, including planning, member and meet in regularly scheduled seminars. implementation, and assessment of curriculum and TAL 885D Student Teaching: Alternate Students currently employed as adolescent special instruction. They immerse themselves in the life of Adolescence Special Education II education teachers (grades 7-12) complete the a school, recording and thinking about the This course is designed for students in an experience in their place of employment. 75 days. purposes, complexities, and consequences of what alternative certification program. It prepares Pass/Fail only. they do as teachers in order to learn from their reflective teachers who work to create excellent Membership in NYC Teaching Fellow Group or in experiences. Students are supervised by a university secondary classrooms for urban adolescents with Partner Teachers Group. faculty member and meet in regularly scheduled disabilities. Students participate in every aspect of Credits: 0 seminars. Students currently employed as TESOL practice, including planning, implementation, and Annually teachers complete the experience in their place of assessment of curriculum and instruction. They employment. 75 days. Pass/Fail only. immerse themselves in the life of a school, TAL 886A Student Teaching: TESOL Membership in NYC Teaching Fellow Group or in recording and thinking about the purposes, This course is designed for students seeking 1st Partner Teachers Group. complexities, and consequences of what they do as initial certification. This experience prepares Credits: 3 teachers in order to learn from their experiences. reflective TESOL teachers who work to create Annually Students are supervised by a university faculty student-centered and challenging classrooms and member and meet in regularly scheduled seminars. supportive schools for English Language Learners. TAL 886D Student Teaching: Alternate TESOL II

Page 147 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021

This course is designed for students in an Credits: 0 For Chancellor Fellows or Partner Teachers as co alternative certification program. It prepares Annually requisite of TAL 885F reflective teachers who work to create excellent Credits: 3 elementary and secondary classrooms for urban TAL 889 Student Teaching and Capstone Every Fall, Spring and Summer emerging bilingual learners. Students participate in Seminar every aspect of practice, including planning, Students immerse themselves in the life of a school, TAL 974 Advanced Topics in TESOL and implementation, and assessment of curriculum and recording and thinking about the purposes, Bilingual Education instruction. They immerse themselves in the life of complexities, and consequences of what they do as A capstone seminar that helps students gain an in- a school, recording and thinking about the teachers in order to learn from their experiences. depth understanding of some of the issues that are purposes, complexities, and consequences of what Students will participate in all aspects of teaching, at the forefront of current research on bilingualism, they do as teachers in order to learn from their including planning, implementation, and second language acquisition and pedagogy. experiences. Students are supervised by a university assessment of curriculum, instruction, and student Students will critically examine relevant research in faculty member and meet in regularly scheduled learning outcomes. Through both student teaching selected areas. They will write a major paper seminars. Students currently employed as TESOL experiences and seminar, students will critically synthesizing the research in an area of particular teachers complete the experience in their place of examine how they construct knowledge about interest and integrating it with their own teaching employment. 75 days. Pass/Fail only. themselves and their teaching, and their adolescent practice. Membership in NYC Teaching Fellow Group or in students, their communities and the organizations The pre-requisite of TAL 880 is required. Partner Teachers Group. that serve them. In particular, students will reflect Credits: 3 Credits: 3 on their role as inclusive, inquiry-based, On Occasion

Annually knowledgeable and pluralistic educators who advocate for students and their families. Students TAL 975 Final Inquiry Seminar: TESOL TAL 886E Student Teaching for the Practicing will prepare and submit a comprehensive digital This capstone seminar uses the knowledge and Teacher: Alternate TESOL I portfolio that demonstrates their work in the skills gained through the program to write and This course is designed for students in an program and the attainment of the KEEPS Claims present an in-depth study on an aspect of second alternative certification program. It prepares along with the edTPA. language acquisition and teaching practice. reflective teachers who work to create excellent The pre-requisites of TAL 824 is required with a Students continue the work begun in Classroom elementary and secondary classrooms for urban minimum GPA of 2.50 is required. Inquiry I and II and complete a project that looks emerging bilingual learners. Students participate in Credits: 9 closely at an English language or bilingual learner every aspect of practice, including planning, Annually or TESOL curriculum/instructional activity. implementation, and assessment of curriculum and Students complete a comprehensive portfolio of instruction. They immerse themselves in the life of TAL 890 Overview of Teaching in Alternative their work throughout the TESOL program that a school, recording and thinking about the Settings demonstrates their attainment of the KEEPS claim. purposes, complexities, and consequences of what Analyzes the history and development of education In this seminar students share their works in they do as teachers in order to learn from their in alternative settings. Special attention is paid to progress and work together on issues of experiences. Students are supervised by a university the difference between teaching ESOL in public documentation, literature review, methodology and faculty member and meet in regularly scheduled schools and the kind of teaching that takes place in writing. seminars. Students currently employed as TESOL museums, parks, community-based organizations, A pre or co requisite of TAL 868 and TAL 880 is teachers complete the experience in their place of schools other than public ones, homes, and clinical required. employment. 75 days. Pass/Fail only. settings. During the first half of the course, Credits: 3 Membership in NYC Teaching Fellow Group or in students visit a variety of alternative settings. Annually

Partner Teachers Group. During the second half of the course, students Credits: 0 select a setting and participate in planning, Annually implementation, and assessment of an educational plan. Pass/Fail only. TAL 886F Student Teaching for the Practicing Credits: 1 Teacher: Alternate TESOL II On Demand This course is designed for students in an alternative certification program. It prepares TAL 971 Capstone Seminar reflective teachers who work to create excellent In this seminar, students meet graduation elementary and secondary classrooms for urban requirements with the creation and submission of a emerging bilingual learners. Students participate in portfolio that demonstrates their attainment of the every aspect of practice, including planning, TAL program standards in the areas of Knowledge, implementation, and assessment of curriculum and Enquiry, Empathy, Pluralism and Social instruction. They immerse themselves in the life of Commitment (the KEEPS Claims). Through the a school, recording and thinking about the selection and examination of prior coursework in purposes, complexities, and consequences of what the context of readings from the contemporary and they do as teachers in order to learn from their historical field of education, students reflect on the experiences. Students are supervised by a university knowledge and skills gained through the program faculty member and meet in regularly scheduled and the implications for their teaching practice. seminars. Students currently employed as TESOL Prerequisites: TAL 880 and the pre or co requisite teachers complete the experience in their place of from one of the following courses is required; TAL employment. 75 days. Pass/Fail only. 881A, 881B, 882A, 883A, 884A, 884B, 884F, Membership in NYC Teaching Fellow Group or in 885A, 885B, 885F or 890. Partner Teachers Group. OR

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 148 LIU Brooklyn

SCHOOL OF HEALTH PROFESSIONS

The School of Health Professions at LIU Brooklyn is dedicated to providing superior quality education in the health professions to a diverse student body. With strong ties to the community and to many health care facilities that support educational efforts as well as research, our programs address clinical health care, community-based health and social issues. The school prepares students for careers in a variety of health professions, including athletic training; communication sciences and disorders; exercise science; fitness, wellness, and urban physical education; occupational therapy; physical therapy; physician assistant studies; public health; and social work. The rich health professions education environment at the LIU-Brooklyn Campus allows our programs to introduce students to interprofessional education and practice. The programs span undergraduate, graduate, and doctoral levels, and lead to careers in growing professions that offer a wealth of career opportunities. Graduates of our programs are in high demand in the current health care job market, and this level of demand is expected to continue for many years to come. The School of Health Profession’s faculty members are renowned experts in their fields and have vast experience in their respective areas of specialization, which contributes to their exceptional teaching abilities. Many faculty members are engaged in research, which contributes greatly to their students' learning experiences and their own professional growth. The School of Health Professions offers a three year, post-baccalaureate Doctor of Physical Therapy (DPT) degree; a BS/MS dual-degree program in Occupational Therapy; MS degree options in Physician Assistant Studies, Speech-Language Pathology, and Exercise Science; the Master of Social Work (MSW); and a Master of Public Health (MPH) degree with a concentration in Health Education, Advocacy and Communications. The MS degree in Exercise Science includes the following tracks: • Exercise Physiology and Sports Nutrition • Strength and Conditioning and Sports Nutrition • Fitness for Special Populations For information, please contact the Dean’s Office at 718-780-6578, or visit the website at www.liu.edu/brooklyn/shp. Denise Walsh, PhD, RN, FAAN Dean [email protected] Dominick A. Fortugno, PhD Associate Dean [email protected] Anette Blas Project Coordinator [email protected]

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Criminal Background Checks and Drug Testing

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

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 150 LIU Brooklyn

DIVISION OF ATHLETIC education that is both satisfying and valuable. EXS 645 Sport Nutrition and 3.00 The tracks for the M.S. in Exercise Science Pharmacology TRAINING, HEALTH AND include: Strength and Conditioning and Sport • Exercise Physiology and Sports Nutrition EXERCISE SCIENCE Nutrition Track • Strength and Conditioning and Sports Nutrition Select 9 credits for Strength and Conditioning and Associate Professor: Tracye Rawls-Martin, MS, • Fitness for Special Populations Sport Nutrition Track Requirements. ATC Admission Requirements EXS 507 Corrective Exercise 3.00 Assistant Professors: Amerigo Rossi, EdD, MS, To qualify for acceptance into the M.S. in Exercise Specialist Preparation BA; Leeja Carter, PhD; Anthony Ricci, MS, CNS, Science program: • Entering students (including transfer students) CSCS; Shawn McNamara, MS, ATC, CSCS; EXS 508 Certified Strength and 3.00 must have an undergraduate GPA of 2.5 or Revay Corbett, Ph.D., ATC, PES Conditioning Specialist higher The Division of Athletic Training, Health, and Prepartaion Exercise Science offers a variety of undergraduate • Submit a general application for admission EXS 615 Performance 3.00 and graduate programs for students who wish to through My LIU Enhancement Specialist embark or advance their career in the health • The application must be accompanied by at Prepartion professions. Our division offers a Master of least two letters of reference (preferably one Science degree program in Exercise Science, with academic and one personal) EXS 645 Sport Nutrition and 3.00 specialization tracks in Exercise Physiology and • Must have a bachelor’s degree from an Pharmacology Sports Nutrition, Strength and Conditioning and accredited college ELECTIVE COURSES Sports Nutrition, and Fitness for Special Student must maintain at least a 3.0 grade point Students are required to take 12 credits of Populations. average for graduation. electives. For students interested in completing a Our programs are complemented by excellent Master's thesis EXS 799 and EXS 899 are opportunities for hands-on experiences and applied M.S., Exercise Science required. Students should discuss their plan of research and community-based service that is [Program Code: 06922] (HEGIS: 1201} study and elective options with their advisor. responsive to the health and exercise needs of the Courses will be offered occasionally depending diverse populations of New York City and the Must Complete All Core Courses Listed Below. upon demand. surrounding Tri-State area. Students enjoy the EXS 501 Exercise Physiology in 3.00 EXS 527 Grant Writing for Health 3.00 benefits of our relationships with the Steinberg Chronic Disease I Wellness Center and NCAA Division-I athletic & Fitness Professionals EXS 510 Nutrition and Wellness in 3.00 teams. In addition, our off-campus ties include EXS 507 Corrective Exercise 3.00 Physical Activity Pfizer Corporate Fitness, Brooklyn Nets, Velocity Specialist (CES) Sports Performance, La Palaestra Center for EXS 524 Exercise and Fitness for 3.00 Preparation Preventive Medicine, and other clinical affiliations People with Disabilities EXS 750 Alternative Therapies in 3.00 that specialize in athletic training, fitness, Health rehabilitation, and sport performance. EXS 535 Field Experience I 3.00

EXS 540 Research Methods in 3.00 Psycho-Social Cultural &

Exercise Science EXS 581 Political Aspects of 3.00 M.S. Exercise Science Disability Fitness for Special Populations Track The Masters of Science in Exercise Science Select 9 Credits for Fitness for Special EXS 799 Research Thesis I 3.00 Populations Track Requirements. offers a comprehensive educational experience EXS 899 Research Thesis II 3.00 including lectures and laboratories on theory and EXS 592 Physiology of Exercise 3.00 applications of advanced exercise physiology for Healthy and Aging EXS 593 Functional Movement, 3.00 concepts. Specific tracks serve to position Assessment & Program EXS 650 Cardiopulmonary Health 3.00 graduates and career professionals in an ever- Design and Disease changing health care environment. The program is EXS 605 Nutritional Biochem 3.00 designed to enhance students’ marketability by EXS 502 Inclusive Fitness 3.00 combining exercise science and sports nutrition Certification EXS 705 Individual Problems 3.00 with three well-established and popular areas of EXS 620 Analytical Approach to 3.00 EXS 700 Biomechanics of Human 3.00 study: exercise physiology, strength and Exercise Prescription Performance conditioning and fitness for special populations. Sport/Specific Training & Although there are three distinct areas of study, the Exercise Physiology and Sports Nutrition EXS 630 3.00 program also offers academic flexibility with Track Conditioning several elective courses that may lead to Select 9 credits for Exercise Physiology and Sport EXS 591 Business/Entrepreneurshi 3.00 professional certifications from nationally Nutrition Track Requirements. p in Exercise Science recognized organizations such as NASM, ACSM EXS 600 Exercise Physiology in 3.00 EXS 650 Cardiopulmonary Health 3.00 and NSCA. In addition, an active research Chronic Disease II laboratory allows students the opportunity to & Disease EXS 653 Advanced Laboratory 3.00 pursue their own data collection or get involved as EXS 670 Research in Health, 3.00 Techniques in Exercise a volunteer or graduate assistant. The M.S. Exercise & Sport Physiology I curriculum has an overall credit requirement of 36 Technology in Health & credits with the intention of developing graduates EXS 620 Analytical Approach to 3.00 EXS 518 3.00 Disease that can be competitive across the academic and Exercise Prescription career landscape while providing students with an

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Personal Training Adapted Physical Ed for EXS 500 3.00 EXS 531 3.00 Certification Preparation Individuals with Autism

Inclusive Fitness EXS 502 3.00 Certification Credit and GPA Requirements Clinical Exercise Minimum Total Credits: 36 EXS 680 Physiologist Certification 3.00 Minimum Major GPA: 3.0

Preparation The BS Fitness and Wellness/MS in Urban Advanced Laboratory Physical Education is a dual degree program EXS 653 Techniques Exercise 3.00 consisting of 150 credits that leads to eligibility for Physiology I initial certification in Physical Education teaching students from Pre-K-12th grade. The program is Advanced Laboratory designed to prepare dedicated and highly EXS 654 Techniques Exercise 3.00 skilled physical education professionals with a Physiology II strong health, wellness, and fitness background. EXS 545 Field Experience II 3.00 Our goal is to provide an inclusive education model that ensures quality physical education Psychology of Exercise EXS 565 3.00 instruction for all children regardless of age, and Physical Activity cultural background, ability level and disability. Sports Psychology, The five year program consists of 120 EXS 560 3.00 Theory and Practice undergraduate credits and 30 graduate credits in the following domains: Health and Wellness, Advanced Skills and Exercise and Physical Activity, Physical Education EXS 567 Applied Sports 3.00 Content, Educational Foundations. During the Psychology graduate portion, students are required to select a Neuroscience and track in Adapted Physical Education, Strength and EXS 720 3.00 Exercise Conditioning, or Coaching Education, as well as gain professional certifications from nationally Program Design in recognized organizations within each track. EXS 520 Adapted Physical 3.00

Education

EXS 575 Fitness Management 3.00

Psychology of Flow, Peak EXS 571 Performance, and Peak 3.00 Exp.

PEAK Sports Psychology EXS 566 3.00 Seminar I

PEAK Sport Psychology EXS 701 3.00 Seminar II

Nutrition and Weight EXS 555 3.00 Management

Vitamins, Minerals and EXS 556 3.00 Phytonutrients

Athletic Performance and EXS 594 3.00 Conditioning Post-Injury

Adaptive Sports and EXS 504 3.00 Athletes with Disabilities

Psychology of Women in EXS 578 Sport and Physical 3.00 Activity

Optimizing Human EXS 641 Performance: Dr. Edyth 3.00 Heus Approach

Physical Activity in EXS 509 3.00 Public Health

Overview of Diagnostic EXS 652 3.00 Testing

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Exercise Science Courses develop an individualized correct exercise program. This course provides didactic and practical Common conditions include low back pain, ACL experiences in developing exercise programs for injuries and muscle imbalance. The course individuals who have a specific disability or health EXS 500 Personal Training Certification prepares students for the well-recognized NASM limitation including aging, arthritis, diabetes, Preparation Corrective Exercise Specialist (CES) exam. This intellectual disabilities, spinal cord injuries and This course will provide students with the most course has an additional fee. asthma. This course covers applied methods of current state-of-the art fitness education. Students Credits: 3 exercise prescription for individuals who require will be expected to have a firm grasp of the theories Every Fall adaptations and modifications to an exercise and facts involved with practical fitness testing and program. This course covers a brief summary of the programming. Students will apply this information EXS 508 Certified Strength and Conditioning physiology and pathophysiology of each condition, in a practical setting through the performance of Specialist (CSCS) Preparation selected research on each disability or health laboratory exercises. Each lab will address the This course covers topics such as sports physiology, condition and translation of the research in knowledge and skills that a fitness professional sport specific conditioning and training, exercise practical exercise guidelines and functional fitness must possess to safely implement effective fitness physiology, instructional techniques, pediatric activities to facilitate effective program programs. Students will be prepared to take sports, functional movement training and development. Class activities will include theory- personal training certification exam offered by the developing balance, mobility, agility, speed, strength based lecture and practical experiences in the National Academy of Sports Medicine (NASM). and power of an athlete. Students will learn functional training lab. This course has an additional fee. program design variables for improving these areas. Credits: 3 Credits: 3 Students will be prepared to sit for the CSCS Every Fall and Spring Every Fall, Spring and Summer Certification exam administered by the National Strength and Conditioning Association (NSCA). EXS 527 Grant Writing for Health and Fitness EXS 501 Exercise Physiology in Chronic Disease I Credits: 3 Professionals A course designed to provide students with an in- Every Fall This course will provide an introduction to the depth understanding and appreciation of the effect basic skills, principles, and techniques of successful of exercise in chronic illness. Class activities include EXS 510 Nutrition and Wellness in Physical grant writing. Students completing the course will theory-based lectures; group case studies and role- Activity work to gain an understanding of fundamental play using standardized patients. Students will learn A course designed to expose students to basic components of a grant proposal such as the abstract how to analyze and interpret exercise and medical concepts of nutrition for non-athletic and athletic or summary, background and significance, specific data as it relates to disease, and prescribe populations. Students will be introduced to daily aims/goals and objectives, project design and appropriate exercise parameters. This course has an requirements for macro-nutrients and will also methods, sustainability, assessment, broader additional fee. analyze a nutritional recall. Emphasis is also placed impacts, budget, and budget justification. Students Credits: 3 on current nutrition and exercise guidelines will further learn how to locate available funding Every Fall and Spring essential for a healthy quality of life. This course opportunities from Federal and private institutions, has an additional fee. focus on skills needed to develop competitive grant EXS 504 Adaptive Sports and Athletes with Credits: 3 proposals and finally prepare a complete grant Disabilities Every Fall proposal to an agency of their choice. If the

Sport has become a viable option for individuals student is planning to continue their education EXS 518 Technology in Health and Disease with physical, mental and sensory disabilities. This onto the doctoral level in any biomedical related This course will explore the use of new devices and course is focused on providing professionals in the discipline will be encouraged to submit to the NIH technologies currently utilized to monitor, assess, field of exercise and sport science with the Ruth L. Kirchstein MRSA Service Award. and evaluate healthy and disease states. Students knowledge about sport and disability and its unique Applications will be reviewed prior to submission will learn the theory behind the engineering of such challenges. Students will learn about the history by a mixed board of internal and external reviewers devices as heart rate monitors, pedometers, and future direction of disability sport, different to enhance competitiveness of applications and to accelerometers, and automated systems. Students sport organizations and opportunities, sport rules provide feedback for further development of a will also have the opportunity to experience these and classifications, modifications, adapted competitive application. items in real-time setting. equipment and current issues. In addition, students Credits: 3 Credits: 3 will learn how to design safe and effective On Occasion conditioning programs that will optimally prepare On Occasion an athlete with a disability for competition in a EXS 530 Adapted Physical Activity for Individuals EXS 520 Program Design in Adapted Physical specific sport. Demonstration and hands-on with Autism Activity experiences will be emphasized. This course provides students with the opportunity An examination of the methods and techniques Credits: 3 to learn applied behavior analysis (ABA) and its applicable to the planning and design of On Occasion application to teaching exercise and fitness skills to individualized adapted physical activity and daily people with autism. Topics include exercise living programs for people with developmental EXS 507 Corrective Exercise Specialist (CES) physiology adaptations of balance, coordination, disabilities. Skills are developed in designing rubric Preparation strength and endurance, task analysis of exercises, assessments, data collection, identification of This course is designed to enable fitness prompting continuum, environmental equipment appropriate goals and objectives, task analysis, professionals to expand their knowledge and and instructional modifications, reinforcement, modification of equipment and activities, picture abilities in human movement science. Students discrete trial communication and rubrics rehearsals, prompts and program evaluation. develop an expertise in injury prevention and assessment of exercise skills. Credits: 3 recovery working with deconditioned and Credits: 3 conditioned populations. Specifically students On Occasion Every Spring learn the movement assessment process using the EXS 524 Exercise and Fitness for Special Functional Movement Screen, gait analysis etc., and Populations

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investigate the role of nutrition in preventing EXS 535 Field Experience I EXS 545 Field Experience II chronic diseases associated with obesity, and gain An opportunity for the student to gain experience An opportunity for the student to gain additional experience in performing a client assessment and in his or her chosen track by spending a minimum experience in his or her chosen track by spending a developing an appropriate weight management of 125 hours at a public or private organization. minimum of 90 hours at a public or private intervention program. Students will be placed in areas related to their institution. Students will be placed in areas related Prerequisite of EXS 510 is Required selected track: Exercise Physiology and Sports to selected track: Exercise Physiology and Sports Credits: 3 Nutrition, Strength and Conditioning, Fitness for Nutrition, Strength and Conditioning, or Fitness Every Fall Special Populations or Applied Sport and Exercise for Special Populations. Psychology. Credits: 3 EXS 556 Vitamins, Minerals and Phytonutrients The pre-requisite of EXS 501 is required. Every Semester This course will present students with an in-depth Credits: 3 review of the role of vitamins, minerals and Every Semester EXS 551 Public Health Research in Scandinavia: phytonutrients in promoting health and preventing Comparing American & European Outcomes disease. The course will review the structure of EXS 539 Basic Biomechanics and Motion Analysis This course focuses on exposing students to the specific micronutrients, and their role in important This course will provide students with a culture, public health services and primary metabolic processes such as energy production, fundamental understanding of mechanical healthcare organizations in Scandinavia, their role in gene expression and DNA synthesis, principles and how those principles can be utilized particularly Sweden and Denmark. Through the and their specific roles in the prevention of chronic to analyze human movement. Analysis of human development and practice of research data diseases. Students will review symptoms and movement with simple video, as well as 2 and 3-D collection and analysis skills, students will be consequences of vitamin and mineral deficiencies motion capture and force platform technology will exposed to the social, cultural, economic, and toxicity, biomarkers and measures of be introduced. The course will apply both environmental, and political factors that impact micronutrient status, and review current research qualitative and quantitative analysis of human population health across two global regions. on vitamin and mineral supplementation. movement to develop the student's observation and Through a combination of primary data collection, Additionally, students will explore the role of problem solving skills. Analysis of movement/sports field excursions, visits to health care institutions phytonutrients in the prevention of chronic skills, graphical presentation of kinematic and and interactive sessions with regional public health diseases and athletic performance, with a focus on kinetic data, and simple projects will be conducted researchers, students will develop an evidence-based specific physiological benefits and mechanisms of and presented in a laboratory setting. Students understanding of the socio-ecological factors action. The course will address current must spend an additional weekly hour in the associated with health outcomes in the United supplementation practices and recommendations motion capture lab. Information will be presented States and abroad. Research skills developed in the for specific nutrients, both in clinical and athletic and evaluated in the classroom and laboratory. course include literature review, participant settings based on health status and standards. Offered with SPS 189; additional requirements for recruitment, qualitative and/or quantitative data Finally, students will explore various food sources EXS section. collection, data entry, and analysis. Students will be of micronutrients and develop an understanding of Credits: 3 supported and encouraged to present their research how to structure a micronutrient- rich diet to On Demand findings at university, local, national, and prevent deficiencies and meet specific health and

international conferences after the conclusion of performance related needs and goals. Students EXS 540 Research Methods in Exercise Science the course. should have a basic nutrition course before this An introduction to various types of research designs Credits: 3 course. and statistical methods relating to physical activity On Demand Credits: 3 within the disciplines of exercise physiology, fitness Every Fall for special populations, strength and conditioning, EXS 555 Nutrition for Weight Management and athletic training. The student also learns to This course explores the various and intricate issues EXS 560 Sports Psychology, Theory and Practice work with basic statistical research in the involved in weight management, from dietary, This course will enable students to apply the basic formulation of the various study designs. The hormonal and environmental factors that influence principles of sport psychology directly to student is able to apply the above to solve a weight gain/loss, to the manipulation of nutritional competitive athletes. By understanding the particular research problem in their respective strategies employed in eliciting weight changes. relationship between sport psychology and athletic profession. The course provides students with an in-depth performance, students will be better prepared to Credits: 3 understanding of health issues associated with achieve professional goals in the areas of coaching, Every Fall and Spring being overweight, obese or underweight and exercise science and strength and conditioning for

examines different approaches - both clinical and athletes. EXS 541 Research Methods in Athletic Training dietary, in managing weight, and the role of Credits: 3 Research Methods in Athletic Training will be physical activity in the process. Students will learn Every Spring designed to provide students with the essential how to perform an assessment of a client with knowledge and skills of various types of research regard to weight management, and decide which EXS 566 Peak Sports Psychology Seminar I designs and statistical methods related to the nutritional strategy to employ based on a client's This course occurs in the Center for Performance discipline of athletic training. Students will learn to weight goals (loss or gain) and lifestyle Excellence in Applied Kinesiology (PEAK) and is a work with basic statistical research in the considerations. Different nutritional strategies will graduate-level independent study. This is the first formulation of various research designs. Students be explored including weight management for of a two-semester practicum in the MS in Exercise will learn to apply the above concepts to athletes, sedentary adults, children and individuals Science program for students seeking experience in appropriately identify and solve various research with specific health considerations. Students will applied sport psychology. Students will participate questions. Students will learn the components of a learn about accepted parameters of health weight in a minimum of 125 hours of intense supervised literature review and will practice at reading loss, healthy weight gain, and how to calculate these exercise and sport psychology-related training, research articles in exercise science. parameters to lose body fat and gain lean muscle in practice and education. The first practicum Credits: 3 a healthy time frame. Additionally, students will provides the foundation of applied sport psychology Every Fall and Spring

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 154 LIU Brooklyn preparing students in: 1) competence in sport Training Conditioning Professional. Topics will include post psychology service delivery; 2) problem-solving A review of the knowledge and skills in therapeutic neck/head, shoulder, elbow, wrist, hand and knee skills; 3) integrating and applying knowledge from modalities required by an entry-level athletic injuries. Students will also learn how to consider practice and research to work with clients. trainer, including planning, implementing, such factors as recovering from surgical procedures, Credits: 3 documenting, and evaluating the efficacy of the types and severities of prior injuries, phases of Every Fall and Spring modalities used in the treatment and rehabilitation rehabilitation and determining current guidelines of injuries/illnesses of athletes. for clearance to participate in their sports. EXS 567 Advanced skills in applied sports and The pre-requisite of SPS 173 is required or The course will further explore the role of the exercise psychology permission of the Division. strength and conditioning professional to utilize Advanced Skills in Applied Sport and Exercise Credits: 3 their screening techniques, design the proper Psychology will teach students effective Every Spring conditioning program based on their sport, develop communication and interviewing techniques a timeline to performance, and implement various keeping in mind ethical practice in applied sport EXS 578 Psychology of Women's Health and training approaches to further enhance strength, and exercise psychology. This course focuses on Physical Activity power, and performance. interviewing skills and strategies to build healthy, The Psychology of Women's Health and Physical Credits: 3 supportive, and therapeutic working relationships Activity takes an interdisciplinary approach to Every Fall with athlete(s) and/or exerciser(s) across the examining the social, cultural, political, and lifespan. In addition, using evidenced-based environmental influences on health and physical EXS 600 Exercise Physiology in Chronic Disease counseling, health, and exercise psychological activity among women. In addition, the student will II principles, theories, and techniques, students will learn theoretical and philosophical perspectives on Lecture topics in this course will focus on develop the foundational skills needed to gender and sport as well as contemporary issues pathophysiological content related to chronic communicate within health and/or exercise related to women and sport from historical, disease. Students will learn how to apply testing and settings. This course will be taught in a blended psychological, and sociological perspectives. training techniques used in chronic disease environment which will include online activities Credits: 3 populations through role play and simulated and in-class workshops that will require students to Every Fall environments. The latest concepts of the role of apply and practice course material in both exercise, fitness, and physical activity on diseases traditional and online classroom environments. EXS 591 Business/Entrepreneurship in Exercise such as asthma, type II diabetes, obesity, heart Credits: 3 Science failure, osteoporosis, and aging will be discussed. Every Fall In this course students will actively participate in There will also be a laboratory focus on diagnostic the development of their personal brand in the testing (e.g., ECG) in chronic conditions (i.e., EXS 571 Psychology of Flow, Peak Performance field of Exercise Science. Students will learn how to asthma, COPD, CAD). and Peak Experience build their own business in their preferred area(s) of The pre-requisite of EXS 501 is required. Flow, colloquially referred to as "being in the zone," exercise science, given that it is scalable and Credits: 3 is defined as an intrinsically motivating and joyful repeatable. The course will be detail-oriented, Every Spring experience created when athletes or performers are focusing on proactive strategy for every aspect of a fully immersed in an activity. This cognitive state potential business in which the student is the EXS 615 Performance Enhancement Specialist goes beyond mere concentration and involves owner, with tangible outcomes for students. Preparation challenging, goal-directed behavior that produces a Business models will be presented in such areas of Students will learn progressive integrated training feeling of full absorption within the given task. exercise science as Clinical Exercise Physiology, techniques and programs to enable athletes to Flow is often compared to the peak moments of Advanced Personal Training, Facility Management, perform at the highest level. Utilizing National peak experience and peak performance, and while Fitness Technology, Nutrition and Academy of Sports Medicine (NASM) optimum these experiences share similarities, there are Supplementation, Academia and other ancillary performance training methodology, students will distinct differences. This course will provide an in Fitness Businesses. learn how to individualize training programs and depth discussion of the psychology of flow, peak Credits: 3 deliver consistent results in performance experience, and peak performance as it relates to On Occasion enhancement and reconditioning. Additional physical activity engagement, athletic performance, course fees will cover review materials and and non-athletic performance. EXS 592 Physiology of Exercise for Healthy and registration for the NASM PES Certification exam. The pre-requisite of EXS 540 is required. Aging Credits: 3 Credits: 3 This course applies the science of exercise Every Spring On Occasion physiology to an analysis of the aging process. It identifies the positive effects that regular exercise EXS 620 Advanced Exercise Prescription and EXS 576 Therapeutic Exercise in Athletic and physical activity have on longevity, delaying Program Design Training specific diseases, decreasing morbidity and Students will undergo informative discussion on A review of the knowledge and skills in therapeutic increasing quality of life. Course content focuses the basic components of fitness and their relation exercise required of the entry-level athletic trainer, on three groups found in the aging and health to assessment and evaluation of athletes, non- including planning, implementing, documenting, spectrum; average aging individuals, frail elderly athletes and special populations. This course will and evaluating the efficacy of therapeutic exercise and master athletes. consist of a strong practical component where programs for the rehabilitation/reconditioning of The pre-requisite of EXS 524 is required. under the supervision of a faculty member, students injuries and illnesses of the physically active. Credits: 3 develop a model program of exercise prescription The pre-requisite of HS 577 is required or Alternate Spring focused on current recommendations for fitness permission and health, emphasizing metabolic equations set Credits: 3 EXS 594 Athletic Performance and Conditioning forth by governing bodies such as the American Every Spring Post Injury Heart Association and the American College of "This course will discuss transitioning the recovered Sports Medicine. This course is appropriate for EXS 577 Therapeutic Modalities in Athletic injured athlete to working with the Strength &

Page 155 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021 students interested in clinical work upon laboratory will allow for students to experience first The pre-requisites of EXS 577 and 660 are graduation. hand, how these techniques can be used by an required. Credits: 3 exercise physiologist for teaching and research Credits: 3 Every Spring purposes. Every Fall and Spring The pre-requisite of EXS 501 is required. EXS 645 Sports Nutrition and Pharmacology in Credits: 3 EXS 670 Research in Health, Exercise and Sport: Sports Every Fall Reading Between the Lines This course will cover content related to Past and current literature in health, exercise and pharmacology and supplementation and is designed EXS 655 Pathology and Illness in Sport and sport will be discussed. Didactic and practical to meet specific athletic training competencies in Physical Activity experience will encourage students to inquire as to pharmacology. Course content will provide The study of disease processes associated with a what is truth and what is fluff. Students will also students with a strong foundation in the area of variety of systems of the human body including, but learn the techniques and process of writing a sports nutrition and supplementation. The impact not limited to cardiovascular, neurological, research paper, specific aspects such as of supplementation, nutrition and pharmacological musculoskeletal, gastrointestinal, renal, hepatic, introduction, methods, results and discussion will agents on athletic performance will be discussed. and respiratory systems. Special emphasis is placed be explored. The content of this course is designed to equip on the relationship between a variety of such The pre-requisite of EXS 540 is required. students with the knowledge, skills and abilities diseases and how they may affect human Credits: 3 necessary to become certified sports nutritionists via performance and rehabilitation. Demonstration On Occasion the International Society of Sports Nutrition and laboratory reinforced material presented in (ISSN). Course activities will include current topic lecture. EXS 680 Clinical Exercise Physiologist debates, theoretical concepts and analysis of current Credits: 3 Certification Preparation research in the areas of pharmacology and sports Every Spring This course will prepare exercise science students to nutrition. take the American College of Sports Medicine Credits: 3 EXS 660 Clinical Education in Athletic Training (ACSM) certified Clinical Exercise Physiologist Every Spring II (CEP) exam. Students will learn how to conduct This course requires the student to apply their pre-participation health screening, maximal and EXS 650 Cardiopulmonary Health and Disease knowledge in a hands-on, practical environment submaximal graded exercise tests and perform This course is designed to provide the student with suitable for athletic training student. Each student strength, flexibility and body composition tests for a basic understanding of current topics in is assigned to a Preceptor in a clinical situation patients and clients challenged with cardiovascular, cardiovascular health, the pathophysiology of according to each individual plan of study. The pulmonary and metabolic diseases and disorders., disorders limiting exercise, the significance in focus of this course is on the head, neck, and spine, as well as with apparent healthy populations. athletes and those with such conditions/disease, as well as the upper extremity, including the Additional course fee will cover review materials and management of these disorders through shoulder, elbow, forearm, wrist and hand. and registration for the ACSM and CES exercise and nutrition. Topics to be addressed Additionally, the student will be responsible for Certification Exam. include, cardiomyopathies, ischemia, infarction, skin condition recognition. The student is The pre-requisites of EXS 501, EXS 600 and EXS coronary artery disease, valvular diseases, peripheral responsible for the recognition, evaluation, and 653 are required. arterial diseases, and atheroslcerosis. Special topics immediate care of athletic injuries to this region, Credits: 3 to be covered include; the affects of obesity, while under the direct supervision of a qualified Every Spring metabolic syndrome, diabetes mellitus, and certified athletic trainer/Preceptor. This course endocrine disorders on the cardiovascular systems. requires additional hours (minimum of 150 hrs) in EXS 700 Biomechanics of Human Performance Additionally an emphasis on the affects of nutrition the clinical setting in addition to the standard The use of recently developed instrumentation to and exercise on cardiovascular health and disease meeting times listed in the schedule of classes. This study applied anatomy and kinesiology of the will pervade each discussion and will be also course has an additional fee. Open only to Athletic human body. Analyses of normal and pathological addressed as independent topics. Training students. conditions are studied and compared with The pre-requisite of HS 501 is required. The pre-requisite of SPS 165 and 173 are required. emphasis on biomechanics of human performance. Credits: 3 Credits: 4 Demonstration and laboratory reinforce material Every Fall Every Fall and Spring presented. Recommended background in physics and kinesiology. EXS 652 Overview of Diagnostic Testing EXS 661 Clinical Education in Athletic Training Credits: 3 Students will be introduced to theoretical and III Every Spring practical aspects of diagnostic testing, including x- This course will require the students to apply their ray, MRI, CT Scan, Cardiopulmonary testing, knowledge in a hands-on, practical environment EXS 701 Sport Psychology Seminar electrocardiography. Class discussions will focus on suitable for athletic training students. Each student This course will be conducted in LIU's Center for the use of these tools and their impact in medicine will be assigned to a Preceptor in a clinical situation Performance Excellence in Applied Kinesiology in past, present, and future. according to each individual plan of study. The (PEAK) and is a graduate-level, independent study Credits: 3 focus of this course will be on the collection of course designed to expose students to a specific area On Occasion knowledge, skills, and values required of the entry- of exercise and sport psychology. Students will gain level Certified Athletic Trainer to plan, implement, or enhance exercise and sport psychology EXS 653 Advanced Laboratory Techniques in document, and evaluate the efficacy of therapeutic knowledge and explore an area of interest related to Exercise Physiology I rehabilitation program for injuries and illnesses of exercise and sport psychology research and/or An exploration of new techniques to test the limits the physically active. Open only to the Athletic practice. Students will participate in a minimum of of exercise science. Students will participate in class Training Students. This course requires additional 90 hours of intense, supervised exercise and sport discussions related to venous occlusion time at the clinical site (minimum of 200 hours) in psychology-related training, practice, and education. plethysmography, isokinetic assessment, and lactate addition to class meeting schedule. The student's final course grade is dependent on: 1) threshold testing. Practical applications in the weekly attendance, 2) assistance with current

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 156 LIU Brooklyn sport/exercise psychology projects and 3) nervous systems as the they pertain to physical completion of a capstone project. 3 credits. activity and disease. Laboratory examinations of Credits: 3 human models are offered. A sequence of lectures Every Fall, Spring and Summer is given with laboratory work. Credits: 3 EXS 705 Individual Problems On Occasion The course provides an opportunity to select and research a topic of interest. The student must EXS 721 Seminar: Current Issues and Topics in present and orally defend his or her research Athletic Training findings. Students will participate in and lead discussions Credits: 3 regarding current issues and topics (legislature, Every Fall, Spring and Summer insurance, credentialing, etc.) in Athletic Training. It is designed to meet specific athletic training EXS 708 Clinical Education in Athletic Training competencies in professional development. III Students will also be required to develop healthcare The focus of this course will be on the collection of educational programming specific to a target knowledge, skills and values required of the entry- audience (i.e. poster presentations, lecture, etc.) in a level Certified Athletic Trainer to plan, implement, professional forum. document and evaluate the efficacy of therapeutic Credits: 3 modality and therapeutic exercise programs for the Every Spring rehabilitation/reconditioning of injuries to and illnesses of the physically active. This course will EXS 750 Alternative Therapies in Health reinforce competencies from SPS 173, EXS 576 and A course designed to expand the knowledge of EXS 577. (300 hours). sports medicine practitioners in alternative Credits: 5 approaches to health care. Students have the Every Fall opportunity to learn and experience specific hands- on techniques used to enhance sports performance EXS 709 Clinical Education in Athletic Training and activities of daily living. The students will be IV introduced to alternative modalities including An opportunity for the student to apply his or her Acupuncture, Herbal Medicine, Massage Therapy, knowledge in a hands-on, practical environment Qui Kung exercise, Meridian Therapy and the suitable for athletic training student. Each student concept of Yin-Yang. A review of both old and new will be assigned to a Preceptor in a clinical situation case studies are used throughout the course to according to each individual plan of study and illustrate advances in the field of sports medicine. fulfill all exposure requirements. The focus will be Credits: 3 on the collection of knowledge, skills, and values On Occasion required of the entry-level Certified Athletic Trainer to plan, implement, document, and EXS 798 Research Thesis I evaluate the efficacy of therapeutic modality Students choosing this option will select a research programs for the rehabilitation/ reconditioning of topic in their field of study in consultation with a injuries to and illnesses of the physically active. faculty advisor. Students enrolled for Thesis I will This course requires additional hours at the clinical complete a written thesis proposal for faculty to site (minimum of 200 hours) and the standard review. The proposal should include the purpose, meeting times listed in the schedule of classes. hypothesis, methodology and literature review. Open only to Athletic Training Students. Implementation of their proposed research is The pre-requisite of EXS 661 is required. contingent upon faculty and IRB approval. This Credits: 4 course has an additional fee. Pass/Fail. Every Fall Credits: 3 On Demand EXS 710 Organization and Administration in Athletic Training EXS 899 Research Thesis II This course will cover the organization and Students enrolled in this course will complete their administration of an athletic training facility. research begun in Thesis I and writing a Review of topics include: written and electronic dissertation and oral defense. Issues regarding the medical record keeping, medico-legal aspects, statistical analyses and interpretation of research preparation of budgets, purchasing, facility design, findings are of primary concern. The completion of personnel management, public relations, liability the thesis is contingent upon faculty approval and and health insurance. meeting university guidelines for thesis submission. Credits: 3 This course has an additional fee. Pass/Fail. Every Spring Credits: 3 On Demand EXS 720 Neuroscience and Exercise A study of the gross and microscopic structures and functions of the human nervous system, including the spinal cord and peripheral and autonomic

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DEPARTMENT OF Pathology has set the following specific departmental Graduate Program Committee. admissions standards for entry into the program: Curriculum COMMUNICATION • B.A. or B.S. degree with a minimum grade The programs in Speech-Language Pathology SCIENCES AND DISORDERS point average (GPA) of 3.2 in Communication consist of required course work from the following Sciences and Disorders; or B.A. or B.S. degree categories: Professional Foundations, Speech 718-488-4122 in another field plus completion of pre-requisite Disorders, Language Disorders and Practica. Most Associate Professor and Chair: Martha Tyrone coursework in speech-language pathology and course work is infused with Professors: Nelson Moses audiology. The following courses (or their multilingual/multicultural content. Students must Associate Professors: Valantis Fyndanis, Gina equivalents at other institutions) must be taken meet both the CSD department grade requirements Youmans (19 credits if taken at LIU): and the minimum competency standards outlined Assistant Professors: Miriam Baigorri, Jessica SLP 104 Articulatory Phonetics by both the CAA & ASHA within each course to Baquero, Gemma Moya-Gale, Marisa Nagano, SLP 113 Anatomical and Physiological Bases complete the degree. Katrien Vermeire for Speech & Language I Foundation Courses Program & Clinical Administrators: Emily Perdios SLP 133 Speech Science I: Acoustic Phonetics Students must receive a grade of B- or above in (MS Program & Clinical Director), George Pagano SLP 231 Language Acquisition Across Life each Foundation course. Students may retake a (Assistant Clinical Director), Jessica Baquero Span I: Early Years maximum of two Foundation courses to remediate (Clinical Placement Coordinator & SLBPDC SLP 321 Audiology I-Hearing Science grades of C+ or below. Foundation courses may be Program Director) SLP 410 or 411 Introduction to retaken only one time. Adjunct Faculty: 10 Communication Disorders Across the Life Span Students must complete all undergraduate pre- Three letters of recommendation (two must be requisites by the end of their first year of graduate M.S. Speech-Language Pathology academic) coursework. • Official transcripts from all universities Higher Level Courses The Department of CSD seeks to advance the attended Students may receive up to one grade below B- study of human communication sciences and • A brief personal statement describing their in their non-foundation courses. Students may opt disorders within a culturally and linguistically interest in the field, LIU Brooklyn, and career to retake only one higher-level course a single time diverse society. Intellectual growth is promoted goals to remediate a grade below B-. Grades below C through the recognition and expression of multiple • GRE required must be remediated. The single grade of C or C+ theoretical, cultural, and individual perspectives. • Applicants whose undergraduate, graduate, or may not be used for a course in the clinical The department fosters respect for diversity and a prerequisite coursework was completed in an practicum sequence: SLP 610A, SLP 610B, SLP commitment to serve individuals with institution where English was not the priniciple 610C, SLP 611A (SLP 611B, SLP 611C), SLP communication problems. The program is language of instruction must present scores for 612A, SLP 614A, SLP 614B or SLP 615A. This registered by the New York State Department of the Test of English as a Foreign Language single grade of C+ or C may not be used for the Education and is accredited by the American (TOEFL) Clinic prerequistie course SLP 640: Language Speech-Language-Hearing Association (ASHA). • Minimum grade of a B- in all pre-requisite Disorders in Children or SLP 639: Praxis Exam Graduates of the program receive a Master of courses and grade point average of 3.2 Preperation. Science Degree in Speech-Language Pathology • Post-baccalaureate students must complete a Students must maintain an overall GPA of 3.0 that satisfies the academic and professional minimum of 4 (out of 6) pre-requisite courses to continue in the program throughout their requirements specified by ASHA for the CCC- before applying to the program academic career. Students who fail to maitain a SLP, and are eligible to apply for licensure in SLP • Course credits may be granted for designated minimum GPA of 3.0 will not be allowed to by the New York State Department of Education's courses completed within 5 years conitnue in the graduate program and will be Office of the Professions. Students who wish to Students preparing to obtain the Bilingual referred to the Academic Standing Committee. satisfy the New York State Education Office of Extension to the Teacher of Students with Speech Students are only allowed one grade of C+, C, or Teaching requirements for Teacher of Students and Language Disabilities Certification must also C- in their higer level graduate coursework. with Speech and Language Disabilities (TSSLD) demonstrate written and oral language proficiency Students who earn two or more grades of C+, C, or may also prepare for this certification as part of in a second language on the Bilingual Education C- will not be allowed to continue in the graduate their graduate program. Students demonstrating Assessment (BEA) or other approved program and will receive a letter of dismissal from proficiency (i.e., speaking, listening, reading, and examinations. the Chair of the department. writing) in a language other than English may Program Requirements Clinical Practicum further prepare for a certificate in Teacher of The Master of Science degree in Speech- All students are required to complete a Students with Speech and Language Disabilities Language Pathology at LIU Brooklyn can be minimum of 400 competent clock hours of clinical with a Bilingual Extension. This program will completed in 2.5-3 years of intensive study. The practicum. Up to 25 hours of undergraduate prepare students to work with individuals who are time limit for the degree is 5 years. Candidates for practicum and 25 hours of observation may be bilingual or speak a language other than English. the degree must have completed a minimum of 64 credited toward clinical practicum requirements. Admissions procedures and requirements for credits and a summative requirement. Clinical practica are completed in several admission to both the monolingual and bilingual The master’s degree program offers two locations: on campus in the university clinic, at the specializations are detailed below . options: university satelite centers, at off-campus medical / Admissions Procedures 1. A clinical master’s degree program with a adult care settings, and in school settings. Clinical The institutional policy for admission of comprehensive examination as the summative practicum requirements, facilities, and regulations students to graduate study is a bachelor's degree requirement are described in detail in the Clinic Procedures from an accredited university indicating an 2. A clinical master’s degree program with a Manual. Students are advised that the specific acceptable record, with additional requirements set written research thesis in which the summative hourly requirements listed here and by ASHA by individual graduate programs. The faculty of requirement is a formal defense in front of a constitute minimum requirements and may be the graduate program in Speech-Language thesis committee. adjusted upward according to individual student Both options are subject to the rules of the needs and skill levels.

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Students can only begin their clinical practicum MS Speech-Language Pathology SLP 610A Clinical Practicum: Intro 2.00 coursework after they complete all of their {Program Code: 20057} {HEGIS: 1220} to Treatment of Speech- foundation coursework and successfully take and Language and Hearing pass the Foundations Exam, a required formative The following six Foundation courses are Disorders assessment following completion of all Foundation required (16 credits): SLP 610B Clinical Practicum: Intro 2.00 coursework and the following higher level SLP 601 Introduction to Research 3.00 to Treatment of Speech- courses: SLP 605 and SLP 640. Students must in Speech-Language Language and Hearing resolve all incomplete grades and / or remediation Pathology Disorders plans prior to starting the clinical practicum sequence. Students must have an overall GPA of SLP 602 Advanced Language 3.00 SLP 611A Intermediate Clinical 1.00 3.0 or higher to start the clinical practicum Acquisition Practicum in the sequence. Clinic eligibilty requires department and Treatment of Speech- SLP 603 Bilingual/Multicultural 3.00 Clinical Director approval. Language and Hearing Foundations I Grading Policy Disorders The university grading policy involves a plus SLP 606 Advanced Neuroanatomy 3.00 SLP 612A Advanced Clinical 1.00 and minus grading system (A, A-, B+, B, B-, C+, for Speech-Language Practicum: Assessment C, F). Pathology and Treatment Speech- Formative Assessment SLP 608 Seminar in Speech- 1.00 Language and Hearing Students are required to take and pass a Language Pathology Disorders formative assessment exam (Foundations Exam) following successful completion of the Foundation SLP 620 Comparative Phonology 3.00 SLP 614A Diagnostic Practicum: 1.00 coursework, SLP 605 and SLP 640. The and Phonological or Children or Diagnostic Foundations Exam is a comprehensive exam, Disorders 614B Practicum: Adults integrating all didactic and practical information The following fourteen Higher Level courses SLP 615A Audiology Practicum 1.00 learned in the prerequisite coursework. Students are required (40 credits): are eligible to retake the exam once (the following SLP 604 Bilingingual/Multicultural 3.00 semester it is offered) after completing advised Foundations II Credit and GPA Requirements remediation work. Students who fail the exam Minimum Credits: 64 twice are dismissed from the program. SLP 605 Diagnostic Process 3.00 Minimum Major GPA: 3.0 Summary of Master's Degree Graduation SLP 607 Advanced Clinical 3.00 Requirements Audiology Student Committees Students may opt to complete either the Comprehensive Examination Option or the SLP 609 Speech Science and 3.00 Student Advisory Committee Research Option (as partial fulfillment of the M.S Instrumentation The Academic Advisory Graduate Committee in Speech-Language Pathology): SLP 621 Fluency Disorders 3.00 was established to provide an opportunity for the Comprehensive Examination Option graduate student body in the Department of Students take a comprehensive examination as SLP 622 Voice Disorders 3.00 Communication Sciences and Disorders to provide part of the program and degree requirements. SLP 626 Dysphagia 3.00 ongoing feedback to the faculty regarding Students are eligible to take the comprehensive academic issues, curricular issues, and any other SLP 627 Motor Speech Disorders 3.00 exam during their last semester in the program. concerns that may arise. The comprehensive examination consists of SLP 630 Topics In Communication 3.00 Clinical Practicum Committee Student questions about content from foundations and Disorders Representative higher level courses. Students who fail the exam The CPC reviews clinical policies and SLP 639 Praxis Examination 1.00 must be counseled by the department chairperson, procedures. The faculty will select a graduate Preparation directed toward remedial instruction, and should student to be invited to CPC meetings to to retake the exam. Students may take the SLP 640 Language Disorders in 3.00 provide feedback to the CPC regarding clinical examination a maximum of four times. Children issues. The student must be in good academic Research Option standing to serve on the committee. SLP 641 Aphasia and Adult 3.00 The research option requires a student to National Student Speech-Language-Hearing Neurogenic Disorders conduct empirical research on a topic relevant to Association (NSSLHA) communication sciences and disorders or SLP 642 Speech-Language- 3.00 The National Student Speech-Language- dysphagia. Completion of the requirements here Hearing Services in Hearing Association (NSSLHA) is the pre- listed is in lieu of the comprehensive examination. Schools for Language- professional national organization for master's The chosen topic may involve basic or clinically Learning Disabilities candidates and undergraduate students interested oriented research. The precise topic addressed will in the study of normal and disordered human SLP 644 Speech-Language- 3.00 be developed by the student and guided by an communication behavior. The Department of Hearing Services in advisor. Communication Sciences and Disorders at LIU Multicultural/Multilingual Speech-Language Performance and Writing Brooklyn has established a Speech and Hearing School Settings Proficiency Society as a local chapter of the National Student Graduate students admitted to the Speech- The following six Practicum courses are Speech-Language-Hearing Association. All Language Pathology program must demonstrate required (8 credits): undergraduate and graduate students in the English writing proficiency as a requirement for department of CSD are encouraged to apply. graduation.

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Communication Sciences and education is presented. requirements. The pre-requisites of SLP 601, 602, 603, 606, 608 Credits: 1 Disorders Courses and 620 are required. Every Fall and Spring Credits: 3

Every Fall and Spring SLP 609 Speech Science and Instrumentation SLP 601 Introduction to Research in Speech- This course is designed to give students of Language Pathology SLP 605 Diagnostic Process communication disorders a thorough grounding in A course designed to (1) give students a broad-based Diagnosis of speech-language and swallowing the characteristics of normal speech production and introduction to the research literature in speech- disorders in children and adults. Norm-referenced, perception and the techniques for studying them. language pathology; (2) develop critical reading criterion-referenced, and developmental approaches Students should be equipped to (1) read the skills; (3) cover technical aspects of research design to assessment are identified. Standardized and non- contemporary research literature, (2) assess speech and methodology including basic statistical standardized assessments used in the field of production patterns in children and adults from methods and issues in data interpretation; and (4) speech/language pathology are reviewed. Focus is varying language backgrounds, (3) understand how develop writing skills for empirical report writing. on data collection, observation and interpretation speech is perceived and processed in laboratory and Credits: 3 of test results. Emphasis is also on the impact of field situations, (4) evaluate claims about the Every Fall and Spring cultural and linguistic diversity on assessment and etiologies of speech disorders, and (5) evaluate

overall identification/diagnosis. treatment protocols based on particular views about SLP 602 Advanced Language Acquisition The pre-requisites of SLP 601, 602, 603, 606, 608, the nature of speech production and perception. Advanced study of language development in and 620 are required. The co-requisite of SLP 607 The pre-requisites of SLP 601, 602, 603, 605, 606, typically achieving children, focusing on syntactic, is required or permission of Department Chair and 608, 620, 640 and a passing score on Foundations semantic and pragmatic abilities of children in Program Director. Exam are required. relationship to their developing sensorimotor, Credits: 3 Credits: 3 perceptual, social-emotional and cognitive systems. Every Fall and Spring Every Fall and Spring Normal variations in language acquisition and development are viewed from a cross-cultural SLP 606 Advanced Neuroanatomy for Speech- SLP 610A Clinical Practicum: Intro to Treatment perspective. Language Pathology of Speech-Language and Hearing Disorders Credits: 3 This course is a broad survey of the structure, An introduction to evidence based clinical practice, Every Fall and Spring function and pathology of the human nervous and the remediation of speech-language and

system. The course emphasizes structural communication disorders. Students participate in SLP 603 Bilingual/Multicultural Foundations I characteristics of the central and peripheral nervous the supervised treatment of speech, language, Course Description: The course will examine system and their relationships to function and hearing and swallowing disorders in children and language variation in the United States. Students dysfunction, particularly how they relate to speech, adults. All SLP 610 practica courses involve and faculty will examine their own cultural, ethnic, language, hearing, and swallowing. Related internship experiences and are completed at the language backgrounds, values, and beliefs about disciplines such as cell biology, histology, Downtown Brooklyn Speech-Language-Hearing individuals perceived as linguistically and culturally biochemistry, physiology, neuropsychology, Clinic and/or LIU satellite centers. Students also different. Students will examine what it means to neurology, and psychiatry are included to facilitate participate in a weekly seminar focusing on develop cross cultural competence to appropriately understanding of the functional mechanisms and intervention planning, development of goals and work with children from culturally/linguistically relationships. procedures, the relationship between assessment diverse populations who have communication Credits: 3 and intervention planning, and professional disorders. In addition students will examine dialects Every Fall and Spring decision-making and problem solving. Weekly in the Northeast and the South including African seminars are periodically devoted to special topics American. This course will provide students with SLP 607 Advanced Clinical Audiology related to assessment and intervention. research on language and narrative skills among This course provides an advanced discussion of The pre-requisites of SLP 601, 602, 603, 605, 606, African American children clinical audiology in relevance to speech-language 608, 620, 640 and a passing score on the Credits: 3 pathologists, mainly including the following areas: Foundations Exam are required. Department Every Fall and Spring rationale and procedures of clinical tests of basic Chair and Clinic Director permission required. auditory function, manifestation and assessment of SLP 604 Bilingual/Multicultural Foundations II Credits: 2 common audiological and otological disorders, and This course provides an overview of the diverse Every Fall, Spring and Summer hearing evaluation for pediatric, geriatric, and cultural/linguistic groups in the United States with bilingual/multicultural populations. SLP 610B Clinical Practicum: Intro to Treatment reference to how cultural and linguistic variations The pre-requisites of SLP 601, 602, 603, 606, 608 of Speech-Language and Hearing Disorders impact the assessment and treatment of and 620, the co-requisite of SLP 605 is required or An introduction to evidence based clinical practice, communication disorders and the role of culture on Department Chair and Program Director and the remediation of speech-language and specific speech and language disorders. permission. communication disorders. Students participate in Simultaneous and sequential bilingual language Credits: 3 the supervised treatment of speech, language, development are examined. The distinction Every Fall and Spring hearing and swallowing disorders in children and between Basic Interpersonal Communication Skills; adults. All SLP 610 practical courses involve and Cognitive Academic Language Proficiency and SLP 608 Seminar in Speech-Language Pathology internship experiences and are completed at the implications for performance in school settings is An examination of professional ethics and issues as Downtown Brooklyn Speech-Language-Hearing explored. Culturally and linguistically appropriate well as cultural considerations for studying and Clinic, LIU satellite centers and/or specialty sites. methods and materials for assessment and teaching speech, language, communication, and Students also participate in a weekly seminar intervention, including bilingual materials, swallowing disorders in culturally and linguistically focusing on intervention planning, development of alternative assessment approaches, and intervention diverse populations. The course also covers such goals and procedures, the relationship between strategies are examined. An overview of legislation issues as professional organizations, the ASHA code assessment and intervention planning, and pertaining to bilingual education and special of ethics, state license and certification

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 160 LIU Brooklyn professional decision-making and problem solving. SLP 612A Advanced Clinical Practicum: The pre-requisites of SLP 601, 602, 603, 605, 606, Weekly seminars are periodically devoted to special Assessment and Treatment Speech-Language and 607, 608, 620, 640 and passing score on topics related to assessment and intervention. Hearing Disorders Foundations Exam are required. Department The pre-requisites of SLP 601, 602, 603, 605, 606, An advanced-level practicum in which students Chair and Clinic Director Permission 608, 620, 640 and a passing score on the participate in the supervised assessment, treatment Credits: 1 Foundations Exam are required. Student must and management of speech, language, Every Fall, Spring and Summer have received a grade of B- or above in SLP 610A. communication and swallowing disorders in adults Clinic Director permission required. at area hospitals, clinics, adult day centers, and high SLP 620 Comparative Phonology and Credits: 2 schools serving the 18-21 year old population. Some Phonological Disorders Every Fall, Spring and Summer pediatric hours may be accrued, depending on the This course involves the study of phonological site. Emphasis of the practicum is on diagnosis, theory and research associated with normal SLP 610C Clinical Practicum: Intro to Treatment intervention planning, development of goals and articulatory and phonological development, as well of Speech-Language and Hearing Disorders procedures, and professional decision-making and as factors related to articulation and phonological An introduction to evidence based clinical practice, problem-solving in context of evidence based disorders. Cross-linguistic phonological systems are and the remediation of speech-language and clinical practice. Students participate in a weekly compared. Bilingual and dialectical developmental communication disorders. Students participate in seminar. similarities and differences are explored. the supervised treatment of speech, language, Pre reqs: SLP 601,602,603,605,606,608,620,640, Assessment and remediation principles and hearing and swallowing disorders in children and passing score on Foundations Exam. B- or above in procedures for specific articulatory/phonological adults. All SLP 610 practical courses involve SLP 610A, 610B /SLP 610C, 611A, 611B or 611C disorders are examined within a internship experiences and are completed at the if applicable). SLP 614A or SLP 614B bilingual/multicultural perspective. Downtown Brooklyn Speech-Language-Hearing recommended as pre or co req. Clinic Director Credits: 3 Clinic, LIU satellite centers and/or specialty sites. permission required. Every Fall and Spring

Students also participate in a weekly seminar Credits: 1 SLP 621 Fluency Disorders focusing on intervention planning, development of Every Fall, Spring and Summer goals and procedures, the relationship between A study of fluency and the factors that may disrupt assessment and intervention planning, and SLP 614A Diagnostic Practicum: Children it; an introduction to the problem of stuttering, its professional decision-making and problem solving. A practicum in which students perform diagnostic nature and development, including differential Weekly seminars are periodically devoted to special evaluations on individuals with speech, language, diagnosis, theoretical concepts on etiology, and topics related to assessment and intervention. swallowing and hearing disorders. Students also remediation for children and adults. The pre-requisites of SLP 601, 602, 603, 605, 606, participate in a weekly seminar that focuses on the The pre-requisites of SLP 601, 602, 603, 604, 605, 608, 620, 640, passing score on the Foundations diagnostic process, formal and informal assessment 606, 607, 608, 609, 620 and a passing score on Exam, 610A, 610B. Student must have received a procedures, and decision-making relevant to the Foundations Exam are required or permission of grade of B- or above in SLP 610A and SLP 610B. diagnostic process in context of evidence based Department Chair and Program Director. Clinic Director permission required. clinical practice. Prerequisite: Permission of the Credits: 3 Credits: 2 department. Every Fall and Spring

On Demand The pre-requisites of SLP 601, 602, 603, 605, 606, SLP 622 Voice Disorders 608, 620, 640 and a passing score on the This course is designed to provide the student with SLP 611A Intermediate Clinical Practicum in the Foundations Exam are required. Department a theoretical and practical introduction to normal Treatment of Speech-Language and Hearing Chair and Clinic Director permission required. voice production and the nature, diagnosis, and Disorders Credits: 1 treatment of voice disorders. Information related An intermediate level practicum within school or Every Fall, Spring and Summer other pediatric settings. Students participate in the to structural, functional, and neurological bases of supervised treatment of speech, language, hearing SLP 614B Diagnostic Practicum: Adults voice disorders will also be provided. Classes will and swallowing disorders in children and adults at A practicum in which students perform diagnostic be primarily lecture-based, supplemented by off-campus sites. Focus is on evidence based clinical evaluations on individuals with speech, language, videotapes, illustrations, handouts, in-class practice in school settings, in-depth diagnosis and swallowing and hearing disorders. Students also activities, discussions, etc. treatment of individuals with specific speech, participate in a weekly seminar that focuses on the The pre-requisites of SLP 601, 602, 603, 604, 605, language and hearing disorders. Students conduct diagnostic process, formal and informal assessment 606, 607, 608, 609, 620 and a passing score on diagnostic and treatment sessions in school, clinic procedures, and decision-making relevant to the Foundations Exam are required or permission of and classroom settings and participate in a weekly diagnostic process in context of evidence based Department Chair and Program Director. seminar. Emphasis of the practicum is on diagnosis, clinical practice. Credits: 3 intervention planning, development of IEP goals The pre-requisites of SLP 601, 602, 603, 605, 606, Every Fall and Spring and procedures, collaboration with allied 608, 620, 640 and a passing score on the SLP 626 Dysphagia professionals, and professional decision-making and Foundations Exam are required. Department This course is designed to provide the student with problem-solving. Prerequisite: Permission of the Chair and Clinic Director permission required. a theoretical and practical introduction to normal Department. Credits: 1 swallowing and the nature, diagnosis, and Pre Reqs: SLP 601, 602, 603, 605, 606, 608, 620, Every Fall, Spring and Summer treatment of swallowing disorders. Information 640, passing score on the Foundations Exam, 610A related to structural and neurologic bases and and 610B, (610C if applicable). A grade of B- or SLP 615A Audiology Practicum medical consequences of dysphagia will also be above in SLP 610A and SLP 610B (and SLP 610C A practicum in which students perform supervised provided. Classes will be primarily lecture-based, if applicable). Clinic Director permission required. audiologic screenings and participate in diagnostic supplemented by videotapes, illustrations, Credits: 1 evaluations. Practicum includes a review of basic handouts, in-class activities discussions, etc. Every Fall, Spring and Summer audiologic concepts and procedures in a weekly seminar. The pre-requisites of SLP 601, 602, 603, 604, 605, 606, 607, 608, 620 and a passing score on

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Foundations Exam are required. disabilities. Contemporary approaches to plans are described and discussed. Credits: 3 assessment and intervention are explored from The pre-requisites of SLP 601, 602, 603, 605, 606, Every Fall and Spring varied theoretical models, within context of 608, 620, 640 and a passing score on Foundations evidence based clinical practice. The treatment of Exam are required. SLP 627 Motor Speech Disorders language disorders within a social communicative Credits: 3 This course is designed to provide the student with context is emphasized, with special reference to Every Fall and Spring a theoretical and practical introduction to normal cultural and linguistic variations. speech production and the nature, diagnosis, and The pre-requisites of SLP 601, 602, 603, 606, 608 SLP 700 Academic Literacy treatment of motor speech disorders. Information and 620 are required or permission of Department In this writing-intensive course, students will will be provided regarding each disease/disorder Chair and Program Director. acquire skills necessary to increase their success at and etiologies underlying these disorders. Classes Credits: 3 graduate level academic and clinical writing. This will be primarily lecture-based, supplemented by Every Fall and Spring course will be tailored to meet the needs of videotapes, illustrations, handouts, in-class individual student authors. General topics for activities, discussions, etc. SLP 641 Aphasia and Adult Neurogenic Disorders discussion and practice will include converting The pre-requisites of SLP 601, 602, 603, 604, 605, This course provides students with a sophisticated thoughts into writing, generating working outlines, 606, 607, 608, 609, 620 and a passing score on understanding of the diagnosis and treatment of a conveying ideas clearly and concisely, using active Foundations Exam are required or permission of variety of acquired neurogenic language disorders of and passive voice, quoting, citing, revision and Department Chair and Program Director. language and cognition. Aspects of counseling in editing. Elements of style for clinical, essay and Credits: 3 the arena of communication disorders and research papers will be discussed and practiced. Every Fall and Spring multicultural perspectives in medical environments Credits: 3 are infused throughout the course. Emphasis is On Demand SLP 630 Topics In Communication Disorders placed on active problem solving approaches to This course focuses on select topics in clinical decision making, and component-skill SLP 720 Independent Study-Research on communication disorders to increase students' analysis of diagnostic materials. Classes will be Disorders of Speech awareness and exposure to diverse communication lecture and discussion-based, with supporting Extensive individual research on the various disorders. handouts and video material. disorders of speech (articulation, phonology and The pre-requisites of SLP 601, 602, 603, 604, 605, The pre-requisites of SLP 601, 602, 603, 606, 608 swallowing). Students are required to submit a 606, 607, 608, 609, 620 and a passing score on and 620 are required or permission of Department carefully documented research project based on a Foundations Exam are required or permission of Chair and Program Director. topic approved in advance by the professor. Department Chair and Program Director. Credits: 3 The pre-requisites of SLP 601, 602, 603, 606, 608 Credits: 3 Every Fall and Spring and 620 are required. Every Fall and Spring Credits: 1 to 3 SLP 642 Speech-Language-Hearing Services in On Demand SLP 639 Praxis Examination Preparation Schools for Language/Learning Disabilities The Praxis examination is a comprehensive An historical-to-contemporary overview of the field multiple choice examination that covers content of language-hearing disabilities, with attention to covered in academic courses. It is commissioned by variations among cultural groups. The focus is on the American Speech-Language Hearing understanding the complex relationships among Association (ASHA) and facilitated by Educational language, learning and literacy. Contemporary Testing Service (ETS). Certification in speech- theoretical paradigms used in the assessment and language pathology requires passing the Praxis treatment of individuals with language-learning examination. disabilities are explored. The role of the speech- The Praxis examination preparation course is a language pathologist in the school setting is required !-credit course that provides students with addressed, with particular attention to the school test skills (e.g. test timing, multiple choice curriculum , reading, and inter-professional questions, and reasoning skills) and course content collaboration. in speech-language pathology. Students will be The pre-requisites of SLP 601, 602, 603, 605, 606, provided with practice Praxis questions throughout 608, 620, 640 and a passing score on Foundations the course that will review their knowledge base in Exam are required. speech-language pathology and improve their test Credits: 3 taking skills. This course will ensure the success in Every Fall and Spring passing the Praxis examination, a necessity for clinical practice. It will be offered to SLP 644 Speech-Language-Hearing Services in students during their final semester of the program. Multicultural/Multilingual School Settings Students are required to take this course in their This course provides an overview of the role and last semester in the program. Department Chair responsibilities of the speech-language specialist in and Program Director permission is required to varied school settings. Pre-referral, referral and register prior to the last semester. assessment processes are discussed. Formulation Credits: 1 and implementation of evidence based, Every Semester linguistically and culturally appropriate therapeutic programs are considered. Family involvement and SLP 640 Language Disorders in Children team-oriented approaches to school delivery are An examination of childhood language disorders, explored. School organization, bilingual and special including autistic spectrum disorders, specific education legislation and individualized education language impairment and language-learning

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DEPARTMENT OF illness and injury prevention, and promote healthy The Department of Occupational Therapy and satisfying lifestyles for people of all ages. accepts transfer students with or without a degree. OCCUPATIONAL THERAPY Our faculty is actively involved in promoting LIU students can apply directly to the Department community health and wellness through funded of OT at LIU (no OTCAS application is Academic Fieldwork Coordinators: Assistant research and programs assisting people to achieve necessary). All students are required to submit 3 Professor; Michelle Collins, M.S., OTR/L, their highest level of functioning within the recommendation letters, personal statement, Efekona Nuwere, M.S., OTR/L context of their own communities. Our students verification of a minimum of 50 hours of Associate Professors: Doris Obler, Ph.D. M.S.W., are involved in these activities as part of their observation or volunteer work with a licensed OTR/L, Amiya Waldman Levi, PhD, OTR/L; training since their first year in our program. Using occupational therapist; 50 hours is the minimum Evening/Weekend Coordinator Dale Coffin, EdD, a variety of teaching methods and the integration requirement and should be completed by the MS, OTR/L of technology in the coursework, our students application deadline. It is recommended that Assistant Professors: Robin Akselrud, OTD, develop a comprehensive understanding of candidates engage in more than the minimum OTR/L, Lisa Gordon-Handler, MA, Ph.D., OTR; practice and build their research skills. Embedded hours and in more than one setting. Admission Keith Peterson, DPT in our curriculum are activities that enhance application and reference letter forms can be Program Director: Holly Wasserman, EdD, M.S. students’ communication and critical thinking obtained from the OT Department (2nd Floor, OTR/L Associate Professor skills contributing to personal and professional Pratts Building, Room 224, 718-780-4508). Adjunct Faculty: 25 growth. Our students are prepared for successful Transfer students need to apply via the OTCAS The Occupational Therapy Program offers a clinical careers and leadership roles within their system: www.otcas.org. If you choose this system dual B.S./M.S. degree. It is designed to educate professional community. you do not need any additional applications or entry-level occupational therapists whose skills ADMISSIONS documents other than what the OTCAS requires. and training prepare them to practice competently Our program presents an excellent opportunity Please follow the directions that the OTCAS in the rapidly changing urban health care for high school graduates who want to pursue a system provides and complete their on-line environment and to equip patients and clients with degree in occupational therapy. Students can application. Our department has direct access to skills for the workplace and for home. The complete a Bachelor of Science / Master of those records. occupational therapy curriculum offers students Science (BS/MS) degree in Occupational Therapy 1. Students are required to provide the following the opportunity to focus on individual professional in five years: two years for the completion of items when submitting their application, or your growth, to participate in community-service prerequisites and three years for the professional application cannot be processed. learning, to refine cultural sensitivity and practice phase of the program. Our program also presents a • 3 letters of recommendation skills, to use health promotion in community great opportunity for college students and college • Your application will not be considered settings, to utilize activity to promote health and graduates with a degree in another field who want complete until all three reference letters are independence, and to develop the skills required to to pursue a career in occupational therapy. on file with OTCAS by the deadline treat the whole person. Students seeking the entrance into health and • We REQUEST that letters of The Occupational Therapy Program is approved human service professions should be aware that recommendation be completed by people by the New York State Education Department and the presence of a criminal record can result in the who know you well; for example, college the Accreditation Council for Occupational refusal of licensing/certification/registration professors, academic counselors, and/or Therapy Education. Occupational therapy is an agencies to issue the credential needed to practice employers and by at least one occupational upper-division professional program, spanning in the field of study. Prospective students are therapist. three years of full-time professional academic urged to contact the pertinent state and/or federal • Personal Statement courses and clinical work that is integrated with licensing board to inquire whether a criminal • In your personal statement explain your several community-service learning experiences. record will have an impact on your eligibility to career goals, your interest in occupational Students must complete the liberal arts and obtain licensure or certification. A criminal therapy, past work/volunteer experience that sciences core curriculum, which offers a rich base conviction and/or the use of illegal drugs may is relevant, and if there is a specialized area of sciences, humanities and social sciences, before impede licensure in New York State. Students who of occupational therapy that interests you entering the professional phase of the program; a have had a prior conviction are advised to contact most. You may also wish to describe your minimum of 60 credits in the liberal arts and NBCOT (www.nbcot.org for clearance before experience with illness and disability, sciences for the baccalaureate degree are required. beginning their academic program. For a fee, whether the experience is your own or that Occupational therapy is a vital health-care and NBCOT will review the circumstances which led of a family member or close friend. rehabilitation profession whose practitioners help to a conviction and the individual’s personal • Verification of a minimum of 50 hours of clients to develop or restore and sustain the highest record and render a decision concerning whether volunteer work with a licensed occupational quality of productive life to persons recovering or not the individual would qualify to work as an therapist.50 hours is the minimum requirement from illness or injury. Occupational therapy is the occupational therapist. and should be completed by the application therapeutic use of self-care, work/productive tasks Application Policies and Procedures deadline. It is recommended that candidates and play/leisure activities to increase independent Before applying to the professional phase, engage in more than the minimum hours and in function, enhance development and prevent students without an undergraduate degree must more than one setting. We are requiring that disability. The term occupation refers to activities complete 60 undergraduate prerequisite credits verification of these hours are provided. that are meaningful to the individual within the (see below) and maintain a minimum cumulative OTCAS has a function that allows applicants to environments in which the person lives and grade-point average of 3.0 in liberal arts and have their hours verified by either uploading a functions. Occupational therapy promotes healthy sciences courses. Grades below a C- are not document or electronically requesting lifestyles, prevents disability and facilitates active acceptable in prerequisite courses. Please note that verification from the OT. Please make sure participation through occupation. It includes fulfilling these requirements does not verification is submitted for all hours for adapting tasks and the environment to maximize automatically qualify the student for the consideration. independence and quality of life. Occupational professional phase of the program. All students go • Curriculum Vitae therapists help people adapt to changes resulting through the application and selection process INTERVIEW from disability and the aging process, focus on outlined below. 2. Due the competitive nature of the program,

Page 163 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021 unfortunately, only eligible students will be invited Intro Sociology (SOC 3) 3 credits professional phase course work. for an interview. The following criteria will be or For more information about our program visit considered to determine eligibility for an Anthropology our website: interview: www.liu.edu/Brooklyn/Academics/Schools/SHP/ History (His 1, 2) 3 credits • Meeting application deadline with a verified Dept/Occupational-Therapy application Philosophy (Phil 61, 62) 3 credits Academic Standards • Cumulative GPA as well as Science GPA Once accepted into the Occupational Therapy Oral (Spe 3) 3 credits • Volunteer experience and extracurricular Program, students must maintain a cumulative Communicatio activities professional-phase grade point average of at least n • Writing competency (personal statement, 3.0 each semester. Students also must meet curriculum vitae) Foreign 3 credits standards of professional behavior with faculty, • Letters of recommendation Language peers and clinical instructors. Upon completion of The Department of Occupational Therapy the curriculum, students are awarded a dual ART, DNC, 3 credits publishes the application deadline on the Bachelor of Science/Master of Science Degree in MUS, THE, website. All students accepted begin the program Occupational Therapy and are eligible to take the MA in the fall semester of each academic year. All NBCOT exam. prerequisite courses and volunteer work must be Liberal Arts 5 credits Occupational Therapy Curriculum completed prior to entering the program in The Occupational Therapy Program curriculum *60 credits September. We encourage students to meet with includes 122 credits in the professional phase of faculty in the Department of Occupational Therapy * Each Applicant is required to complete an the program. Occupational therapy course to prepare their application and to make sure that additional 5 credits of Liberal Arts or Science offerings provide 23 credits of basic and medical prerequisites are completed. course work and will accept OS 1 for one credit science classes, 82 credits in occupational therapy Pre-requisites and 4 credits from an elective course. Computer theory and practice, and 17 credits of fieldwork College students wishing to transfer into the Science, Education, and Physical Education education. professional phase of the program must have a courses are not acceptable for completion of the The developmental nature of our curriculum minimum cumulative grade point average of 3.0. Liberal Arts and Science requirement. The total # allows students to be introduced, practice and A 3.0 minimum cumulative grade point average is of prerequisite credits required for graduation is * master, core competencies pertaining to the also required in both liberal arts and sciences 60 credits. All prerequisite course work must be clinical practice of Occupational Therapy. The courses. An average GPA of 3.0 in the four completed prior to initiation of professional phase curriculum is brought to life through organizing biology pre-requisite courses is preferred (BIO 3, course work. strands, which serve to infuse the mission and 4, 137,138). Science grades more than 10 years old Prerequisite Courses for LIU Graduates and philosophy of the program into each course. The are not acceptable. Official transcripts from all Transfer Students With a Degree (Associate or courses are organized into sequences that aim to colleges and universities attended are required. Bachelor Degree) gradually enable students' learning and Below are the prerequisite courses for current General Biology 8 credits professional competency. LIU students, LIU graduates, and transfer students (with lab) The organizing strands for the curriculum are: from other colleges/universities: 1. Clinical reasoning/evidence-based Anatomy & Physiology 4 credits Prerequisite Courses for LIU Students and practice/research I Transfer Students Without a Degree 2. Engagement in meaningful occupation Biology (Bio 1 or 3, 2 8 credits Anatomy & Physiology 4 credits 3. Health promotion, prevention and wellness (with lab) or 4) II 4. Professional socialization/community service The occupational therapy program will allow you Anatomy & (Bio 137) 4 credits Algebra 3 credits to: Physiology I Statistics 3 credits • Focus on your individual professional growth and development Anatomy & (Bio 138) 4 credits General Psychology 3 credits Physiology • Participate in community service learning Developmental 3 credits • Enhance cultural sensitivity and practice skills Finite Math (Math 16) 3 credits Psychology • Use health promotion in community settings • Develop skills to treat the whole person Statistics (Math 100, 3 credits Abnormal Psychology 3 credits Psy 150) including physical, cognitive and psychosocial English Composition 6 credits needs General (Psy 3) 3 credits and/or Literature • Use purposeful activity to promote health and Psychology Intro Sociology or 3 credits independence Developmental (Psy 107) 3 credits Anthropology • Prepare for a successful career and leadership Psychology roles within the Occupational Therapy *40 credits profession. Abnormal (Psy 110) 3 credits *The total prerequisite credit requirement for entry Students spend their first year completing 72 Psychology into the program is *60 credits. Completion of the hours of community service that introduces them English (Eng 16) 3 credits 20 additional required prerequisite credits of to service learning experiences related to life-span Composition Liberal Arts or Science course work must be development and understanding of occupations. evident on your transcript. Computer Science, During the second of the curriculum, students English (Eng 61-64) 3 credits Education, and Physical Education courses are not participate in an enriched clinical component Literature acceptable for completion of the Liberal Arts and (Fieldwork I) that includes several supervised part- Science requirement. All prerequisite course work time experiences with clients and patients of all must be completed prior to initiation of ages, located in a variety of medical, educational

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 164 LIU Brooklyn and community-based organizations. In the third discovered or if a drug test is positive. In the event Anthropology, Economics, History, 3.00 year, students participate for seven months in full- that a student is rejected from a clinical/field site Political Science, Psychology, or time fieldwork (Fieldwork II) that includes 3 due to information contained in the criminal Sociology rotations of 8-10 or 12 weeks in a variety of background check, or drug screen, you may be Anthropology, Economics Political 3.00 clinical, educational, or community settings (focus unable to complete a required clinical/field Science, Psychology, Sociology is on: mental health, physical disabilities, experience. If you are unable to complete program pediatrics). Students also have the unique requirements, you may be advised to withdraw Science and Mathematics opportunity to design and implement a four-credit from the program. Mathematics: MTH 15 or 16 (3-4 credits) 4.00 research project in which they conduct a faculty Accreditation mentored research project. The entry-level occupational therapy program Laboratory Science: BIO 1 or 3 4.00 Community Service is accredited by the Accreditation Council for Communication, Visual & Performing Students will be prepared to ultimately work in Occupational Therapy Education (ACOTE) of the Arts the urban environment, which presents unique American Occupational Therapy Association challenges to health care provision. Consistent (AOTA) located at 6116 Executive Boulevard, Oral Communications: SPE 3 3.00 with the mission of LIU Brooklyn to provide Suite 200, North Bethesda, MD 20852-4929. Art, Dance, Journalism, Music, Theatre, 3.00 service to the community, occupational therapy ACOTE’s telephone number, C/O AOTA, is Media Arts students will participate in the Common Ground, a (301) 652-AOTA and its web address is unique community service-learning program WWW.ACOTEONLINE.ORG. The program is Ancillary Requirements: sponsored by the university. The curriculum registered with the New York State Education Must complete one of following (completes emphasizes the importance of community service Department. Graduates will be eligible to sit for sequence): learning, cultural competence and the relationship the national certification examination by the BIO 2 General Biology 4.00 of the environment to health and illness. It is National Board for Certification in Occupational BIO 4 Life: Its Origin, 4.00 critical that students have early and consistent Therapy (NBCOT). After successful completion of Maintenance and Future exposure to the community facilitated through that examination, the individual will be an developmental learning activities. The community- Occupational Therapist Registered (OTR). In Must complete both courses based learning experiences will foster a deep addition all states require licensure in order to PSY 31 Lifespan Developmental 3.00 appreciation of the broad spectrum of social, practice; however, state licenses are usually based Psychology cultural, political, and economic forces that shape on the results of the NBCOT Certification PSY 110 Abnormal Psychology 3.00 this environment and influence the individual in Examination. Note that a felony conviction may his/her daily activities and valued occupations. affect a graduate's ability to sit for the NBCOT Must complete one of the following courses Fieldwork Education certification examination or attain state licensure. MTH 100 Introductory Statistics 3.00 Fieldwork education constitutes an integral part PSY 150 Statistics in Psychology 3.00 of the course of study. It provides an excellent opportunity for students to acclimate themselves to DUAL DEGREE PROGRAM Must complete both courses: the health care setting, practice selected aspects of BIO 137 Anatomy & Physiology I 4.00 occupational therapy, observe various types of BIO 138 Anatomy & Physiology II 4.00 health care settings, and develop your professional B.S./M.S. Occupational Therapy competence. Liberal Arts & Sciences electives: The fieldwork education component begins with B.S. / M.S., Occupational Therapy 5 credits in LA&S electives are required. a ten week fieldwork experience in the fall of the {Program Code: 21843] {HEGIS: 1208.0} second professional year. The following clinical Occupational Therapy Professional practice experiences gradually become more Graduation Requirements Phase Requirements demanding and varied in nature. The program Students must satisfy the placement, proficiency, Occupational Therapy Professional Phase - concludes in fieldwork experiences with a orientation and 34-35 credit core curriculum Year 1 Requirements (45 credits) minimum of 28 weeks in the fall/spring/summer criteria outlined in the Graduation Requirements semesters of your final graduate year at LIU OT 100 Introduction to 2.00 section of this bulletin: Brooklyn (at which time students will be Occupational Therapy Orientation responsible for providing all occupational therapy OT 106 Therapeutic Skills 1: 2.00 FYS 01 First Year Seminar 1.00 services to their own caseload, under the Interpersonal Skills supervision of licensed occupational therapists). Core Curriculum Requirements Many of our clinical/field experience affiliates OT 110 Human Development and 3.00 (34-35 credits) now require the completion of criminal Occupation 1: Pediatrics Humanities background checks and/or drug testing for OT 111 Human Development and 2.00 employees, volunteers and students affiliated with English Composition - ENG 16 or 16 X 3.00 Occupation 2: the site. Therefore, the LIU Brooklyn students who Adolescence/Adults English Literature: ENG 61, 62, 63 or 64 3.00 plan to participate in a clinical/field experience OT 112 Human Development and 2.00 may be asked to undergo a criminal background Philosophy: PHI 60, 61 or 62 3.00 check and/or drug screen. A criminal conviction Occupation 3: Geriatrics Foreign Language 3.00 and/or the use of illegal drugs may impede or bar OT 119 Anatomy - Kinesiology 5.00 your entry into your chosen field of study. Social Sciences OT 120 Theory 1: Introduction 2.00 Students desiring entrance into the School of History 3.00 Health Professions should be aware that our clinical/field affiliates can reject or remove a student from the site if criminal record is

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OT 121 Medical Conditions 1: 3.00 OT 330 Practice 1: Mental Health 5.00 Minimum Credits of Courses > 100 Level: 48 Physical Disabilities in - Adolescents, Adults and Ancillary Course Requirements: See Above Adolescents, Adults and Geriatrics Minimum Major GPA: 3.0 Geriatrics Minimum Overall GPA: 3.0 OT 420 Theory 4: Physical 5.00 OT 129 Kinesiology 2 4.00 Disabilities Sets of Guidelines for Practice OT 140 Neuroscience 5.00 OT 430 Practice 2: 5.00 OT 201 Professional 2.00 Neurorehabilitation Development 1: Adolescents, Adults and Occupational Therapy Geriatrics Student Academic Experience OT 431 Practice 3: Orthopedic 4.00 Rehabilitation and OT 202 Professional 1.00 Orthotics: Adolescents Development 2: Adults and Geriatrics Communication Skills OT 432 Practice 4: Medical and 2.00 OT 203 Professional 1.00 Surgical Rehabilitation: Development 3: Adolescents Adult and Advocacy and Disability Geriatrics Perspectives OT 506 Therapeutic Skills 5: 2.00 OT 206 Therapeutic Skills 2: 3.00 Technology and Assistive Group Process Devices OT 220 Theory 2: Learning 2.00 OT 520 Theory 5: Research 3.00 Theories Applied to Practice OT 533 Medical Conditions 3: 3.00 Pediatrics OT 301 Skills for Living 1: Play 3.00 and Leisure OT 620 Theory 6: Research 2.00 Proposal OT 302 Skills for Living 2: Work 3.00 Occupational Therapy Professional Phase - OT 720 Theory 7: Community 2.00 Year 2 Requirements (49 credits) Practice & Health Promotion OT 122 Medical Conditions 2: 3.00 Mental Health in Occupational Therapy Professional Phase - Adolescents, Adults and Year 3 Requirements (28-34 credits) Geriatrics OT 507 Therapeutic Skills 6: 3.00 Organization & OT 200 Fieldwork Level I: 1.00 Administration Geriatric Practice OT 510 Level II: Fieldwork I 5.00 OT 205 Professional 1.00 Development 5: Health OT 511 Level II: Fieldwork II 5.00 Promotion OT 512 Level II: Fieldwork III 4.00 OT 210 Fieldwork Level I: 1.00 OT 513 Level II: Fieldwork IV 2.00- Mental Health Practice: (Elective) 4.00 Adolescents and Adults OT 530 Practice 5: Pediatrics 5.00 OT 215 Fieldwork Level I: 1.00 Physical Disability OT 535 Fieldwork Level I: 1.00 Practice: Adolescents and Practice 3: Pediatrics Adults OT 716 Professional 1.00 OT 303 Skills for Living 3: Self 3.00 Development 6: OT Care Student Clinical Experience OT 306 Therapeutic Skills 3: 2.00 Teamwork and OT 820 Theory 8: Community 4.00 Leadership Practice Research Project OT 320 Theory 3: Comprehensive 4.00 Models and Mental Credit and GPA Requirements Health Sets of Guidelines Minimum Total Credits: 182 for Practice Minimum Liberal Arts and Sciences Credits: 60 Minimum Major Credits Undergraduate: 72 Minimum Major Credits Graduate: 50

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 166 LIU Brooklyn

Occupational Therapy Courses development in sensory, motor, cognitive and course examine the role of age-related occupations psychosocial domains. Factors influencing growth on maturity, aging, death and dying, quality of life, and development including the family, the social and well-being. The course integrates performance OT 100 Introduction to Occupational Therapy and physical environment, daily life experience, and skills, patterns and contexts as key factors in Introduction to the profession of occupational the unique individual characteristics of the child understanding changing occupational roles and the therapy including the history, philosophy, will be incorporated throughout the course. The process of adaptation in elders. knowledge, skills and attitudes reflective of past, role of the occupational therapist in prevention and The pre-requisite of OT 111, OT 119, OT 120, OT current and future practice. The course content promotion of health and well being with pediatric 202, OT 203, and OT 206 are required. The co- introduces students to the nature of theory and the populations will be introduced. Through volunteer requisites of OT 121, OT 129, OT 220, and OT evolution of the profession related to practice, work in a community service agency, students will 302 are required. standards of practice, core values and attitudes, have opportunities to develop observation and Credits: 2 ethical and legal issues, roles and tasks of interaction skills with children in a naturalistic Every Summer occupational therapists and certified occupational setting. A comprehensive understanding of therapy assistants, the organizational structure of childhood occupations is achieved through class OT 119 Anatomy - Kinesiology the professional association and accreditation and activities and community service.Community This course is an in depth study of the human body credentialing bodies and international resources. service and course assignments also provide the structure, functions and abnormal motion, with Trends are examined in health care and models of opportunity for students to link classroom learning emphasis on the neuro-musculoskeletal systems. practice including wellness and health maintenance to both home and community practice settings. Structural interrelationships shall be examined as and health promotion in the context of social, The pre-requisites of PSY 107, PSY 110 and the basis for normal functions and as a means to economic, political, demographic and cultural admissions to the OT program are required. Co- understand structural and functional dysfunctions factors that influence the delivery of services are requisites of OT 106, 100, 140, 201, and 301 are of body structures that affect body functions and addressed. required. occupational performance. The course facilitates The pre-requisites of PSY 107, 110 and admission Credits: 3 students'' understanding of neuro-motor substrates to the OT program are required. Co-requisite of Every Fall of human performance skills required to participate OT 106, 110, 140, 201, and 301 are also required. in meaningful occupations. Directed laboratory Credits: 2 OT 111 Human Development and Occupation 2: experiences are comprised of cadaver dissection, Every Fall Adolescence/Adults study of skeletal materials and anatomical models, This course addresses human growth and surface anatomy, palpation, joint, and muscle OT 106 Therapeutic Skills 1: Interpersonal Skills development for adolescents and adults in the areas function as well computer-assisted learning and This course will introduce the students to of neurosensory, motor, visual, perceptual, video-tape presentation. Students obtain the professional interpersonal skills and techniques cognitive, physical, physiological and psychosocial background knowledge that assists them to used by Occupational Therapists across treatment skills. Principles of health promotion and disability understand, analyze and interpret neuro-motor settings and age groups. Students will both learn prevention and the influences of culture and body structures and functions that hinder and practice skills including: therapeutic use of self, diversity are examined as they interface with the occupational performance. All students must interviewing/counseling skills, assertive professional age-related needs and risks of this cohort. Students participate in cadaver dissection lab. communication and therapeutic interaction. will examine the influence age-related life stages and Pre-requisite of OT 100, OT 106, OT 110, OT 140, Students will begin to appreciate factors relevant to development on occupations within the framework OT 201, and OT 301 are required. disability perspectives, cultural sensitivity, client- of performance skills and patterns and contexts. Credits: 5 centered care and advocacy. Students will develop Students will be exposed to current research Every Spring in their identity as a "Helping Professional" and will protocols and findings related to adolescents/adults show sensitivity when using new interpersonal kills development and their relationship to occupations OT 120 Theory 1: Introduction in the experiential setting. and healthy lifestyle. This course is coupled with a This course will provide the opportunity for Prerequisites: PSY 107 and 110, 1 Sociology or community service learning experience in which students to learn about the theoretical foundations Anthropology course and Admissions to the OT students have the opportunity to integrate course of the profession. Students will examine how program. content through lectures, seminar discussions, and theoretical information largely developed by the The pre-requisites of PSY 107 and 110; one community service experiences. Students also disciplines is used to support the development of (a) Sociology or Anthropology course; and Admissions examine designated cultures and health related sets of guidelines for occupational therapy practice to the OT program are required. Co-requisites of issues in depth using a problem based learning and (b) screening and assessment tools. Both non- OT 100, 110, 140, 201, and 301 are required. (PBL) approach. occupational therapy theories and occupational Credits: 2 Pre-requisite of OT 110, OT 106, OT 110, OT 140, therapy theories will be explored. Students will also Every Fall OT 201, and OT 301 are required. learn how to read, critique, interpret and Credits: 2 summarize research (basic and applied) regarding OT 110 Human Development and Occupation 1: Every Spring the reliability and validity of theories, and the Pediatrics effectiveness of guidelines for occupational therapy This course focuses on bio-psycho-social OT 112 Human Development and Occupation 3: practice and screening assessment tools.The course development from infancy through childhood. Geriatrics has a writing intensive component in which Concepts and theories of typical human growth Human development and occupation for elders is students develop professional writing skills related and development across the life span will be the core interest of this course. Development in the to documenting evidence for practice. Language presented as a context for understanding behavior areas of sensory, motor, perceptual, physical, structure, format and argument development are and occupation. Age related occupations in infancy cognitive, physiological and psychosocial skills is empasized. Students complete progressive and childhood will be examined in the context of examined. Principles of health promotion, disease assignments that are gradually revised using the developmental theories. Current research findings prevention and the influences of culture and professor's feedback, the assistance of writing tutors, will be integrated in the course to inform diversity are examined in depth. Assignments and and the use of googledocs. Finally students are occupational therapists about human growth and community service experiences integrated in this introduced to clinical reasoning and decision

Page 167 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021 making skills by assessing a client's occupational goniometry. Changes in movement patterns across to directly experience occupational therapy practice role dysfunction identify the impact of cultural, the life span are included. It provides didactic and with a geriatric population in a clinical or socioeconomic and political factors on their practical experience with examination of movement community setting. Through fieldwork experience, disability and determine an appropriate principles. The impact of biomechanics on students will begin to integrate and apply the theoretically based OT intervention. Opportunities functional performance is also discussed. Students theoretical knowledge, and professional to practice clinical reasoning, professional writing learn to apply principles of kinesiology, muscle behaviors/attitudes and clinical skills learned in the and decision making skills are provided through testing and goniometry in clinical cases. classroom. An integrative clinical reasoning case studies, media (e.g., books, film, and video) The pre-requisites of OT 111, OT 119, OT 120, fieldwork seminar both in person and on-line and scientific literature. OT 202, OT 203, and OT 206 are required. The accompanies the fieldwork experience to provide The pre-requisite of OT 100, OT 106, OT 110, OT co-requisites of OT 112, OT 121, OT 220, and OT students with an opportunity to analyze the 140, and OT 201, and OT 301 are required. 302 are required professional and clinical practices observed in the Credits: 2 Credits: 4 clinic/ community setting, and integrates this with Every Spring Every Summer the clients' cultural background, health status, and valued occupations. Students will complete OT 121 Medical Conditions 1: Physical OT 140 Neuroscience intensive documentation assignments that will help Disabilities in Adolescents, Adults and Geriatrics This course provides students with an facilitate their understanding and ability to analyze This course is a study of the medical, neurological, understanding of the neuroanatomical and and synthesize a client's information in an and orthopedic conditions that commonly occur neurophysiologic substrates of normal and occupational profile/evaluation in order to create during the life span of adolescents, adults, and the abnormal human behavior. The study of cortical long /short-term goals, formulate an evidence based elderly. An understanding of the etiology, and subcortical anatomy and physiology includes: treatment plan, progress note and discharge note. pathology, signs and symptoms, treatment, cranial and peripheral nerves; the ventricular The pre-requisites of OT 112, 121,129 OT 220 and psychosocial issues, and prognosis of common system; vascular brain anatomy; the neuron and OT 302 are required. The co-requisites of OT 122, conditions and diseases are promoted. The neural activity; neurotransmitters, enzymes, and OT 303, OT 306, OT 320 and 420 are required. influence of culture, diversity, environmental other neurochemicals; the autonomic nervous Credits: 1 context, and the impact of occupation and health system; spinal cord tracts; and proprioceptors Every Fall promotion are considered. (muscle spindles and golgi tendon organs). The The co-requisites of OT 129, 112, OT 121, OT 220 neuroanatomical and physiologic functions of OT 201 Professional Development 1: and OT 302 are required. The pre-requisites of OT special senses include: the vestibular system, vision, Occupational Therapy Student Academic 111, OT 119, OT 120, OT 202, OT 203, OT 206 audition, olfaction, gustation, and proprioception. Experience are required. The neurologic substrates of motor control, This course focuses on foundation skills to support Credits: 3 stress/emotions/motivation, learning and memory, professional education and personal development Every Summer the aging of the brain, and neuroplasticity is also as an occupational therapy student. Course reviewed. Students will learn to use their knowledge content will include student work with self- OT 122 Medical Conditions 2: Mental Health in of neuroanatomical and physiologic functions of management and health promotion, learning styles Adolescents, Adults and Geriatrics the central nervous system (CNS) to understand and learning skills, learning contracts, study skills, This course presents an overview of the medical, CNS disease, dysfunction, and injury (e.g., spinal test-taking skills, use of support groups and neurological and psychiatric conditions which cord injury, traumatic brain injury, schizophrenia, refinement of active listening, and goal setting. commonly occur during the life span of coma, Parkinson's, sensory integrative disorders). Students develop e-portfolios and begin to adolescents, adults and the elderly, building upon Students will also use their knowledge of recognize themselves in their new professional prior course work in the basic science curriculum neuroanatomy and physiology to begin to roles. Students develop and expand skills in and growth and development. Students develop an understand the neurologic theories underlying computer literacy, improve utilization of library and understanding of medical and psychiatric specific occupational therapy practices (e.g., NDT - data bases for review of professional literature, and conditions, the etiology, signs, symptoms and Neurodevelopmental Treatment, PNF - start to develop experience with scientific and prognosis. Implication for the person's Proprioceptive Neuromuscular Facilitation, SI - professional writing and speaking. Students will occupational roles and performance are examined. Sensory Integration, and splinting and casting). Lab participate in writing groups with tutors from the Occupational therapy practice is discussed with will provide the opportunities for students to Writing Center to identify areas for skill focus on the process of screening, assessment, directly examine human brain specimens, practice development in writing and refine written treatment and reassessment. In addition, the clinical neurologic exams, and develop clinical communication skills, critical thinking and problem influence of culture, ethnicity, health care policies problem identification skills through case solving.This course is part of our enrichment and gender and its impact on occupation and studies.During lab sessions students are also program. health promotion are examined across the life span. exposed to real life clients with neurological Occupational Therapy majors only. Co-requisites of The pre-requisites of OT 112, OT 121, OT 129, damages and learn the functional impact of the OT 100, 106, 110, 140 and 301 are required. OT 220, OT 302 are required. The co-requisites of neurological problems (using the "clinic in the Credits: 2 OT 200, OT 303, OT 306, OT 320 and OT 420 classroom" approach). Every Fall are required. The pre-requisites of BIO 3, 4, 131 and 132 are Credits: 3 required and the student must be in the OT 202 Professional Development 2: Every Fall Occupational Therapy major in order to register for Communication Skills

this course. The co-requisites of OT 100, OT 106, Students will continue to refine professional OT 129 Kinesiology 2 OT 110, OT 201, and OT 301 are required. communication skills in the areas of written, This lecture/lab course provides an introduction to Credits: 5 graphic, and oral presentation. Students will the analysis of the human motion. It includes the Every Fall identify areas for refining professional behavior, study of muscle function and biomechanics of the ongoing professional development, and continuing human body. The course content integrates OT 200 Fieldwork Level I: Geriatric Practice competency in academic and community contexts. principles of kinesiology with muscle testing and This course provides the opportunity for students Students continue to assemble an ePortfolio

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 168 LIU Brooklyn reflective of their ongoing professional The pre-requisite or co-requisite of OT 100 is learned in the classroom. An integrative clinical development. They will formulate a professional required. reasoning fieldwork seminar accompanies the development goal and continue to identify their Credits: 1 fieldwork experience to provide students with an focus for personal wellness, study skills and stress On Demand opportunity to analyze the professional and clinical management. Students will also review how to practices observed in the clinic/community setting, present themselves in professional interviews for OT 205 Professional Development 5: Health and integrates this with the clients' cultural employment, scholarship applications, fieldwork Promotion background, health status, and valued occupations. experiences and to promote the profession through Consideration of current public health initiatives Students will complete intensive documentation community and legislative advocacy. Students will designed to improve the quality of health, eliminate assignments that will help facilitate their expand knowledge of resources to research disparities, and explore occupation-based understanding and ability to analyze and synthesize professional and current literature content, broaden interventions to address major indicators of poor a client's information in an occupational understanding of evidence-based practice and health, to prevent disorders and to maintain profile/evaluation in order to create long/short- literature reviews, further develop skills in using wellness. The course will examine evidence-based term goals, formulate an evidence based treatment media, and creative arts for professional, patient, practice, intervention programs, evaluation and plan, progress note and discharge note. consumer, client and community education, outcome assessments for wellness, health The pre-requisites of OT 200, OT 303, OT 306, practice and advocacy. promotion and quality of life. A range of OT 320, OT 420 and OT 122 are required. The co- Pre-requisites of OT 100, 106, 110, 201, and 301 approaches supporting health promotion and requisites of OT OT 205, OT 215, OT 330, OT are required. disease prevention in various populations, in 430 and OT 431 are required. Credits: 1 institutional, community and home settings will be Credits: 1 Every Spring examined. Students will begin to develop skills in Every Spring using occupational therapy interventions to OT 203 Professional Development 3: Advocacy enhance the quality of life and well-being. A variety OT 215 Fieldwork Level I: Physical Disability and Disability Perspectives of health-related occupations using traditional, Practice: Adolescents and Adults The course provides principles of advocacy for alternative and complementary activities will be This course provides the opportunity for students Occupational Therapy and Advocacy for our demonstrated and practiced. Areas of focus include to directly experience occupational therapy practice clients. Professional issues related to State and enhancing coping and adaptation with stress in adolescents/adults with physical disability in a National Advocacy groups for OT as well as, management, time management, pain management, clinical or community setting. Through fieldwork current professional topics for advocacy are smoking cessation, and withdrawal from substances. experience, students will begin to integrate and discussed. Students learn the importance and the Patterns of diet, physical activity, psychological apply the theoretical knowledge, and professional nature of participation in professional advocacy. In states and attitude, social activities, and the role of behaviors/attitudes and clinical skills learned in the this course students also examine psychosocial spirituality in practice reflecting classroom. An integrative clinical reasoning factors, stereotypes, and negative attitudes affecting sociocultural/economic, diversity, cultural and life fieldwork seminar accompanies the fieldwork people with disabilities, their families and span factors are examined. experience to provide students with an opportunity caregivers. Methods of instruction include The pre-requisites of OT 122, 200, 303, 306, 320, to analyze the professional and clinical practices literature review, media resources, narratives, and and 420 are required. Co-requisites of OT 210, observed in the clinic/community setting, and in-class interviews with people with a range of 215, 330, 430, and 431 are required. integrates this with the clients' cultural background, stigmatizing conditions. Major civil rights legislation Credits: 1 health status, and valued occupations. Students will and the disability rights movement will be explored Every Spring complete intensive documentation assignments that and different models of viewing disability will be will help facilitate their understanding and ability reviewed. Students will enhance their OT 206 Therapeutic Skills 2: Group Process to analyze and synthesize a client's information in understanding of the importance of practitioner, A group process course for treatment, teamwork, an occupational profile/evaluation in order to consumer and patient advocacy to promote and community interventions. Introduction and create long /short-term goals, formulate an evidence empathy and skills in client-centered practice. application of theories of group dynamics, task, and based treatment plan, progress note and discharge Students will increase sensitivity and skills required activity groups, including evaluation of note. in the implementation of client-centered practice interpersonal style and group roles, therapeutic The co-requisites of OT 205, OT 210, OT 330, OT with people with a wide range of physical, interaction and leadership skills, collaborative and 430 and OT 431 are required. The pre-requisites of psychological, and socially stigmatizing conditions. professional communication skills. Students learn OT 121, 129, 303 and 420 are required. The pre-requisites of OT 100, 106, 110, 140 , and to carry out groups, reflect on their experiences and Credits: 1 201 are required. provide feedback to each other on the group Every Spring Credits: 1 process. Every Spring The pre-requisites of OT 100, 106, OT 110, OT OT 220 Theory 2: Learning Theories Applied to 140, OT 201 and OT 301 are required. Practice OT 204 Professional Development 4: Credits: 3 This course provides students with an Independent Study (Elective) Every Spring understanding of teaching and learning processes. An in-depth exploration of a topic of study through Students are prompted through class activities and review of literature, field visits or community OT 210 Fieldwork Level I: Mental Health the discussion of theories of learning (such as service learning under the guidance of a faculty Practice: Adolescents and Adults Bloom's) to reflect on their own learning process as mentor. Professional writing development is This course provides the opportunity for students they pursue the OT degree. In addition students are emphasized. Students, with the instructor, define to directly experience occupational therapy practice introduced in how learning theories are used to the scope of the study, methods, and outcomes. in mental health with adolescent/adult populations support the development of occupational therapy Professional development will be fostered through in a clinical or community setting. Through interventions that are designed to facilitate personal the identification of learning objectives for the fieldwork experience, students will begin to change. Learning theories that are studied include experience that will be assessed/monitored during integrate and apply the theoretical knowledge, Social Learning Theory (Bandura), The Health the course of the independent study process. professional behaviors/attitudes and clinical skills Belief Model (Becker), PRECEDE-PROCEED

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Model, Theory of Reasoned Action (Fishbein & Credits: 3 presentations using technology for educational Ajzen), Stages of Change Theory-Transtheoretical Every Summer presentations on the reading material pertaining to Model (Prochaska & DiClemete), Theory of teamwork and leadership. Work from this course Multiple Intelligences (Gardner), Learning Styles OT 303 Skills for Living 3: Self Care will be used to enrich students' e-portfolios Model (Dunn & Dunn), Motor Learning, This course provides students with the opportunity reflecting their continues professional development. Behaviorism and Model of Human Occupation to examine the meaning of self-care activities The pre-requisites of OT 112, 121, 129, 220, 302 (MOHO). Characteristics of therapists and throughout the life span and across various are required and the student must be in the environments that facilitate positive change are cultures. The course content emphases clinical Occupational Therapy major in order to register for examined. Learning styles and learning contracts reasoning/evidence-based practice research as it this course. The co-requisites of OT 122, 200, 303, that are sensitive to multicultural concerns and relates to the engagement in self-care skills as part of 306, 320, and 420 are required. literacy levels of patients, clients, and caregivers are meaningful occupation, health promotion, Credits: 2 explored. The course is also focused on professional prevention and wellness. The specific performance Every Fall writing and the ability of the students to review components of self-care activities (i.e., sensorimotor, literature and summarize it in a logical and cognitive and psychosocial components) will be OT 320 Theory 3: Comprehensive Models and comprehensive manner. analyze. The way in which various performance Mental Health Sets of Guidelines for Practice The pre-requisites of OT 111, OT 119, OT 120, contexts (i.e., age group, developmental stage, This course provides students with the opportunity OT 202, OT 203 and OT 206 are required. The co- disability status, environmental conditions, and to study the underlying theories of occupational requisites of OT 112, OT 121, OT 129, and OT socio-cultural factors) influence self-care activities therapy comprehensive models with an emphasis 302 are required. will be explore. Students will have the opportunity on adaptation and the environment. The structure Credits: 2 to practice activity analyses of self-care tasks (for and content of theories, models, and frames of Every Summer specific populations, age groups, socio-cultural reference/sets of guidelines for practice in mental environments, etc.). Students will also practice the health will be described. The delineation between OT 301 Skills for Living 1: Play and Leisure clinical techniques of grading and adaptation of basic and applied scientific inquiry will also be This course has a dual focus: play and leisure across self-care activities in accordance with an individual's presented. The role of occupation as described by the life span and activity analysis and synthesis. disability status. There will be opportunity to occupational science, occupational adaptation, the Meaningful occupation, with a specific focus on practice grading and adaptation self-care skills, Model of Human Occupation, and client-centered play and leisure will be examined in a social and through case studies and problem-based learning practice is also presented. Each comprehensive cultural contexts and temporal contexts of age, activities. Students will have the opportunity to model will be examined with respect to its (a) developmental and life cycle stages, and disability identify a variety of screenings, assessments, and author/source, (b) origin, (c) populations status. Content includes the role of play and leisure intervention methods for clients who have addressed, (d) theoretical foundations, (e) concepts in health promotion and disability prevention, and disabilities, which interferes with self-care activities. and assumptions, (f) sensitivity to multicultural the screening and assessment of play and leisure. The students will have the opportunity to practice concerns of patients/clients, (g) principles of Students develop skills in task and activity analysis, documentation skills (goal and note writing) assessment, (h) client-therapist relationship, and (i) activity modification and adaptation based on an through case studies and problem-based learning. principles of intervention. These comprehensive occupational performance model. The pre-requisites of OT 112, OT 121, OT 129, models will be explored, analyzed and critiqued for The pre-requisites of PSY 107 and 110; and SOC 3 OT 220 and OT 302 are required. The co-requisites the purpose of determining their adequacy as a are required in order to register for this course. The of OT 122, OT 200, OT 306, OT 320, and OT 420 basis for practice. Health promotion and wellness co-requisites of OT 100, OT 106, OT 110, OT 140, are required. The student must be in the models are also presented and analyzed. Current and OT 201 are required. Occupational Therapy major in order to register for practice issues such as reimbursement for services, Credits: 3 this course. the professions domain of concern, and research Every Fall Credits: 3 priorities will be discussed relative to contrasting Every Fall assumptions about the way in which comprehensive OT 302 Skills for Living 2: Work models should be used to guide occupational This course focuses on the role of work/productive OT 306 Therapeutic Skills 3: Teamwork and therapy practice activities across the life span and in occupational Leadership The co-requisites of OT 122, 200, 303, 306, 320, therapy. Content includes vocational and This course will introduce students to the and 420 are required. The pre-requisites of OT 112, functional capacity evaluation, work related conceptual, interpersonal and self-knowledge 121, 129, 220, 302 are required are required. The assessment tools, work programs for clients with components of teamwork and leadership. Practice student must be in the Occupational Therapy injury, developmental disabilities, cognitive deficits in applying theory and skills to teamwork will major in order to register for this course. and mental health concerns. The influence of prepare students for developing competence in Credits: 4 unique client characteristics, the environment, interdisciplinary collaboration, client and family Every Fall culture, social, economic and political factors centered intervention and health promotion. Roles impacting work and work programs will be and contribution of the full range of participants OT 330 Practice 1: Mental Health - Adolescents, considered throughout the semester. Students will from various practice domains in institutional, Adults and Geriatrics be introduced to ergonomics, cumulative work professional and community settings will be This course addresses the sequence of practice in injury and work hardening. Skill in activity analysis explored. Students will examine approaches to occupational therapy: screening, evaluation, will be expanded through a job analysis, analysis of problem solving, ethical challenges and conflict- reevaluation, formulation and implementation of work related behaviors and skills, tool analysis, and handling styles in leadership. Students will be intervention and discharge planning in mental an ergonomic seating evaluation. Lab activities link introduced to mentorship models and strategies health practice with adolescents, adults and theory to clinical application. that support effective supervision. Students will geriatrics in traditional and non-traditional settings. The pre-requisites of OT 111, OT 119, OT 120, design and implement wellness/health promotion The influence of culture and diversity, environment OT 202, OT 203, and OT 206 are required. The groups for a variety of populations in the context and psychological issues, as well as the co-requisites of OT 112, OT 220, OT 129 and 121 community (non-traditional settings). Students will impact of occupation and health promotion in are required. play an active role in developing educational practice are examined. Reflections on clinical

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 170 LIU Brooklyn reasoning are applied to practice via clinical OT 431 Practice 3: Orthopedic Rehabilitation and decision-making skills as they apply treatment fieldwork and field visits.Students are exposed to and Orthotics: Adolescents Adults and Geriatrics methods via review of fieldwork experiences and health promotion, wellness and quality of life This course is designed to provide students with the case studies.Students are asked to integrate the principles and practices. background and experience in splint fabrication client's health status, occupational performance and The co-requisites of OT 210 is required. The pre- and orthotic management for orthopedic develop treatment plans that take under requisites of OT 122 and OT 320 are required. conditions. Furthermore, students will learn consideration the client's values & routines and the The student must be in the Occupational Therapy evaluation and intervention principles with context of care. major in order to register for this course. adolescents, adults, and geriatrics. The lecture The pre-requisites of OT 205, OT 210, OT 215, Credits: 5 component will incorporate biological principles, OT 330, OT 430 and 431 are required. The co- Every Fall anatomical, kinesiological concepts, and bio- requisites of OT 506, OT 520, OT 533, OT 620, mechanics relating to orthopedics and splinting. and OT 720 are required. OT 420 Theory 4: Physical Disabilities Sets of The class will be divided into two sections; a two- Credits: 2 Guidelines for Practice hour lecture followed by a four-hour lab. The Every Summer This course provides the opportunity for students lecture component will incorporate biological to examine the primary theoretical information principles, anatomical, kinesiological concepts, and OT 506 Therapeutic Skills 5: Technology and underlying occupational therapy practice in physical bio- mechanics relating to orthopedics and Assistive Devices disabilities (i.e., biomechanical, sensory processing, splinting. Common diagnoses and indications for The course provides a close look (hands on neurodevelopmental, neurobehavioral, and selected splints will be reviewed as well as common experiences, clinical visits, in-class equipment cognitive-perceptual). Each set of guidelines (or protocols. In addition, students will be learning presentations) at assistive devices, assistive frame of reference) is studied with regard to (a) its about the sequence of practice in occupational: technology, compensatory strategies and theoretical base, (b) the predominant screening and screening and evaluation, reevaluation, formulation environmental adaptations used in the treatment of evaluation assessments used by therapists, (c) of intervention plans and implementation, and children,adoloscents, adults and elders with a wide principles of intervention, (d) reassessment and discharge planning. The lab portion will focus on range of disabilities to promote functional revision of treatment plans, (e) applicability to splint design and fabrication as well as modality adaptation and accessibility in the client's specific client populations, and (f) studies reporting application. Students will be exposed to a variety of environment. Students explore the use of adaptive the degree of efficacy of the practice approach. splinting equipment, tools, supplies, and low equipment and the processes of assessment and Students are exposed to the theoretical temperature thermoplastics used in clinical settings, intervention using adaptive equipment for clients underpinnings of occupational performance and in and develop basic splinting skills. Furthermore, with a variety of disabilities. The role of adaptive health promotion and wellness strategies that students will understand and demonstrate electrical equipment in promoting occupational performance promote engagement in meaningful occupation. safety standards. In addition, students will have the and participation is integral to the course. The co-requisite of OT 122, OT 200, OT 306, OT opportunity to apply modalities, such as, thermal, The pre-requisites of OT 205, OT 210, OT 215, 303, and OT 320 is required. The pre-requisites of ultrasound, TENS, NMES, light and laser therapy. OT 330, OT 430 and 431 are required. The co- OT 112, OT 129, OT 220, OT 320 and OT 121 Finally, students will focus on hand on evaluation requisites of OT 432, OT 520, OT 533, OT 620, are required. and treatment skills for common hand problems. and OT 720 are required. Credits: 5 The co-requisites of OT 205, OT 210, OT 330, OT Credits: 2 Every Fall 215 and 430 are required. The pre-requisites of OT Every Summer

122, OT 200, OT 303, OT 320 and 420 are OT 430 Practice 2: Neurorehabilitation OT 507 Therapeutic Skills 6: Organization and required. Adolescents, Adults and Geriatrics Administration Credits: 4 This course addresses neurorehabilitation practice Application of the principles of management in the Every Spring with adolescents, adults, and geriatrics within a provision of occupational therapy services to variety of healthcare and community related OT 432 Practice 4: Medical and Surgical individuals and organizations including: planning, settings. Students will learn about the sequence of Rehabilitation: Adolescents Adult and Geriatrics marketing, organizing, fiscal management, rehabilitative practice in occupational therapy This course addresses current occupational therapy maintaining staffing, coordination, directing, specific to addressing the needs of clients with practice methods for clients having general medical controlling, and evaluating programs. Students will neurological impairment, including: screening and and/or surgical diagnoses- in adolescent, adult, and develop an understanding of a variety of service evaluation, reevaluation, intervention planning and geriatric populations. Students will learn about the delivery models and knowledge of the broad implementation, and discharge planning. The most commonly seen medical/surgical diagnoses spectrum of influences that impact on health care course also acknowledges the influence of culture, treated by occupational therapists, as well as some delivery and ethical practice. Completion of a grant diversity, environmental context, and their impact specialty diagnoses. The sequence of practice for application or business plan complete with a on occupation and health promotion in clients with this diagnostic population will be covered-including literature review that includes evidence-based and neurological damages. Students will be expected to screening and evaluation, observation of best practice, background/need, mission statement, reflect on the clinical reasoning processes required contraindications and safety protocol, formulation project description/implementation/evaluation, to provide competent and evidence based practice of treatment plans, implementation of treatment, budget, sources of income, foundation support, to this client population via class discussions, case family/caregiver education, re-evaluation, and staffing and job descriptions. based assignments, and clinical fieldwork discharge planning. The impact of multicultural The pre-requisites of OT 432, 506, 520, 533, 620, experiences. sensitivity, cultural diversity, and environmental 720 are required. The co-requisites of OT 510, The co-requisites of OT 205, OT 210, OT 215, OT context ¿as they affect treatment will be explored. 530, 535, 716 are required. 330, OT 430 and 431 are required. The pre- Students will be expected to appropriately grade Credits: 3 requisites of OT 122, 121, OT 200, OT 303, OT and analyze activities in the process of developing Every Fall

320 and 420 are required. treatment plans for patients having general OT 510 Level II: Fieldwork I Credits: 5 medical/surgical rehabilitation needs as well as This course provides 10 to 12 weeks of full-time Every Spring some complex and less common diagnoses. supervised fieldwork. It provides in-depth initial Students will also enhance their clinical reasoning

Page 171 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021 experience in delivering occupational therapy experience. It provides in-depth fourth experience Students bring in examples from their clinical services to various groups of clients across the life in delivering occupational therapy services to experiences with children and their families. span, persons with a variety of psychosocial and various groups of clients across the life span, Evidence based practices are reinforced through physical performance deficits, in various service persons with a variety of psychosocial and physical assigments and class activities, to support clinical delivery models reflective of current and emerging performance deficits. It is taken place in various decision making and advocacy needs of clients practice and trends in the profession. Through this service delivery models reflective of current and (pediatrics). fieldwork experience, students will integrate and emerging practice and trends in the profession with The co-requisites of OT 716, OT 510, OT 535 and apply the theoretical knowledge, and professional a concentration in practice focus substantially 507 are required. The pre-requisite of OT 533, OT behaviors/attitudes and clinical skills learned in the different than the setting and population in OT 432, OT 506, OT 620, and OT 720 is required. classroom. A peer supervision process via 510, OT 511 & OT 512. Through this fieldwork Credits: 5 Blackboard discussions will be incorporated for experience, students will integrate and apply the Every Fall additional supervision amongst students and from theoretical knowledge, and professional the faculty. behaviors/attitudes and clinical skills learned in the OT 533 Medical Sciences 3: Clinical Conditions The pre-requisites of OT 432, OT 506, OT 520, classroom. A peer supervision process via in Pediatrics OT 533, OT 620, and OT 720 are required. The Blackboard discussions will be incorporated for This course presents a study of the medical, co-requisites of OT 533, 530, 507 and 716 are additional supervision amongst students and from neurological, psychiatric, orthopedic and required. the faculty. developmental conditions that occur in childhood Credits: 5 The pre-requisite of OT 512 is required. and adolescence. Students develop an Every Fall Credits: 2 understanding of the etiology, pathology, signs and Every Summer symptoms, medical treatment, prognosis of OT 511 Level II: Fieldwork II common conditions and the influence of the This course provides 10 to 12 weeks of full-time OT 520 Theory 5: Research clinical conditions on development, occupational supervised fieldwork. It provides in-depth initial This course provides the opportunity for students performance and adaptation of the child, and the experience in delivering occupational therapy to learn the primary approaches of research design, client's family. The role of the occupational services to various groups of clients across the life methods, data collection, and analysis. Students will therapist and the occupational therapy assistant in span, persons with a variety of psychosocial and study (a) quantitative research designs assessment, intervention and ongoing management, physical performance deficits, in various service (experimental, quasi-experimental, and non- health promotion, and prevention relative to the delivery models reflective of current and emerging experimental); (b) qualitative designs (ethnography, conditions covered in the course,extensively practice and trends in the profession. Through this phenomenology, grounded theory, etc.); and (c) discussed. Students practice through clinical videos fieldwork experience, students will integrate and quantitative and qualitative data collection and their clinical observation and clinical reasoning apply the theoretical knowledge, and professional analysis methods. Students will develop an applied skills. behaviors/attitudes and clinical skills learned in the research question based on the health promotion The pre-requisites of OT 110, 111, 430, 431 and classroom. A peer supervision process via needs of individuals within a community service 330 are required. The co-requisites of OT 506, Blackboard discussions will be incorporated for setting, and will begin the process of writing a 520, 620 and 720 are required. additional supervision amongst students and from research/grant proposal that will be refined Credits: 3 the faculty. throughout the remainder of the curriculum (in OT Every Summer The pre-requisite of OT 510 is required. 620, 720, and 820). Students may also have the Credits: 5 opportunity to implement and evaluate a research OT 535 Fieldwork Level I: Practice 3: Pediatrics Every Spring project. This course provides the opportunity for students The pre-requisite of OT 205, OT 210, OT 215, to directly experience occupational therapy practice OT 512 Level II: Fieldwork III 430, 431 and 330 are required. The co-requisites of in children/adolescents with a variety of disabilities This course provides 8 to 12 weeks of full-time OT 432, OT 506, OT 533, OT 620 and OT 720 a clinical or community setting. Through fieldwork supervised fieldwork. It provides in-depth initial are required. experience, students will begin to integrate and experience in delivering occupational therapy Credits: 3 apply the theoretical knowledge, and professional services to various groups of clients across the life Every Summer behaviors/attitudes and clinical skills learned in the span, persons with a variety of psychosocial and classroom. An integrative clinical reasoning physical performance deficits, in various service OT 530 Practice 3: Pediatrics fieldwork seminar accompanies the fieldwork delivery models reflective of current and emerging A comprehensive review of best practices related to experience to provide students with an opportunity practice and trends in the profession. Through this clinical decision making, interdisciplinary to analyze the professional and clinical practices fieldwork experience, students will integrate and collaboration, client-centered practice and observed in the clinic/community setting, and apply the theoretical knowledge, and professional supervision is discussed in this course. The focus is integrates this with the clients' cultural background, behaviors/attitudes and clinical skills learned in the primarily in pediatric practice. The role of health status, and valued occupations. Students will classroom. A peer supervision process via legislation, policy, and reimbursement are complete intensive documentation assignments that Blackboard discussions will be incorporated for extensively discussed. The students are exposed to will help facilitate their understanding and ability additional supervision amongst students and from pediatric clinical cases from a variety of practice to analyze and synthesize a client's information in the faculty. settings. The occupational therapy process of an occupational profile/evaluation in order to The pre-requisite of OT 510 is required. screening, assessment, reassessment, formulation of create long /short-term goals, formulate an evidence Credits: 4 intervention plans, implementation and discharge based treatment plan, progress note and discharge Every Summer is carried out, while addressing the influence of note. culture, diversity, and environment on occupation The co-requisites of OT 510, OT 530, 507 and 716 OT 513 Level II: Fieldwork IV (Elective) and health promotion. Hands-on experiences are required. The pre-requisites of OT 432, OT This elective course provides 6 to 12 weeks of full- provide students with challenges in observation, 506, OT 520, OT 620, OT 720 and OT 533 are time supervised fieldwork. The number of credits clinical reasoning skills, communication skills, required. awarded is prorated on the length of the fieldwork professional writing and documentation skills. Credits: 1

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Every Fall on needs assessment and outcome evaluation. Students will participate in the process of OT 620 Theory 6: Research Proposal identifying potential grant funding sources and Development understanding the requirements for grant The course exposes the students to the process of submission. Occupational therapists and other research proposal development. Students engage in professionals will present their experience with mentored research projects with their faculty consultation, marketing, grant writing, advisors. They are asked to development research implementation and evaluation. questions and/or hypothesese pertaining to the The co-requisites of OT 432, OT 506, OT 533, 520 research problem of interest. They explore plausible and 620 are required. The pre-requisites of OT 205, theoretical frameworks that provide the conceptual OT 210, OT 215, 430, 431 and 330 required. context of their research project. They complete a Credits: 2 research proposal that includes methods of Every Summer assessment, relevant literature and theoretical base, program implementation and evaluation. The OT 820 Theory 8: Community Practice Research course has writing intensive component and Project requires advance library skills. This course provides students with the opportunity The pre-requisites of OT 205, OT 210, OT 215, to refine their research proposals (from OT 620) OT 430, OT 431 and OT 330 are required. The co- and implement as part fo the Capstone Research requisites of OT 432, OT 506, OT 720, 533 and Project complete in this course, OT 820. Students 520 are required. will carry out their project under the supervision of Credits: 2 their research mentor. Students will continue to Every Summer refine skills in professional and scientific writing through the production of successive drafts leading OT 716 Professional Development 6: Student to the final scientific peer-reviewed style Clinical Experience manuscript, oral presention. and poster production. This course prepares for the transition from Students will expand knowledge of resources to academic to clinical student roles and from student research professional and current literature to practitioner. Ethics, supervision, conflict resources, expand understanding of evidence based resolution, documentation, evolution of clinical practice and literature review, further develop skills reasoning skills, scientific inquiry, teamwork, and in applying principles of theory and practice to collaboration with certified occupational therapy formulating and implementing a viable capstone assistants will be covered. Students will have a research project. Students will be guided in data better understanding of national and state coding, analysis, results and intepretation of regulatory bodies and their effects on practice. The findings as well as development of discussion that course gives students knowledge related to national describes the scientific and clinical contributions of and state requirements for credentialing and their projects. Students are asked to produce a licensing. Tools and information are also given to manuscript and present their project in a poster the students to prepare them for becoming format during OT research day. fieldwork educators. The pre-requisites of OT 507, OT 530, OT 535, The pre-requisites of OT 432, OT 506, OT 620, OT 716, OT 520, 620 and 720 are required. OT 720, 533 and 520 are required. The co- Credits: 4 requisites of OT 510, 530, 507, and 535 are Every Spring required. Credits: 1 Every Fall

OT 720 Theory 7: Community Practice Education and Health Promotion This course presents the theory and practice of community-based practice, education, health promotion and prevention services for the well population and populations at risk for specific physical, mental, social, or environmental problems. Foundation material includes community context, multicultural competence, and principles of prevention, use of evidence to plan and evaluate services, and consultation and collaboration. Utilizing a life-span developmental perspective, information is presented on the needs of each target group, settings to access the population, and empirical evidence supporting prevention services. The program development process is described in depth, with special emphasis

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DEPARTMENT OF PHYSICAL including screening and referral, evaluation, majors; at least 4 credits each) diagnosis, intervention, consultation and — 2-semester sequence of general physics with THERAPY education. It is a 3-year, full-time program that lab (designed for science or health-related spans over 11 academic terms and includes 35 majors; at least 4 credits each) Professors: Rebecca States, Ph.D., M.A. weeks of clinical education. The D.P.T. program is — 1 semester of human anatomy or part 1 of a Associate Professors: Department Chair Michael a clinical doctorate that requires candidates to 2-semester sequence of combined anatomy- Masaracchio, PT, Ph.D., D.P.T., OCS, SCS, possess a baccalaureate degree upon entrance. The physiology (at least 4 credits; lab required) FAAOMPT; Peggy Lynam PT, DPT, NCS. 1st year of the program begins in July. — 1 semester of human physiology or part 2 of Assistant Professors: Director of Clinical The D.P.T. program at LIU Brooklyn is a 2-semester sequence of combined anatomy- Education Lisa Bradley PT, DPT, MSW; Assistant accredited by the Commission on Accreditation in physiology (at least 3 credits; lab preferred, but Director of Clinical Education Nia Irene Mensah, Physical Therapy Education (CAPTE), 1111 North not required for human physiology; lab PT, DPT, PCS, cNDT; Fairfax Street, Alexandria, Virginia 22314; required for combined anatomy-physiology) Adjunct Faculty: 17 telephone: 703-706-3245; email: — 1 semester of statistics (at least 3 credits) [email protected]; • Submit an official score report for the GRE The professional-level Doctor of Physical website: http://www.capteonline.org. The program general test.** A minimum composite (verbal Therapy (D.P.T.) program at LIU Brooklyn is is registered with the New York State Education and quantitative) of 290 for the GRE revised designed for the student seeking a career as a Department. test is required. physical therapist. The D.P.T. program prepares The D.P.T. program enables the graduate to: • Provide evidence of a minimum of 36 hours of autonomous practitioners who can provide a full • Value individual diversity and respect the work experience in 2 different physical therapy range of physical therapy services, including human dignity of patients, family members and settings, including an inpatient and an screening and referral, evaluation, diagnosis, professional associates outpatient setting, with at least 18 hours in each intervention, consultation and education in diverse • Provide physical therapy services as an setting. health care settings. Our faculty members are autonomous practitioner, who is able to • Submit two completed recommendation forms nationally recognized for excellence in their competently serve as a point of entry to, and (available at www.PTCAS.org after starting the advanced degrees and clinical specializations. Our collaborate within, the health care environment PTCAS application – see below): state-of-the-art teaching facilities include a • Integrate theory, academic knowledge and - One from a physical therapist cadaver lab, PT dedicated computer lab and the clinical skills to practice physical therapy - One academic reference from an instructor of Steinberg Health and Wellnes Center. In addition within the complexities of the current health an upper division course in the undergraduate there is the LIU Center for Physical Rehabilitation, care environment major an out-patient physical therapy clinic, and a • Assess the physical therapy or health care needs • Submit an application for the D.P.T. Program therapeutic pool. The department’s diverse student of a patient; establish optimum patient through the Physical Therapist Centralized body has a tradition of excellence and achievement outcomes based on examination, evaluation, Application Service. on national licensing examinations. Merit-based diagnosis and prognosis; and plan and All international and non-native applicants scholarships are available for students in the implement interventions to address the must take the TOEFL examination. The minimum D.P.T. program. identified needs total score accepted is 79 on the Internet-based Highlights of the DPT Program: • Communicate clearly and effectively with test, 213 on the computer-based test, or 550 for the • Student - centered learning environment patients, families, colleagues, policy makers, paper-based test. All international students who • Evidence-based approach throughout the reimbursement representatives and community attended colleges and universities outside of the curriculum members United States will need to submit a course-by- • Latest pedagogical techniques: including use of • Apply critical thinking strategies and self- course evaluation of their transcript(s) from Standardized Patient Examinations and directed learning to the role of physical World Education Services Inc. (www.wes.org) to Clinical Reasoning Frameworks therapist PTCAS. • Emphasis on the expanding role of the physical • Pursue and apply knowledge of the underlying All applications will be reviewed and screened. therapist science on which physical therapy practice is Quality applicants will be notified and scheduled • Interprofessional learning experiences based for an interview. • Preparation for critical analysis of the literature • Understand the contributing economic, *Due to the fact that basic sciences form the and clinical research medical, cultural and psychosocial issues that foundation for clinical decisions by physical • 35 weeks of clinical education in 4 different impact delivery of health care services. therapists, proficiency in all prerequisite science settings Application Requirements courses is paramount. Any science prerequisite All requirements must be fulfilled prior to the course taken more than 10 years prior to the

start date of the program. Applicants to the D.P.T. application will not be accepted. Doctor of Physical Therapy program must: **Visit www.gre.org for more information • Hold a baccalaureate degree in any major about the GRE. The LIU Brooklyn Doctor of (D.P.T.) • Have a total grade point average (GPA) of at Physical Therapy PTCAS GRE code is 0333. This

The 118-credit Doctor of Physical Therapy least 3.0 on a scale of 4.0 code is needed for the Department of Physical (D.P.T.) is a professional entry-level degree • Have a combined math and science grade point Therapy to receive your GRE results. Applicants program for students seeking a career as a physical average (GPA) of at least 3.0 on a scale of 4.0 applying for the early decision cycle must have therapist. The D.P.T. program has been designed • Have successfully completed the following taken the GRE general test or revised general test to prepare highly competent professionals to act as prerequisite science courses with a GPA of at prior to July 31. Those who are applying for the autonomous practitioners in health care settings least 3.0 and no grades lower than C:* regular decision cycle must have taken the test by that include direct access by the public to physical — 1 semester of general biology with lab March 1. therapy services. Graduates will be prepared to (designed for science majors; at least 4 credits) Submitting an Application to the PTCAS provide a full range of physical therapy services — 2-semester sequence of general chemistry The Department of Physical Therapy at LIU with lab (designed for science or health-related Brooklyn participates in the Physical Therapist

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 174 LIU Brooklyn

Centralized Application Service, known as PT 995 Musculoskeletal Physical 4.00 PTCAS. Those applying to the DPT program D.P.T., Physical Therapy Therapy III must: [Program Code: 27657] {HEGIS: 1212} Professional Phase Year 3 • Visit www.ptcas.org to begin the PTCAS All Courses Required. Students Required to application process Professional Phase Year 1 Pass Comprehensive Exam • Read the instructions available at the PTCAS All Courses Required. Students Required to Web site carefully PT 879 Health Promotion and 2.00 Pass Annual Exam I • Log on to the PTCAS application to complete Wellness PT 750 Anatomy I 2.00 the application process PT 885 Specific Systems 4.00 • Select “LIU Brooklyn” as a designated physical PT 752 Anatomy II 3.00 Diagnosis and therapy program. PT 755 Human Physiology 3.00 Management PROGRAM REQUIREMENTS In order for a student to progress within the PT 757 Pharmacology 2.00 PT 915 Clinical Reasoning 5.00 program, the following criteria must be met: PT 759 Neuroscience 3.00 PT 950 Clinical Practice II 5.00 • Each course must be completed with a grade of “C” or better PT 760 Movement Analysis I 2.00 PT 955 Clinical Practice III 8.00 • Each semester grade point average (GPA), must PT 762 Movement Analysis II 2.00 PT 956 Clinical Practice IV 8.00 equal 2.75 or greater throughout the program PT 960 Instrumented Movement 1.00 • Each semester cumulative grade point average PT 764 Movement Analysis III 4.00 Analysis (GPA) must equal 3.00 or greater throughout PT 766 Tests and Measurements 4.00 the program PT 975 Health Care Delivery 3.00 • Pass annual and final comprehensive exams PT 770 Psychological Issues 3.00 • Successfully complete clinical practice courses PT 775 Clinical Seminar I 2.00 As indicated in the LIU Brooklyn Graduate Credit and GPA Requirements Bulletin, “a B average or a minimum 3.00 PT 780 Research Methods 3.00 Minimum Total Credits: 118 cumulative grade point average (GPA) is required Minimum Major GPA: 3.0 PT 877 Teaching and Learning 2.00 for awarding of the graduate degree or any Strategies graduate certificate.” Curricular Coursework PT 890 Foundations of 3.00 The Doctor of Physical Therapy curricular Therapeutic Exercise coursework includes learning in respect to: Professional Phase Year 2 • The foundational sciences (anatomy, All Courses Required. Students Required to physiology, pharmacology, psychology, Pass Annual Exam II neuroscience and movement analysis) with PT 785 Evidence-Based Practice 3.00 emphasis on the human movement system to increase the knowledge required by the PT 790 Musculoskeletal Physical 4.00 physical therapist as the primary provider of Therapy I health care intervention for movement PT 810 Physical and Mechanical 4.00 dysfunction Modalities • The clinical sciences (musculoskeletal, cardiopulmonary, neuromuscular, PT 820 Pulmonary: Pathology, 3.00 integumentary, urogenital, endocrine Diagnosis and pathology, nature of illness and movement Management dysfunction through the lifespan) PT 822 Cardiac: Pathology, 3.00 • Evidence-based physical therapy examination, Diagnosis and diagnosis and intervention with emphasis on Management clinical reasoning. • A clinical education model including 35 weeks PT 830 Neuromuscular Pathology 3.00 of full-time clinical experience in diverse PT 832 Pediatric Neuromuscular 3.00 practice settings. Participation of LIU Brooklyn Diagnosis and faculty members in the clinical education Management program promotes a teaching/learning model that facilitates self-directed and collaborative PT 834 Adult Neuromuscular 5.00 student learning and communication Diagnosis and • Emphasis on the new and expanding roles for Management physical therapists in cultural competence; PT 850 Clinical Practice I 4.00 health promotion and wellness; administration and management; health care financing; PT 875 Clinical Seminar II 3.00 consultation in health care; and client education PT 880 Physical Therapy Across 2.00 on individual, community and public levels the Lifespan • Preparation for critical consumption of scientific and clinical literature in support of PT 892 Musculoskeletal Physical 3.00 evidence-based practice and future participation Therapy II in research

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Physical Therapy Courses to register for this course. described for PT 760 (Movement Analysis I). An in- Credits: 3 depth discussion of normal and pathological gait is Every Fall presented towards the end of the course with PT 697 Independent Study principles solidified in a lab-based format. Under the guidance of a faculty advisor, a student PT 755 Human Physiology Credits: 3 may pursue a topic or project of special interest. The microscopic anatomy (histology) and function Every Fall This course may also be used for remediation of an (physiology) of the cardiovascular, integumentary, area of deficit as identified by the physical therapy nervous, pulmonary, skeletal, muscular, PT 764 Movement Analysis III program, with faculty advisement also provided. genitourinary, gastrointestinal, metabolic, and This course continues the analysis of functional Departmental approval required for registration, endocrine systems are studied. Emphasis is on the movements from Movement Analysis I and II, and choice of topic and advisor. interaction of all systems relative to human introduces students to foundational issues in motor Credits: 1 movement and particularly as applied to exercise, learning and motor control of basic skills through On Demand rest, and immobility. Additional emphasis includes problem-oriented exercises, lab activities, and the principles of healing, the inflammatory process, traditional lectures. Additional course content PT 698 Independent Study tissue plasticity, repair, and regeneration. Lectures includes theoretical perspectives on how to analyze Under the guidance of a faculty advisor, a student are supplemented by problem-oriented learning movements, cognitive skills underlying motor may pursue a topic or project of interest. This exercises in a clinical context. learning and performance, and theoretical issues course may also be used for remediation of an area Student must be a Physical Therapy major in order regarding the relationship between motor skills and of deficit as determined by the physical therapy to register for this course. the disablement model. Upon course completion, program, with faculty advisement provided. Credits: 3 students should demonstrate an understanding of Departmental approval required for registration, Every Summer the fundamental skills and challenges required to topic and advisor. perform movement in both healthy and disabled Credits: 2 PT 759 Neuroscience populations. On Demand The basic structure, organization, and function of Credits: 3 the nervous system within the context of Every Spring PT 699 Independent Study rehabilitation are presented in classroom setting Under the guidance of a faculty advisor, a student with an emphasis on problem-oriented learning to PT 766 Tests and Measurements may pursue a topic or project of interest. This encourage active student participation and clinical Tests and Measurements is a 4-credit course during course may also be used for remediation of an area decision-making. An emphasis is placed on the third semester of the first year of the Doctorate of deficit as determined by the physical therapy neuroanatomy and neurophysiology of the sensory of Physical Therapy (DPT) curriculum and is program, with faculty advisement provided. and motor systems that govern posture and designed to provide the student an introduction Departmental approval required for registration, movement. A rehabilitation framework is built on and overview to the tests and measures used in topic and advisor. the fundamental relationship between normal patient examination in order to determine the need Credits: 3 structure and function, damage and dysfunction, for physical therapy intervention. The pedagogical On Demand sensory processing and integration, motor control, approach of the course includes an emphasis on posture and balance. problem-oriented learning in an effort to encourage PT 750 Anatomy I Student must be a Physical Therapy major in order active student involvement in the educational The first part of a two-course sequence for the to register for this course. process. Course content has been organized to detailed study of human structure using a regional Credits: 3 provide the student with theoretical knowledge that approach with an emphasis on various systems, Every Fall can be used for administration, analysis, and including nervous, pulmonary, endocrine, interpretation of tests and measures. integumentary, muscular, skeletal, genitourinary, PT 760 Movement Analysis I Administration encompasses the development of gastrointestinal, and cardiovascular. The focus of The first part of a two-course sequence designed for psychomotor skills; analysis includes measurement the course pertains to the relationship between a detailed regional study of human theory; and interpretation involves the anatomical structure and normal human movement arthrokinematics and osteokinematics. Course implementation of foundational clinical decision- with lectures that supplement human dissection materials include biomechanics of human tissue making skills. Students will be expected to recall laboratories and problem-oriented exercises. An and neurological regulation of movement with an and apply information from the prerequisite introduction to the clinical reasoning process by emphasis on the clinical relationship of joint courses in a clinically relevant manner to critically applying anatomy to clinical cases will be discussed. structure and muscle function at individual joints. analyze problems covering a variety of clinical Student must be a Physical Therapy major in order Lectures and laboratory sessions supplement scenarios. Upon completion of the course, to register for this course. problem-oriented learning exercises that cover students will be expected to utilize a problem- Credits: 2 palpation of anatomical structures, observation of solving approach to the selection and application Every Summer human movement with an emphasis on clinical of tests and measures.

problems, and their relationship to the mechanical Credits: 4 PT 752 Anatomy II and physiological concepts that direct foundations Every Spring Continuation of a two-course sequence for the of human movement. detailed study of the structures of the human body Student must be a Physical Therapy major in order PT 770 Psychological Issues using a regional approach as described for PT 750 to register for this course. This course integrates the psychosocial, economic, (Anatomy I). In addition, a 15 hour surface Credits: 2 vocational, cultural, familial, religious, sexual, and palpation lab is part of this course where students Every Summer illness/disability specific factors that may be will use their understanding of anatomy to palpate encountered by a professional physical therapist. various structures on each other, which will PT 762 Movement Analysis II An emphasis is placed on small group discussions, subsequently prepare students for the examination A continuation of a two-course sequence for problem-oriented learning, role-playing, simulation and treatment courses in the upcoming semesters. detailed study of human arthrokinematics and activities, and structured experiential learning Student must be a Physical Therapy major in order osteokinematics using a regional approach as

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 176 LIU Brooklyn outside the classroom. The content will provide conclusions from the literature with regard to the course will include didactic lectures enhanced by theoretical and practical knowledge that can be implications for physical therapy practice. the use of case studies with a problem oriented used during care of individuals with acute and Credits: 3 approach to encourage active student involvement chronic disabilities, stress-related disorders, victims Every Spring in the educational process. Laboratory sessions will of domestic violence, and mental disorders focus on psychomotor skills, examination and requiring intervention and/or appropriate referral. PT 790 Musculoskeletal PT I treatment techniques. Clinical documentation Students are expected to recall and apply The first of three courses designed to help students skills and professional behaviors will also be information from previous and concurrent apply the theory and skills used by physical reinforced. coursework in psychology, ethics and therapists to assess, evaluate, diagnose, and manage Credits: 3 communication and synthesize course content to movement-related patient problems of individuals Every Fall demonstrate competency in the professional with musculoskeletal pathologies. This course will behaviors. focus on the joints of the upper extremity and PT 822 Cardiac: Pathology, Diagnosis and Credits: 3 incorporate the pathology, diagnosis, and Management Every Fall management of non-operative and operative This course will review normal and abnormal conditions of the shoulder, elbow, wrist, and hand. cardiopulmonary and cardiovascular anatomy and PT 775 Clinical Seminar I Presentations will take place in both the classroom physiology. Disease pathologies and their relevance Clinical Seminar I is a 2 credit course during the and laboratory settings, and will foster critical to clinical settings will be discussed. Additionally, Fall of the first year of the Doctorate of Physical thinking, practice of new techniques pertinent to diagnostic procedures will be reviewed as they relate therapy curriculum and is designed to provide the orthopedic physical therapy, independent learning, to specific disease processes. Both medical and student with an introductory exploration of and problem solving through traditional lectures, surgical management will be discussed. The role of professional issues including the history, philosophy lab practice, and small group discussions. Upon the health care team will be discussed as well as and present status of the profession of physical completion of the course, students will be able to integration of data from the patient chart review, therapy, the role of the physical therapist in health safely examine and treat individuals with upper objective assessment and creation of a care delivery, the examination of human behavior extremity musculoskeletal pathologies. comprehensive plan of care including, goals, as a basis for interaction between therapist and Credits: 4 frequency setting and discharge recommendations. client, including skills of cultural competence. Every Summer Laboratory sessions will focus on psychomotor Course content will include ethics, patient rights, skills, examination and treatment techniques. an introduction to the Guide to Physical therapist PT 810 Physical and Mechanical Modalities Credits: 3 Practice and the Disablement Model, use of This course is designed to provide students with a Every Spring portfolios, core values and generic abilities to foster theoretical knowledge base and the psychomotor professional development, and communication skills required for the therapeutic application of PT 830 Neuromuscular Pathology skills, including documentation. The pedagogical commonly used physical and mechanical This course presents pathophysiology related to approach for the course will include didactic modalities. Clinical reasoning and evidence-based neuromuscular disorders with an emphasis on the lecture, discussion, student presentation and practice will be fostered through traditional mechanisms of injury, surveys of epidemiology and demonstration. lectures, group discussions, hands-on laboratory etiology, symptomology, pathology, acute Credits: 2 activities, case studies and review of literature. management, and prognosis of specific Every Fall Students will be expected to apply information neuromuscular disorders. Lecture and case study from previous coursework in a relevant manner to presentations focus on problem-oriented learning to PT 780 Research Methods critically analyze a variety of clinical scenarios. encourage active student participation and clinical This course presents the theoretical and practical Upon completion of the course, students will be decision-making. Course materials reinforce earlier foundations of research design and measurement, expected to demonstrate sound clinical decision course work in neuroanatomy and neurophysiology including descriptive and inferential statistical making and competency in selecting, justifying and to provide students with an understanding of techniques common to clinical research studies administering physical and mechanical modalities. neuromuscular disorders such as multiple sclerosis, through lectures, problem sets, problem-oriented Credits: 3 spinal cord injury, peripheral neuropathy, Guillain- learning experiences, and student presentations. Every Summer Barre Syndrome, cerebrovascular disease, Upon course completion, students should have a Parkinson's Disease, Alzheimer's Disease, muscular clear understanding of a basic set of research PT 820 Pulmonary: Pathology, Diagnosis and dystrophy, amyotrophic lateral sclerosis, cerebral designs and statistical tests common to clinical Management palsy, and the neurological implications of aging. research studies. This course is designed to provide the student an Credits: 3 Credits: 3 introduction and overview of commonly Every Summer Every Fall encountered pulmonary conditions. Course content has been organized to provide the student PT 832 Pediatric Neuromuscular Diagnosis and PT 785 Evidence-Based Practice with a theoretical knowledge base that can be used Management This course focuses on improving student skills to understand the pathophysiology of common This course presents the patient management regarding reading, understanding, and applying pulmonary disorders and to promote clinical model of examination, evaluation, diagnosis, clinical research literature in physical therapy. decision making skills in the examination, prognosis, intervention, and outcomes related to Classroom experiences include lecture, group evaluation, and intervention design for neuromuscular disabilities of children and discussion, Socratic questioning, group projects, patients/clients with pulmonary dysfunction. adolescents. Course expectations include problem- and student presentations. Students will practice Students will be expected to recall and apply oriented learning, literature review for evidence- and develop skills in the formulation of clinical information from previous coursework including based practice, and live video demonstrations. research questions, search for evidence related to the basic sciences of anatomy, physiology, and Principles of motor development, motor learning those questions through various media, critically pharmacology in a clinically relevant manner to and motor control are explored as students become and systematically evaluate and write about current critically analyze problems covering a variety of familiar with different practice settings including literature and clinical research studies, and draw clinical scenarios. The pedagogical approach of the the Neonatal Intensive Care Unit, early

Page 177 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021 intervention, and the school setting. Laboratory physical therapist. designed to provide students with the theoretical sessions enable students to learn assessment and Credits: 4 and practical aspects of maintaining and promoting intervention strategies consisting of standardized Every Fall health. Students will examine theories of wellness tests, outcome measures, handling techniques, and as well as the effects of lifestyle and the neurophysiological and neurodevelopmental PT 857 Current Physical Therapy Practice environment on wellness. The patient-practitioner treatment techniques. Upon completion, students This course is designed to provide the student an collaborative model and approaches to facilitating will have entry-level clinical knowledge and skills to introduction to recent fundamental changes that adherence to healthy lifestyle behavior changes will manage a client with a developmental disability. have occurred in physical therapy practice relative be explored. Emphasis will be placed on social, Credits: 3 to patient management model and the roles and epidemiological, and behavioral and environmental Every Fall responsibilities of the physical therapist including assessment as well as educational and ecological relevance and procedures of medical screening, assessment of factors affecting health-related PT 834 Adult Neuromuscular Diagnosis and systems review, and theories and concepts of behavior and environments. Students will also Management clinical decision-making and diagnosis. The student become knowledgeable about patient education and This course presents assessment procedures and will also be oriented to the scientific basis of the participation in community activities in the therapeutic management techniques of adult physical therapy profession and instructed in the promotion of health and healthy lifestyles and the patients with neurological dysfunction and spinal methods of evidence-based practice. Students will prevention of illness and injury. Upon completion cord injuries through the use of case study be instructed in the relevance and basic skills of of the course students are expected to understand presentations with an emphasis on problem- cultural competence in patient management. The wellness theories and implement programs on the oriented learning to encourage active student expanding role, responsibility, and accountability of individual and community levels. participation and clinical decision-making. The the physical therapist as a doctoring level profession Credits: 2 presentation of course materials reinforces earlier will be introduced and discussed. This course serves Every Fall course work in neuroanatomy, neurophysiology and as a prerequisite or corequisite for all other courses. neuromuscular pathology. Laboratory sessions Offered every Fall and Spring. Three credits. PT 880 Prosthetics and Orthotics emphasize the development of specific psychomotor Student must be a Physical Therapy major in order Prosthetics and Orthotics is a 2-credit course skills necessary for assessment and treatment of the to register for this course. offered during the fall semester of the second year adult neurological client. Course content also of the Doctorate of Physical Therapy curriculum. provides an eclectic theoretical treatment rationale PT 875 Clinical Seminar II The course is designed to provide the student an based on normal sensorimotor development, Clinical Seminar II is a 3-credit course during the overview of the pathology, evaluation, and neurophysiology, and motor control to include Summer semester of the second year of the interventions of individuals with amputations to Neurodevelopmental Treatment (NDT), Doctorate of Physical Therapy curriculum and is include the evaluation and understanding of upper Brunnstrom, Proprioceptive Neuromuscular designed to provide the student with the essential and lower extremity prosthetics. It also emphasizes Facilitation (PNF), and Motor Relearning skills basic to the practice of physical therapy. The normal and abnormal gait as it relates to the use of Programme (MRP) as a basis for clinical decision- psychomotor component of these essential skills orthotic devices and its prescriptions. The making. include: body mechanics, positioning and draping, pedagogical approach of the course will include an Credits: 5 bed mobility, transfers, wheelchair mobility and emphasis on problem-oriented learning in an effort Every Spring management, and gait training. Patient safety will to encourage active student involvement in the be strongly emphasized. This course will also education process. Students will be expected to PT 850 Clinical Practice I provide the student with an overview of the HIPPA recall and apply information from previous Clinical Practice I is a 6-week, full time clinical and OSHA requirements for clinical practice. coursework in a clinically relevant manner to practice course under the supervision of a licensed There will be a strong focus on professional critically analyze problems covering a variety of physical therapist clinical instructor (CI). The behavior and communication skills. Clinical clinical scenarios. student attends a clinical practice facility for six documentation skills will also be reinforced. The Credits: 2 consecutive weeks with specific hours arranged by pedagogical approach for the course will include Every Fall each facility. This clinical experience is designed to lecture, demonstration, case study, and discussion. provide the student an opportunity to develop Credits: 3 PT 885 Specific System Diagnosis and professional behaviors and communication skills, Every Summer Management apply the patient management model, develop gross Specific Systems Diagnosis and Management is a 4- and specific examination and intervention skills, PT 877 Teaching and Learning Strategies credit course offered during the summer semester develop documentation skills, and begin to develop This course presents an overview of the process of of the third year of the Doctorate of Physical clinical decision-making and critical thinking skills teaching in settings relevant to physical therapy Therapy curriculum. The course is designed to within the content of evidence-based practice. practice. Presentation of the course materials provide the student an overview of the pathology, Emphasis during this clinical practice is on the reinforces earlier coursework from Psychological examination, evaluation, and interventions of evaluation and treatment of patients, including the Issues, and Clinical Seminar with an emphasis on patients with specific system pathologies. areas of basic examination and evaluation skills, problem-oriented learning, small group discussions, Presentation of course material will reinforce earlier ambulation training, transfer training, the and simulation activities, and instructional unit course work from anatomy, physiology, and administration of modalities, and in administering development. Course content has been organized to previous examination, evaluation, and intervention therapeutic exercise. Students are expected to recall provide the student with theoretical and practical courses. The pedagogical approach of the course and apply information from previous coursework in knowledge of curriculum design, as well as the will include an emphasis on problem-oriented a clinically relevant manner to critically analyze clinician as an educator in the academic, clinical, learning in an effort to encourage active student problems within a variety of clinical settings. Upon and community settings. involvement in the education process. Course completion of the clinical experience, students are Credits: 2 content has been organized to provide the student expected to synthesize course content in such a way Every Spring with a theoretical knowledge base that can be used as to demonstrate development of the generic in the diagnosis, prognosis, examination, and PT 879 Health Promotion and Wellness abilities and core values necessary for becoming a intervention of individuals with metabolic, Health Promotion and Wellness is a 2-credit course

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 178 LIU Brooklyn endocrine, gastrointestinal, genitourinary, and enhance students’ clinical reasoning in managing Credits: 7 integumentary pathologies. Students will be various types of patient populations. The majority Every Spring expected to recall and apply information from of classes will be case-based. Students will use a previous coursework in a clinically relevant manner comprehensive clinical reasoning framework to PT 956 Clinical Practice IV to critically analyze problems covering a variety of perform in-depth case analyses throughout the five Clinical Practice IV is a 10 week, full time clinical clinical scenarios. Upon completion of the course, elements of the patient management model. practice course under the supervision of a licensed students will be expected to synthesize course Emphasis is placed on the pillars of evidence-based physical therapist. The student attends a clinical content in such a way as to demonstrate clinical practice – clinical expertise, patient’s values and practice facility for 10 consecutive weeks with decision-making in regard to individuals with preferences, as well as best research evidence. specific hours arranged by each facility. This clinical specific system pathologies. Students will need to apply and synthesize didactic experience is designed to provide the student Credits: 4 knowledge covered in previous and concurrent opportunities to improve clinical decision-making Every Summer physical therapy courses as well as clinical and critical thinking skills through use of the knowledge gained from prior clinical education patient management model, evidence-based PT 890 Foundations of Therapeutic Exercise experiences. At the completion of this course, practice, collaboration with patients, family This course will introduce students to the scientific students are expected to demonstrate sound clinical members and other health professionals, and and theoretical basis as well as the clinical reasoning throughout the patient management develop consultation, education, and application of therapeutic exercises commonly used process. administration skills. Students may also have the by physical therapists such as range of motion, Credits: 5 opportunity to engage in prevention/wellness stretching, resistance, and aerobic exercises. Specific Every Fall programs, participate at Grand Rounds/Team course content will include indications, Conference, and outcome assessments. Students are precautions, contraindications, principles and PT 950 Clinical Practice II expected to recall and apply information from procedures for applying various types of therapeutic The student is supervised by the clinical instructor previous coursework in a clinically relevant manner exercise interventions. Clinical reasoning, evidence while applying the knowledge and skills acquired in to critically analyze problems covering a variety of based practice, and independent learning will be previous coursework. This 9-week clinical clinical settings. fostered through traditional lectures, group experience is designed to provide the student Credits: 7 discussions, laboratory activities, and case opportunities to improve clinical decision-making Every Spring presentations. In order to critically analyze clinical and critical thinking skills through use of the scenarios presented in this course, students will be patient management model, evidence-based PT 960 Instrumented Movement Analysis expected to integrate and apply information learned practice, collaboration with patients, family This course provides an opportunity for students to from any preceding physical therapy coursework in members and other health professionals, and become familiar with instruments used in the study addition to those learned from this course. At the develop consultation, education, and of human movement. In addition to lecture completion of the course, students will be expected administration skills. Students also have the presentations, this course includes discussions, to be able to design an exercise program aimed at opportunity to engage in prevention/wellness demonstrations, and hands-on practice of improving physical impairments and functional programs, participate at Grand Rounds/Team instrumentation typically found in a human limitations. Conference, and outcome assessments. Students are movement laboratory such as electromyography, Credits: 4 expected to recall and apply information from two-dimensional and three-dimensional motion Every Spring previous coursework in a clinically relevant manner analysis, metabolic gas analysis, and dynamometry. to critically analyze problems covering a variety of Upon course completion, students are expected to PT 892 Musculoskeletal PT II clinical settings. Upon completion of the clinical describe the use of advanced instrumentation in the The second of three courses designed to help experience, students are expected to synthesize analysis of human movement, and be able to students apply the theory and skills used by physical course content in such a way as to demonstrate perform basic setups using the equipment. therapists to assess, evaluate, diagnose, and manage competency in the professional behaviors necessary Credits: 1 movement-related patient problems of individuals for becoming an effective physical therapist. Every Fall with musculoskeletal pathologies. This course will Credits: 7 PT 975 Health Care Delivery focus on the joints of the lower extremity and Every Summer incorporate the pathology, diagnosis, and Health Care Delivery is a 3-credit course offered management of non-operative and operative PT 955 Clinical Practice III during the fall semester of the third year of the conditions of the hip, knee, foot, and ankle. Clinical Practice III is a 10-week, full time clinical Doctorate of Physical Therapy curriculum and is Presentations will take place in both the classroom practice course under the supervision of a licensed designed to provide the student with the and laboratory settings, and will foster critical physical therapist. This clinical experience is management theory and skills to use human thinking, practice of new techniques pertinent to designed to provide the student opportunities to resources effectively, understand the concepts orthopedic physical therapy, independent learning, improve clinical decision-making and critical behind cost control, finance, and entrepreneurship. and problem solving through traditional lectures, thinking skills through use of the patient The pedagogical approach of the course includes lab practice, and small group discussions. Upon management model, evidence-based practice, case studies and didactic lectures. Course content completion of the course, students will be able to collaboration with patients, family members and includes introducing the theory and practice of safely examine and treat individuals with lower other health professionals, and develop managing and developing employees, interviewing, extremity musculoskeletal pathologies. consultation, education, and administration skills. developing job position descriptions, performance Credits: 3 Students may also have the opportunity to engage evaluations, conflict resolution, budgeting practices, Every Fall in prevention/wellness programs, participate at financial reports, reimbursement concepts, guiding Grand Rounds/Team Conference, and outcome employees through change, marketing, business PT 915 Clinical Reasoning assessments. Students are expected to recall and plan, quality assurance, outcomes management, risk Clinical Reasoning is offered in the fall semester of apply information from previous coursework in a management, and federal/state laws and legal the 3rd year of the Doctor of Physical Therapy clinically relevant manner to critically analyze issues. program. The course is intended to foster and problems covering a variety of clinical settings. Credits: 3

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Every Fall

PT 995 Musculoskeletal PT III The third and final course designed to help students apply the theory and skills used by physical therapists to assess, evaluate, diagnose, and manage movement-related patient problems of individuals with musculoskeletal pathologies. This course will focus on the temporomandibular joint, cervical, thoracic, and lumbosacral spine and incorporate the pathology, diagnosis, and management of non- operative and operative conditions of the various spinal regions. Presentations will take place in both the classroom and laboratory settings, and will foster critical thinking, practice of new techniques pertinent to orthopedic physical therapy, independent learning, and problem solving through traditional lectures, lab practice, and small group discussions. Upon completion of the course, students will be able to safely examine and treat individuals with spinal musculoskeletal pathologies. Credits: 4 Every Spring

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 180 LIU Brooklyn

DIVISION OF PHYSICIAN assistant course of study. The program is • Breadth and amount of patient care experience. challenging and requires dedication, a high ethical • Three satisfactory recommendations included ASSISTANT STUDIES standard, and professionalism in addition to in the CASPA application. intelligence, skill and medical knowledge. • Completion of course work and above criteria Medical Director: Stephen DeRoux, MD Program Requirements within a specified time limit. Interim Director: Camile Kiefer, RN, PA-C Students may attend LIU Brooklyn on a part- • Successful completion of the GRE. There is not Assistant Professors: Amanda Kulesza, MS, PA-C; time or full-time basis while completing their currently a minimum score set by the Division Brittany O'Gara, MS, PA-C; Laura Goshko, MS, prerequisite courses. During this phase students of Physician Assistant Studies for this RPh are expected to: examination. Adjunct Faculty: 14 • Complete a minimum of 500 hours of direct • A recommendation for acceptance from the

patient care experience. Of these 500 hours, a Division of Physician Assistant Studies minimum of 400 hours must be completed by Admissions Committee, based upon all entities M.S. Physician Assistant Studies the time of submission of CASPA application. as described above.

Acceptable types of direct patient care Some applicants are selected for personal The 86-credit M.S. in Physician Assistant experience include: medical scribe; medical interviews based on the strength of the written Studies is an intense, 28-month professional assistant; surgical technologist; licensed application. If an applicant is invited for a personal program that prepares health practitioners to work practical or registered nurse; dental assistant; interview, the interview itself is evaluated on the in a wide variety of clinical settings. Physician dental hygienist; certified nursing assistant; criteria of satisfactory performance based on assistants take medical histories and perform home health aide; residential aide; emergency assessment of qualities such as interpersonal physical examinations, select and interpret medical technician; paramedic; physical relations, concern for others, integrity, and an diagnostic tests and manage the health problems of therapist; occupational therapist; physical ability to communicate effectively and maturely. patients under the supervision of a physician. In therapy assistant; physical therapy aide; The division is accredited to have 84 students general, PAs may perform 80-90% of the care occupational therapy assistant; occupational enrolled in the curriculum, e.g., 42 students in the provided by physicians. Additionally, they may therapy aide; respiratory therapist; perfusionist; didactic year and 42 students in the clinical year. specialize in any area of medicine or surgery and electrocardiographic (EKG) technician; Course work and above criteria must be enjoy lateral mobility, meaning that they may phlebotomist; ophthalmologic technician; completed within a specified time limit. Applicants move from specialty to specialty without volunteer work involving direct patient care; meeting all of the criteria above may be additional formal training. shadowing a physician, physician assistant or considered for an interview. LIU Brooklyn's Physician Assistant Studies dentist. Other types of experiences may be Initial application to the professional phase of program was the first such program to be approved acceptable. If you are interested in clinical the program for transfer students should be made by the New York State Education Department. The experience that differs from those listed above, through the Centralized Application Service for Accreditation Review Commission on Education please contact the Division of Physician Physician Assistants (CASPA) by visiting for the Physician Assistant, Inc. (ARC-PA) has Assistant Studies to determine if the proposed www.caspaonline.org. CASPA will collect and granted Accreditation-Continued to the Physician experience is acceptable. summarize all of the applicant's data (application Assistant Studies Program sponsored by LIU • Obtain at least a baccalaureate degree from an form, transcripts, recommendations), which will be Brooklyn. Accreditation-Continued is an accredited college or university no later than at forwarded to the Physician Assistant Studies accreditation status granted when a currently the time of matriculation to the Division of Program. When all materials have been received accredited program is in compliance with the Physician Assistant Studies. and reviewed, selected applicants will be invited to ARC-PA Standards. • Maintain a grade point average of 3.0 or above a personal interview. If the candidate is accepted Accreditation remains in effect until the (overall and in prerequisites) in courses taken at to the program, a deposit of $500 is required to program closes or withdraws from the an accredited college or university. hold a seat in the incoming class. accreditation process or until accreditation is • Demonstrate acceptable academic performance. Advanced Standing withdrawn for failure to comply with the • Complete all prerequisite coursework, which The Division of Physician Assistant Studies Standards. The approximate date for the next includes: one year (two courses) of not less does not offer advanced standing to any applicants, validation review of the program by the ARC-PA than 4 credits each in general biology, with including those who have prior experience as a will be March 2023. The review date is contingent laboratory; one year (two courses) of not less medical student or physician assistant student or upon continued compliance with the accreditation than 4 credits each in general chemistry, with who are foreign medical graduates. Standards and ARC-PA policy. The program is a laboratory; one semester (one course) of not Technical Standards member of the Physician Assistant Education less than 4 credits in human anatomy, with Observation - The ability to observe is Association. laboratory; one semester (one course) of not required for demonstrations, visual presentations During the didactic year, medical courses are less than 3 credits in human physiology, with or in lectures and laboratories, laboratory evidence augmented with clinical experiences. During the without laboratory; one semester of and microbiological cultures, microscopic studies clinical year, students are assigned to clinical microbiology; one semester of statistics. of microorganisms and tissues in normal and rotations for twelve months on a full-time basis, • Successful completion of the Graduate Record pathological states. A candidate must be able to returning to the program once every five weeks. Examination (GRE) by the CASPA application observe patients accurately and completely, both After meeting all campus and degree deadline. The code for LIU Brooklyn is 2369. closely and from a distance. Observation requires requirements, a certificate and the Master of The application to the Division of Physician functional vision and somatic sensation and is Science degree are conferred upon the candidate. Assistant Studies is evaluated on the following enhanced by a sense of smell. This enables the candidate to sit for the National criteria: Communication - A candidate should be able Certifying Examination administered by the • A cumulative grade point average of 3.0. to speak, hear and observe patients in order to National Commission on the Certification of • A cumulative grade point average in the elicit information, perceive non-verbal Physician Assistants (NCCPA). prerequisite courses of 3.0. communications and describe changes in mood, The highest ethical and professional standards • A personal statement as to why the applicant activity and posture. The candidate must be able to are expected to be upheld throughout the physician wishes to become a physician assistant. communicate effectively and sensitively with

Page 181 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021 patients through speech, and through reading and Clinical Year Clerkships MS 605 Emergency Medicine 4.00 writing. Communication in oral and written form Each clinical year student completes ten (10) MS 606 Obstetrics and 4.00 with the health care team must be effective and clerkships of five (5) weeks in length. The faculty Gynecology efficient. creates an individual rotation schedule for each Motor - A candidate should have sufficient clinical year student. The student must return to MS 607 Behavioral Medicine 4.00 motor function to elicit information from patients LIU Brooklyn campus at the end of each clerkship MS 608 Medical Elective 4.00 by palpation, auscultation and percussion, as well for a two-day End-of-Rotation Meeting with the as to carry out diagnostic maneuvers. A candidate faculty. MS 609 Surgical Elective 4.00 should have motor function sufficient to execute Students must rotate in each of the following MS 610 Clinical Elective 4.00 movements reasonably required to provide general clerkships during the clinical year: internal care and emergency treatment to patients. Such medicine, surgery, family medicine, emergency MS 611 Clinical Seminar I 1.00 skills require coordination of gross and fine medicine, pediatrics, obstetrics and gynecology, MS 612 Clinical Seminar II 1.00 muscular movements, equilibrium and sensation. psychiatry, internal medicine elective, surgical Intellectual-Conceptual, Integrative and elective and clinical elective. MS 613 Clinical Seminar III 1.00 Quantitative Abilities - Problem solving is a MS 614 Summative Evaluation 1.00 critical skill demanded of physician assistants; this M.S. Physician Assistant Studies skill requires all of these abilities. The candidate [Program Code: 06928] {HEGIS: 1299.1} MS 615 Capstone Project 2.00 must also be able to comprehend three- dimensional relationships as well as the spatial Must complete all of the following courses: relationship of structures. Credit and GPA Requirements Didactic Year Courses (Year 1) Behavioral and Social Attributes - A Minimum Total Credits: 86 MS 500 Anatomy 3.00 candidate must have sufficient emotional health to Minimum Major GPA: 3.0 fully use his or her intellectual ability, to exercise MS 501 Physiology 1.00 good judgment, to complete all responsibilities, MS 502A Pharmacology I 3.00 and to attend to the diagnosis and care of patients. A candidate must be able to develop mature, MS 503A Art and Science of 2.00 sensitive and effective relationships with patients Medicine I and colleagues. A candidate must be able to MS 504A Clinical Medicine I 4.00 tolerate physical and emotional stress and continue to function effectively. A candidate must possess MS 505 Psychosocial Aspects of 1.00 qualities of adaptability, flexibility and be able to Medicine function in the face of uncertainty. He/she must MS 506 Pathology 2.00 have a high level of compassion for others, motivation to serve, integrity and a consciousness MS 502B Pharmacology II 3.00 of social values. A candidate must possess MS 503B Art and Science of 2.00 sufficient interpersonal skills to interact positively Medicine II with people from all levels of society, all ethnic backgrounds and all belief systems. The MS 504B Clinical Medicine II 6.00 administration of the Physician Assistant Studies MS 507 Role Socialization 1.00 program recognizes its responsibility to present candidates who have the knowledge and skills to MS 508A Research Methods I: 1.00 function in a broad variety of clinical situations Epidemiology and to render a wide spectrum of patient care. The MS 509 Preventive Medicine 1.00 responsibility for these technical standards is primarily placed on the Physician Assistant MS 510 Clinical Laboratory 1.00 Admissions Committee to select entering Science Physician Assistant Studies students who will be MS 504C Clinical Medicine III 3.00 the candidates for the degree. Health Requirements MS 508B Research Methods II: 1.00 All students entering or re-entering the Evidence-Based Medicine professional phase of the M.S. degree in Physician MS 511 Introduction to Medical 1.00 Assistant Studies must complete and submit a Literature Health Examinations/Vaccinations form located in the Forms & Documents section of the Office of MS 512 Medical Informatics 1.00 Admissions website, as well as the division’s MS 513 Surgery 2.00 health forms. The division’s health forms will be sent along with the package of materials that is MS 514 Emergency Medicine 1.00 mailed out in May of the year in which the student Clinical Year Courses (Year 2) will enter the program, after the student is MS 601 Internal Medicine 4.00 accepted into the program and after the student submits the deposit to hold the seat. Additional MS 602 Surgery 4.00 health forms and background/drug testing results MS 603 Pediatrics 4.00 are required for entry into the clinical experiences of the division’s curriculum. MS 604 Family Medicine 4.00

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Physician Assistant Courses Prerequisites: successful completion of the fall Credits: 4 semester of the didactic year of the graduate Every Fall program in Physician Assistant Studies. MS 500 Anatomy The pre-requisites of MS 500, 501, 502A, 503A, MS 504B Clinical Medicine II The study of the structure of the human body with 504A, 505 and 506 are all required. Part two of a three-semester sequence in clinical a clinical emphasis. Lectures and labs will Credits: 3 medicine. This course introduces the student to the emphasize anatomy and anatomic relationships Every Spring epidemiology, incidence, pathophysiology, signs, significant to common clinical medicine topics and symptoms, pertinent laboratory studies, diagnosis, surgical procedures. Includes cadaver lab. MS 503A Art and Science of Medicine I treatment and prognosis of disease processes Prerequisites: admission to the graduate program in Part one of a two-semester sequence in the art and affecting the human body. Disciplines considered Physician Assistant Studies. science of physical diagnosis. Students learn the in this semester include but are not limited to: In order to register for this course, the student must principles of patient interviewing, the components ophthalmology, gastroenterology, endocrinology, be a graduate student in the Physician Assistant and practice of conducting the medical history, and nephrology, immunology, integrative medicine, plan. the science and technique of performing a physical psychiatry, pediatrics, radiology, hematology, and Credits: 3 examination. Areas of the physical examination oncology. Every Fall considered in this semester include general survey, Prerequisites: successful completion of the fall vital signs, head, ears, eyes, nose and throat, neck, semester of the didactic year of the graduate MS 501 Physiology chest and heart. Students also learn the program in Physician Assistant Studies. A study of organ systems, with presentations indications, contraindications, equipment, The pre-requisites of MS 500, 501, 502A, 503A, emphasizing normal physiology of each system. technique, and complications of common clinical 504A, 505 and 506 are all required. Lectures discuss normal function, cellular changes procedures. This course contains both lecture and Credits: 6 and pathological changes where appropriate. laboratory components. Every Spring Prerequisites: admission to the graduate program in Prerequisites: admission to the graduate program in Physician Assistant Studies. Physician Assistant Studies. MS 504C Clinical Medicine III In order to register for this course, the student must In order to register for this course, the student must Part three of a three-semester sequence in clinical be a graduate student in the Physician Assistant be a graduate student in the Physician Assistant medicine. This course introduces the student to the plan. plan. epidemiology, incidence, pathophysiology, signs, Credits: 1 Credits: 2 symptoms, pertinent laboratory studies, diagnosis, Every Fall Every Fall treatment and prognosis of disease processes affecting the human body. Disciplines considered MS 502A Pharmacology I MS 503B Art and Science of Medicine II in this semester include but are not limited to: Part one of a two-semester sequence in Part two of two-semester sequence in the art and dermatology, neurology, and obstetrics and pharmacology and clinical therapeutics. This course science of physical diagnosis. Students learn gynecology. This course also contains a unit of introduces the principles of pharmacokinetics and principles of patient interviewing, components and clinical problem solving and case based learning. pharmacodynamics, dosage forms and dose- practice of conducting the medical history, and Prerequisites: successful completion of the spring response relationships. Classes of pharmaceuticals science and technique of performing a physical semester of the didactic year of the graduate will be studied, with a focus on the mechanisms of examination. Areas of the physical examination program in Physician Assistant Studies. drug action in different therapeutic classes, considered this semester include the abdominal, The pre-requisites of MS 502B, 503B, 504B, 507, common side effects of prototypic drugs in each male and female genitalia, breasts, rectal, musculo- 508A, 509 and 510 are all required. category, drug side effects and drug-drug skeletal, and neurological examinations. Course Credits: 3 interactions, the interaction of drugs with the contains both lecture and laboratory components. Every Summer disease state under treatment, polypharmacy, and Prerequisites: successful completion of the fall reputable sources of information about drugs. semester of the didactic year of the graduate MS 505 Psychosocial Aspects of Medicine Prerequisites: admission to the graduate program in program in Physician Assistant Studies. This course considers primarily the non-medical Physician Assistant Studies. The pre-requisites of MS 500, 501, 502A, 503A, issues critical to caring for patients. Topics include: In order to register for this course, the student must 504A, 505 and 506 are all required. cultural competency; medical ethics; substance be a graduate student in the Physician Assistant Credits: 2 abuse; human sexuality; and end of life care. plan. Every Spring Prerequisites: admission to the graduate program in Credits: 3 Physician Assistant Studies. Every Fall MS 504A Clinical Medicine I In order to register for this course, the student must Part one of a three-semester sequence in clinical be a graduate student in the Physician Assistant MS 502B Pharmacology II medicine. This course introduces the student to the plan. Part two of two-semester sequence in pharmacology epidemiology, incidence, pathophysiology, signs, Credits: 1 and clinical therapeutics. This course continues the symptoms, pertinent laboratory studies, diagnosis, Every Fall consideration of the principles of pharmacokinetics treatment and prognosis of disease processes and pharmacodynamics, dosage forms and dose- affecting the human body. Disciplines considered MS 506 Pathology response relationships. Additional classes of in this semester include but are not limited to: This course considers the pathophysiology of pharmaceuticals will be studied, with a focus on the cardiology, pulmonology, otorhinolaryngology, disease states at a cellular, structural and systemic mechanisms of drug action in different therapeutic rheumatology, and infectious diseases. level, including cellular dynamics; modes of death; classes, common side effects of prototypic drugs in Prerequisites: admission to the graduate program in the cardiovascular, pulmonary, gastrointestinal, each category, drug side effects and drug-drug Physician Assistant Studies. humoral, renal, neurological, endocrine and interactions, the interaction of drugs with the In order to register for this course, the student must reproductive systems. Genetic disorders are also disease state under treatment, polypharmacy, and be a graduate student in the Physician Assistant considered. reputable sources of information about drugs. plan. Prerequisites: admission to the graduate program in Physician Assistant Studies.

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In order to register for this course, the student must and prevention; prevention of disease resulting and postoperative care; hernias, gastrointestinal be a graduate student in the Physician Assistant from contaminated food sources and from poor tract disorders, liver disorders, pancreatic disease, plan. nutrition; occupational health; international health; gallbladder disease, colorectal disorders, Credits: 2 preventable injuries; and importance of the role of cardiothoracic diseases, orthopedic disorders, Every Fall behavior, culture and society in the perception of vascular disorders, urologic disorders, neurosurgical health. disorders. Prerequisites: successful completion of MS 507 Role Socialization Prerequisites: successful completion of the fall the spring semester of the didactic year of the Course examines the physician assistant profession semester of the didactic year of the graduate graduate program in Physician Assistant Studies. from inception in the mid-1960s to the present. program in Physician Assistant Studies. The pre-requisites of MS 502B, 503B, 504B, 507, Topics considered include: history of the The pre-requisites of MS 500, 501, 502A, 503A, 508A, 509 and 510 are all required. profession; state licensure and regulation; 504A, 505 and 506 are all required. Credits: 2 maintenance of professional license and Credits: 1 Every Summer certification; regulation of physician assistant Every Spring education; types of reimbursement through health MS 514 Emergency Medicine insurance plans; the physician-physician assistant MS 510 Clinical Laboratory Science This course considers the approach to the emergent relationship; other types of health care professionals This course is designed to introduce students to the patient. Emphasis is placed on creation of a and their roles in caring for patients; interacting science of clinical laboratory medicine. Topics to be differential diagnosis, patient stabilization, and with other health care professionals; and considered include: hematologic laboratory studies, emergent management of disease. Topics include: professionalism. Other medical professions are also chemistries, urinalysis, cardiac enzymes, blood general approach to patient triage and stabilization; considered and the interprofessional patient care gases. The course will examine the ways in which emergency ophthalmology and otolaryngology; approach is examined. these and other laboratory tests inform the chest pain evaluation: acute coronary syndrome; Prerequisites: successful completion of the fall understanding of disease states and patient myocardial infarction; pericariditis, aortic semester of the didactic year of the graduate management. dissection; shortness of breath evaluation: heart program in Physician Assistant Studies. Prerequisites: successful completion of the fall failure, pneumonia, asthma exacerbation, copd The pre-requisites of MS 500, 501, 502A, 503A, semester of the didactic year of the graduate exacerbation, and pneumothorax; fractures and 504A, 505 and 506 are all required. program in Physician Assistant Studies. sprain recognition and management; wound care: Credits: 1 The pre-requisites of MS 500, 501, 502A, 503A, lacerations, animal bites; burns; abdominal pain Every Spring 504A, 505 and 506 are all required. evaluation: biliary tract disease, appendicitis, Credits: 1 abdominal aortic aneurysm, renal colic, and other MS 508A Research Methods I: Epidemiology Every Spring concerns. Prerequisites: successful completion of Course is designed to give students an introduction the spring semester of the didactic year of the to the fundamentals of clinical epidemiology: MS 511 Introduction to Medical Literature graduate program in Physician Assistant Studies. measuring health statistics, how vital statistics are This course considers methods of conducting The pre-requisites of MS 502B, 503B, 504B, 507, used in public health research and interventions, medical database searches; the use of a personal 508A, 509 and 510 are all required. concepts of causality and risk. The relevance of computer in clinical medicine for data storage and Credits: 1 epidemiologic concepts to public health and clinical access to medical databases; the variety of medical Every Summer work will be highlighted through the use of case databases currently in use; use of medical studies and the examples of current health research. references; formulation and development of a MS 601 Internal Medicine Prerequisites: successful completion of the fall research topic. Prerequisites: successful completion This clinical course is a clinical clerkship in internal semester of the didactic year of the graduate of the spring semester of the didactic year of the medicine. All clinical clerkships are five (5) weeks in program in Physician Assistant Studies. graduate program in Physician Assistant Studies. length. Each student is assigned a clinical site and The pre-requisites of MS 500, 501, 502A, 503A, The pre-requisites of MS 502B, 503B, 504B, 507, preceptor at the inception of the clinical year. 504A, 505 and 506 are all required. 508A, 509 and 510 are all required. Prerequisites: successful completion of the didactic Credits: 1 Credits: 1 year of the Physician Assistant Studies curriculum. Every Spring Every Summer The pre-requisites of MS 504C, 508B, 511, 512, 513 and 514 are all required. MS 508B Research Methods II: Evidence-Based MS 512 Medical Informatics Credits: 4 Medicine This course considers risk management in Every Fall, Spring and Summer Part two of a two-semester sequence in research healthcare, electronic medical records; medical methodology. This is a course in evidence-based insurance, including Medicaid and Medicare; MS 602 Surgery medicine. Topics include: study design, diagnostic billing and coding; health insurance fraud; and This clinical course is a clinical clerkship in surgery. and screening tests, assessment of diagnostic health literacy. All clinical clerkships are five (5) weeks in length. studies, and medical practice as seen through the Prerequisites: successful completion of the spring Each student is assigned a clinical site and lens of evidence-based medicine. semester of the didactic year of the graduate preceptor at the inception of the clinical year. Prerequisites: successful completion of the spring program in Physician Assistant Studies. Prerequisites: successful completion of the didactic semester of the didactic year of the graduate The pre-requisites of MS 502B, 503B, 504B, 507, year of the Physician Assistant Studies curriculum. program in Physician Assistant Studies. 508A, 509 and 510 are all required. The pre-requisites of MS 504C, 508B, 511, 512, The pre-requisites of MS 502B, 503B, 504B, 507, Credits: 1 513 and 514 are all required. 508A, 509 and 510 are all required. Every Summer Credits: 4 Credits: 1 Every Fall, Spring and Summer Every Summer MS 513 Surgery This course considers the approach to the surgical MS 603 Pediatrics MS 509 Preventive Medicine patient. The focus is on clinical diagnoses requiring Clinical course is a clinical clerkship in pediatrics. This course examines health promotion and disease a surgical management. Topics include but are not All clinical clerkships are five (5) weeks in length. prevention; public health; infectious disease control limited to: anesthesia; preoperative, intra-operative Each student is assigned a clinical site and

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 184 LIU Brooklyn preceptor at inception of the clinical year. successful completion of the didactic year of the MS 613 Clinical Seminar III Prerequisites: successful completion of the didactic Physician Assistant Studies curriculum. In this seminar, students practice the techniques year of the Physician Assistant Studies curriculum. The pre-requisites of MS 504C, 508B, 511, 512, that will lead to successful completion of the The pre-requisites of MS 504C, 508B, 511, 512, 513 and 514 are all required. Physician Assistant National Certifying 513 and 514 are all required. Credits: 4 Examination (PANCE). Each student will draw on Credits: 4 Every Fall, Spring and Summer all material previously learned in the entire PA Every Fall, Spring and Summer Studies curriculum and additional PANCE MS 609 Surgical Elective materials to prepare for this examination, which is a MS 604 Family Medicine This clinical course is a clinical clerkship in a prerequisite for PA licensure. Prerequisites: This clinical course is a clinical clerkship in family particular discipline of surgery. All clinical successful completion of MS 601, 602, 603, 604, medicine. All clinical clerkships are five (5) weeks clerkships are five (5) weeks in length. Each 605, 606, 607, 608, 609, 610, 611, and 612. in length. Each student is assigned a clinical site student is assigned a clinical site and preceptor at The pre-requisites of MS 504C, 508B, 511, 512, and preceptor at the inception of the clinical year. the inception of the clinical year. 513 and 514 are all required. Prerequisites: successful completion of the didactic Prerequisites: successful completion of the didactic Credits: 1 year of the Physician Assistant Studies curriculum. year of the Physician Assistant Studies curriculum. Every Fall The pre-requisites of MS 504C, 508B, 511, 512, The pre-requisites of MS 504C, 508B, 511, 512, 513 and 514 are all required. 513 and 514 are all required. MS 614 Summative Evaluation Credits: 4 Credits: 4 In this course, students will draw on all material Every Fall, Spring and Summer Every Fall, Spring and Summer previously learned in the entire PA Studies curriculum to complete a summative evaluation. MS 605 Emergency Medicine MS 610 Clinical Elective This evaluation will be comprised of: a written This clinical course is a clinical clerkship in This clinical course is a clinical clerkship in a comprehensive examination, an oral clinical skills emergency medicine. All clinical clerkships are five particular clinical discipline of either medicine or examination (OSCE), and a practicum in the (5) weeks in length. Each student is assigned a surgery. All clinical clerkships are five (5) weeks in Division's Simulation Laboratory. During the clinical site and preceptor at the inception of the length. Each student is assigned a clinical site and OSCE and in the simulation lab, the student will clinical year. Prerequisites: successful completion preceptor at the inception of the clinical year. demonstrate his or her ability to evaluate, stabilize, of the didactic year of the Physician Assistant Prerequisites: successful completion of the didactic examine, diagnose, perform relevant clinical Studies curriculum. year of the Physician Assistant Studies curriculum. procedures, and treat the simulated patient. The The pre-requisites of MS 504C, 508B, 511, 512, The pre-requisites of MS 504C, 508B, 511, 512, student will also demonstrate the ability to work 513 and 514 are all required. 513 and 514 are all required. well with other members of the health care team Credits: 4 Credits: 4 and to provide culturally competent care. Every Fall, Spring and Summer Every Fall, Spring and Summer Prerequisites: successful completion of MS 601,

602, 603, 604, 605, 606, 607, 608, 609, 610 ,611, MS 606 Obstetrics and Gynecology MS 611 Clinical Seminar I and 612. This clinical course is a clinical clerkship in In this seminar, students will draw on their clinical The pre-requisites of MS 504C, 508B, 511, 512, obstetrics and gynecology. All clinical clerkships are clerkship(s) in Internal Medicine and/or the 513 and 514 are all required. five (5) weeks in length. Each student is assigned a Internal Medicine elective as well as all material Credits: 1 clinical site and preceptor at the inception of the previously learned in the entire PA Studies Every Fall clinical year. curriculum to produce and deliver a detailed Prerequisites: successful completion of the didactic patient case presentation from Internal Medicine or MS 615 Capstone Project year of the Physician Assistant Studies curriculum. an Internal Medicine elective before a group of Students will draw on all material previously The pre-requisites of MS 504C, 508B, 511, 512, clinical year PA students and faculty member(s). learned in the entire PA Studies curriculum to 513 and 514 are all required. Prerequisites: successful completion of the didactic complete a Capstone Project in partial fulfillment Credits: 4 year of the Physician Assistant Studies curriculum. of the requirements of the Master's degree. The Every Fall, Spring and Summer The pre-requisites of MS 504C, 508B, 511, 512, student will formulate a capstone project and

513 and 514 are all required. complete original research based on a clinical or MS 607 Behavioral Medicine Credits: 1 professional area of interest. The student will utilize This clinical course is a clinical clerkship in Every Fall techniques learned in Research Methods I and II behavioral medicine. All clinical clerkships are five and in Introduction to Medical Literature in the (5) weeks in length. Each student is assigned a MS 612 Clinical Seminar II didactic year in the completion of the Capstone clinical site and preceptor at the inception of the In this seminar, students will draw on their clinical Project. clinical year. Prerequisites: successful completion of clerkship(s) in General Surgery and/or the Surgical Prerequisites: successful completion of the didactic the didactic year of the Physician Assistant Studies elective as well as all material previously learned in year of the Physician Assistant Studies curriculum. curriculum. the entire PA Studies curriculum to produce and The pre-requisites of MS 504C, 508B, 511, 512, The pre-requisites of MS 504C, 508B, 511, 512, deliver a detailed patient case presentation from 513 and 514 are all required. 513 and 514 are all required. General Surgery or a Surgical elective before a Credits: 2 Credits: 4 group of clinical year PA students and faculty Every Fall Every Fall, Spring and Summer member(s). Prerequisites: successful completion of the didactic MS 608 Medical Elective year of the Physician Assistant Studies curriculum. This clinical course is a clinical clerkship in a The pre-requisites of MS 504C, 508B, 511, 512, particular discipline of internal medicine. All 513 and 514 are all required. clinical clerkships are five (5) weeks in length. Each Credits: 1 student is assigned a clinical site and preceptor at Every Fall the inception of the clinical year. Prerequisites:

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DEPARTMENT OF PUBLIC area (e.g., maternal and infant health. reproductive Master of Public Health program representative health, environmental health, chronic disease who is requesting the interview. HEALTH preention, HIV/AIDS prevention and intervention, Submitting an Application for Admission behavioral health, emergency preparedness, All applicants must apply for admission to LIU Chair and Director of Practicum and Career natural disasters). The challenges are many, and Brooklyn. Please apply online at My LIU or use Development: Joyce Y. Hall, M.P.H. change constantly. Public health is a dynamic and the Apply Now link in the top navigation bar of Associate Professor: Alex F. Medico More, Ph.D. exciting profession with a myriad of traditional the campus’ website. For more information on the Assistant Professors: Jelena Malogasjski, Ph.D., and “out-of-the box” options for well-prepared admissions process, visit the Office of Admissions M.D., M.P.H.; Sarah E. Rush Griffin, Ph.D., professionals. website. C.H.E.S. In addition to earning the internationally Important Dates Adjunct Faculty 4 recognized M.P.H. degree, at the time of Application deadlines can be found on the graduation, students are also eligible to apply for program website, Public Health is the science of protecting and the Certified Health Education Specialist http://www.liu.edu/Brooklyn/Academics/School- improving the health of communities through examination administered by the National of-Health-Professions/Academic-Programs/Public- education, promotion of healthy lifestyles, and Commission for Health Education Credentialing, Health research to prevent disease, injury, disability, and Inc. We encourage students to take the CHES Program Requirements premature death. Public health professionals exam in their last semester or within six months of Continued enrollment in this program is analyze how behavior and lifestyle, genetics, graduation. contingent upon: policies, systems, and the natural and built Application Requirements • A cumulative 3.0 GPA must be maintained environment affect health, then we work with the To apply for this program, prospective throughout the program communities to develop interventions, programs, candidates must submit all of the following to the • Completion of 30 credits of required courses services, policies, and messages that protect the Office of Admissions: • Completion of 6 credits of elective courses health of people who are or could be affected. In • Official transcripts from all accredited • Completion of 6 credits of Capstone and traditional clinical medicine, health care undergraduate and graduate institutions Practicum experiences (MPH 798 and 799) professionals diagnose and treat one sick person at attended; degrees from institutions earned a time. In public health, professionals focus on outside of the United States or Canada must be disease prevention and health promotion, and evaluated by an agency recommended by LIU Master of Public Health focus on entire communities or populations. Our Brooklyn three goals are to (1) keep well people healthy, (2) • Personal statement following the specific M.P.H., Public Health keep people who are at-risk from becoming sick or Master of Public Health Program guidelines. [Program Code: 33024] {HEGIS: 1214} disabled, and (3) to prevent the reoccurrence of The guidelines are available on the Website. health problems among people who are already Standard/generic personal statements will not Required core courses: sick or injured. be accepted. MPH 600 Foundations of Public 3.00 The 42-credit LIU Brooklyn Master of Public • At least two (2) current letters of Health and Health Health (M.P.H.) is a professional degree program. reference on agency/institutional letterhead Services Management The mission of the program is to improve public completed by individuals who are qualified to health systems, infrastucture and workforce in a comment on MPH 610 Principles of 3.00 way that is likely to reduce health disparities of the (1) your academic background/achievements Epidemiology Borough of Brooklyn, New York City, and the and potential and MPH 615 Principles of Biostatistics 3.00 wider national and global community, by (2) your volunteer or paid community or health- educating culturally competent public health related experience MPH 620 Social and Behavioral 3.00 practitioners and scholars. Our course work • A current resume. Highlight any health, Sciences in Public Health public health, medical, or community paid or includes integrated learning opportunities so that MPH 625 Environmental Health 3.00 volunteer work experience, studies, or training. students have “real-world” experience before they Issues in Public Health graduate. Our area of specialization is a Generalist • Current Graduate Record Exam (GRE) test MPH. scores. Test scores more than five years old MPH 735 Research Methods in 3.00 People trained in public health have many will NOT be accepted. Public Health and Health career options. There is a great demand for public EXCEPTION: Applicants with official Education transcripts showing completed graduate degrees health professionals in local, state, federal and MPH 740 Program Planning, 3.00 are NOT required to submit GRE scores. international government agencies (not all with Implementation and • TOEFL test score: If you are an international “health” in their names), community-based Evaluation organizations, schools and universities, not-for- applicant who does not have an undergraduate profit organizations, for-profit workplaces, health degree from a regionally accredited US college MPH 745 Orginizing and Teaching 3.00 care settings, foundations, branches of the military, or university, or if English is not your native for Health and professional associations. language, submit official scores for Test of MPH 750 Public Health Policy, 3.00 Graduates can find fascinating, challenging, English as a Foreign Language (TOEFL) Advocacy and Leadership and meaningful public health work focusing on a exam or accepted equivalent tests. particular population (e.g., school-age children, • Interviews: Interviews are not required but are MPH 755 Health Communications 3.00 adolescents, working adults, seniors, hospital desirable. Applicants may be invited to the Issues and Strategies inpatients), in a particular setting (see above), the university for a personal interview with MPH 798 Public Health Capstone 3.00 use of several skills (e.g., education, training, Master of Public Health program faculty to Seminar: Promoting advocacy, community assessment, program discuss particular aspects of their applications. Health Equity planning, program evaluation, research, media Applicants who are not able to participate in campaign development), and/or a specific health person, will be asked to call in or to Skype the

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 186 LIU Brooklyn

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

MPH 510 Public Health 3.00 Preparedness

MPH 515 Public Health 3.00 Implications of HIV/AIDS

MPH 520 Public Health Nutrition 3.00

MPH 525 Social Marketing 3.00 Strategies for Improving Public Health

MPH 530 Global Public Health 3.00 Challenges

MPH 535 Infectious Diseases and 3.00 Public Health Practice

Credit and GPA Requirements Minimum Total Credits: 42 Minimum Major GPA: 3.00

ACCELERATED SHARED CREDIT PROGRAMS

BS Health Science and MPH Public Health

The Department of Public Health, along with the Division of Athletic Training, Exercise & Health Science, offers an accelerated, shared credit program that leads to a B.S. Health Science and a Master in Public Health (M.P.H.). Note that a separate admission into the M.P.H. portion of this program is required. Please refer to the Division of Athletic Training, Health and Exercise Science in the LIU Brooklyn Undergraduate Bulletin for full details about the program. See this LIU Brooklyn Graduate Bulletin for MPH course descriptions.

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interventions; and they will meet public health and Every Fall and Spring Public Health Courses health promotion leaders in these arenas and learn about their on-the-job challenges and achievements. MPH 615 Principles of Biostatistics MPH 500 Public Health Applications of Credits: 3 This course presents an introduction to the theory Informatics On Occasion and methods used in biostatistics. Students will This course provides a basic understanding of learn to apply statistics to explain the occurrence public health informatics and its application in a MPH 545 Current Issues in Public Health II and control of disease as well as to the evaluate public health setting. The goal is for students to This course exposes students to up to three current public health programs. This course also will understand the basic technological tools and critical public health challenges. Students will learn introduce students to the theories applied to building blocks needed to develop and manage about the epidemiology of selected contemporary common statistical methods and principles used in public health data collection systems to meet issues; the interdisciplinary workforce involved; key public health, such as those related to disease analytical needs. research findings; efforts to integrate research measurement and distribution, probability, The pre-requisite of MPH 600 is required. findings into practice; current, new, and emerging hypothesis testing, statistical significance, sampling, Credits: 3 interventions; and they will meet public health and and univariate, bivariate and multivariate analysis. On Occasion health promotion leaders in these arenas and learn This course is part of the core course requirement about their on-the-job challenges and achievements. for the MPH program. Students are also taught the MPH 510 Public Health Preparedness Credits: 3 statistical software SPSS. This course introduces students to major concepts On Occasion In order to register for this course, the student must relevant to past and potential future disease be active in the Public Health plan. outbreaks including acts of bioterrorism. Students MPH 575 Developing Strong Public Health Grant Credits: 3 receive a brief review infectious disease Proposals Every Fall and Spring epidemiology including investigation, control, This course will engage students in project-based prevention and surveillance. These fundamentals learning, focused on the competencies that public MPH 620 Social and Behavioral Sciences in are then used to construct a framework for assessing health professionals need to develop for effective Public Health threats to public health and recommending an public health grant proposals. Students will become This course is an introduction to previously appropriate response. familiar with the key components of a competitive established, as well as new and emerging social and Credits: 3 grant proposal for foundations and government behavioral science theories used in shaping research On Occasion funders and learn best practices for developing a and practice in public health and health education. well-organized budget and a targeted list of Students will analyze and compare theories, and MPH 515 Public Health Implications of foundation and government funding prospects. review research that supports and/or challenges the HIV/AIDS Pre-requisites: MPH 735 and MPH 740. contribution of these theories to health promotion This course will focus on public health issues Credits: 3 and disease prevention at the individual, group, related to HIV/AIDS with an emphasis on On Demand organizational, community, and public policy levels. HIV/AIDS epidemiology and prevention. Lectures In order to register for this course, the student must will cover primary prevention (preventing HIV MPH 600 Foundations of Public Health be active in the Public Health plan. infection in those who are uninfected), secondary This course is an introduction to public health and Credits: 3 prevention (preventing development of HIV disease health care systems. Topics include the history of Every Fall and Spring in those who are HIV-infected), and tertiary public health, critical public health issues, and prevention (preventing morbidity and mortality in public health principles, priorities, pioneers, MPH 625 Environmental Health those with HIV disease). publications, and practices, public health This course is designed to provide graduate Credits: 3 budgeting, and systems thinking. Health services students with an introduction and overview of the On Occasion management topics include the history, structure, key areas of environmental health. Using the functions, and management issues of organizations perspectives of the population and community, the MPH 520 Public Health Nutrition that deliver public and other forms of health care course will cover factors associated with the This course is an introduction to public health services. Through readings, discussion, research, development of environmental health problems nutrition. It covers the prevention and solutions to individual and group work, students in this course while providing an opportunity to think creatively diet-related conditions at the population level will acquire basic knowledge, attitudes and skills about solutions to the complex issues. rather than the individual level, with a focus on that are essential for effective public health practice In order to register for this course, the student must current problems such as obesity and type 2 Credits: 3 be active in the Public Health plan. diabetes. It emphasizes the determining factors of Every Fall Credits: 3 food intake and nutritional status including: Every Fall and Spring economic, environmental, societal and institutional MPH 610 Principles of Epidemiology factors. It introduces current nutrition programs This course introduces the distribution and MPH 710 Foundations of Public Health and policies for improving the nutrition status of determinants of health and disease in defined This course is an introduction to public health and various populations. Three credits. populations, and also emphasizes the skills health care systems. Topics include the history of Credits: 3 necessary to research, produce, utilize and critique public health, critical public health issues, and On Occasion epidemiologic literature. Students learn how to find public health principles, priorities, pioneers, and interpret data, describe outbreaks and their publications, and practices, public health MPH 540 Current Issues in Public Health I effects on specific populations, and to assess and budgeting, and systems thinking. Health services This course exposes students to up to three current communicate risk. The course also addresses basic management topics include the history, structure, critical public health challenges. Students will learn public health applications of informatics as a means functions, and management issues of organizations about the epidemiology of selected contemporary of communicating data. that deliver public and other forms of health care issues; the interdisciplinary workforce involved; key In order to register for this course, the student must services. Through readings, discussion, research, research findings; efforts to integrate research be active in the Public Health plan. individual and group work, students in this course findings into practice; current, new, and emerging Credits: 3 will acquire basic knowledge, attitudes and skills

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 188 LIU Brooklyn that are essential for effective public health practice Research best practices, including building integrated, and well-coordinated interventions. Credits: 3 community partnerships, cultural competence, Credits: 3 Every Fall community involvement in assessment, issue Every Fall and Spring analysis, research planning, data gathering, and data MPH 715 Principles of Epidemiology sharing. Bridges and barriers to the diffusion and MPH 755 Program Planning, Implementation This course introduces the distribution and application of research results to practice are and Evaluation determinants of health and disease in defined explored. This course covers strategies tailored to various populations, and also emphasizes the skills The pre-requisites of MPH 600, 610 and 620 are settings and diverse populations, for assessing necessary to research, produce, utilize and critique required. The pre-requisite or co-requisite of MPH health promotion and disease prevention needs, the epidemiologic literature. Students learn how to find 615 is also required. development of programs to meet those needs,and and interpret data, describe outbreaks and their Credits: 3 evaluating the effectiveness of the planning, effects on specific populations, and to assess and Every Fall and Spring implementation and outcomes of the programs in a communicate risk. The course also addresses basic variety of settings. The course builds on core public health applications of informatics as a means MPH 740 Program Planning, Implementation concepts from epidemiology, research methods, and of communicating data. and Evaluation biostatistics, and emphasizes proposal writing, In order to register for this course, the student must This course covers strategies tailored to various budget planning, and project management skills. be active in the Public Health plan. settings and diverse populations, for assessing Students participate in a service learning project to Credits: 3 health promotion and disease prevention needs, the assist a community-based organization or public Every Fall and Spring development of programs to meet those needs,and health agency in developing an evidence-based evaluating the effectiveness of the planning, public health promotion program. MPH 720 Principles of Biostatistics implementation and outcomes of the programs in a Prerequisites: MPH 620 and 735 This course presents an introduction to the theory variety of settings. The course builds on core Credits: 3 and methods used in biostatistics. Students will concepts from epidemiology, research methods, and Every Fall and Spring learn to apply statistics to explain the occurrence biostatistics, and emphasizes proposal writing, and control of disease as well as to the evaluate budget planning, and project management skills. MPH 798 Public Health Capstone Seminar public health programs. This course also will Students participate in a service learning project to Capstone is a culminating academic experience in introduce students to the theories applied to assist a community-based organization or public which students demonstrate their command of the common statistical methods and principles used in health agency in developing an evidence-based MPH coursework by assessing and analyzing past public health, such as those related to disease public health promotion program. and present public health challenges and how they measurement and distribution, probability, Prerequisites: MPH 620 and 735 were or are being handled. Students are expected to hypothesis testing, statistical significance, sampling, Credits: 3 synthesize, integrate and apply skills and and univariate, bivariate and multivariate analysis. Every Fall and Spring competencies acquired through their program of This course is part of the core course requirement study to a public health problem that approximates for the MPH program. Students are also taught the MPH 745 Health Promotion and Education a professional practice experience. The project statistical software SPSS. This course examines the design, production and requires both a written and oral assignment. It is In order to register for this course, the student must evaluation of education-based health promotion typically completed in the last term of the program, be active in the Public Health plan. and disease prevention programs and services usually in conjunction with the completion of a Credits: 3 rooted in health education theory, research, and fieldwork practicum experience. Every Fall and Spring best practices. It introduces community organizing The pre-requisites of MPH 600, 610, 615, 740 and and coalition building principles and best practices 745 required. MPH 725 Social and Behavioral Sciences in as the bases for effective community work. It Credits: 3 Public Health includes the study of traditional and emerging Every Fall and Spring This course is an introduction to previously community/population-based health education established, as well as new and emerging social and strategies and methods. MPH 799 Public Health Field Practicum behavioral science theories used in shaping research The pre-requisite of MPH 600 is required. A 200-hour field practicum/placement at a local and practice in public health and health education. Credits: 3 health organization that involves the performance Students will analyze and compare theories, and Every Fall and Summer of health promotion or education, health advocacy, review research that supports and/or challenges the and public health research, or organization and contribution of these theories to health promotion MPH 750 Health Communications Issues and management functions, and the collection and and disease prevention at the individual, group, Strategies analysis of data as appropriate, under the organizational, community, and public policy levels. This course introduces students to health supervision of a qualified public health professional In order to register for this course, the student must communication theory, research, and best practices. to determine or assess a response to an actual be active in the Public Health plan. It provides students with a framework for public health challenge. A practicum portfolio is Credits: 3 designing, producing, and evaluating mass media completed and presented in the form of an oral Every Fall and Spring health promotion and disease prevention presentation. campaigns. Health communication strategies to be The pre-requisite or co-requisite of MPH 798 is MPH 735 Research Methods and Applications studied include print materials (i.e., brochures, required. This course is an introduction to community-based flyers, posters, billboards, newspapers, newsletter, Credits: 3 research design and methods, including the logic of reports), Internet-based communication media (i.e., Every Fall and Spring scientific research, research ethics, causal inference, web sites, blogs, webcasts, podcasts, iTunes, hypothesis formation, measurement theory, survey YouTube, virtual worlds/reality programs), social research, experimental design, qualitative methods, media platforms, television, radio, film, e-mobile sampling and data analysis applications and salient interventions. Emphasizes the benefits of and funding Institutional Review Board issues. The techniques for coordinating multiple, well- course emphasizes Community-Based Participatory

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DEPARTMENT OF SOCIAL consistent with program goals insofar as the Advanced Certificate in Not-For-Profit student receives a generalist background that Management by taking just one additional course, WORK includes a conception of generalist practice, an which is offered by the School of Business. eclectic knowledge base and an understanding of Alcohol and Substance Abuse Concentration Phone: 718-488-1025 the relationship of values, diversity, populations at The alcohol and substance abuse concentration Fax: 718-246-6428 risk and promotion of social justice to the social incorporates various methods and systems of Full Professor: Jessica Rosenberg, PhD, LCSW work professional role with systems of all sizes. practice to prepare students to work with (Co-Chair) An Interdisciplinary Approach individuals, families, groups and the community at Associate Professors: Telvis Rich, EdD, LMSW The M.S.W. program brings an large. This concentration prepares graduates to Assistant Professors: Jo Rees, PhD, LMSW (Co- interdisciplinary approach to graduate social work work in settings ranging from school to Chair); Victor Lushin, PhD, MD; Akiva Perlman, studies, combining coursework not only across community-based organizations and from mental PhD, LCSW; Rebecca Rivera, PhD, LCSW campuses but also across departments within health clinics to the criminal justice system. Field Education: Yovanka Green, MSEd, LMSW; campuses and across traditional social work Graduates of this program will have the Menachem Dubovic, LCSW; Stefanie Jenkins, disciplines. Students who earn the Master of Social knowledge, the skills and the values to deliver LMSW; Justyna Rzewinski, LCSW Work degree from LIU will have the skills, alcohol and substance abuse counseling and to Adjunct Faculty: 32 knowledge and values required to deliver direct perform assessment; clinical evaluation; treatment

care to a broad population as well as in the field of planning; case management; and client, family and their chosen concentration. They will be prepared community education. In addition, they will Master of Social Work (M.S.W.) to manage and administer social service programs become completely familiar with their professional

and agencies within the fields of mental health, and ethical responsibilities as well as the LIU Brooklyn’s 60-credit Master of Social community service, social service, and case and documentation process. Work (M.S.W.) offers degree candidates five care management. The alcohol and substance abuse concentration different concentrations: gerontology, nonprofit Gerontology Concentration has been designed in conjunction with the New management, alcohol and substance abuse, child Students in the gerontology concentration will York State Department of Education’s and family welfare, and forensic social work. The show an intellectual mastery of and demonstrate requirements for the Certificate in Alcohol and program is collaboration between LIU Brooklyn the professional ability to competently respond to Substance Abuse Counseling (CASAC). Students and LIU Post (Brookville), and courses are the physical, psychological, social and spiritual can complete the requirements for CASAC by available at both locations. It is accredited by the needs of older people and the major issues, fulfilling additional internship hours after Council of Social Work Education (CSWE), concepts and theories related to late-age completing the M.S.W. degree. signifying that it meets the highest standards of functioning. Students who choose this Child and Family Welfare Concentration academic excellence. concentration may choose one of two tracks: direct The child and family welfare concentration will The program is integrated to provide a step- client service through senior community service, provide educational curriculum to students wise progression in student understanding of or leadership in long-term care administration. interested in working in an interdisciplinary generalist and specialized practice. The first-year The senior community service track context with children and their families. This curriculum includes content in the eight foundation incorporates both clinical and administrative concentration was developed with input from the areas of policy, practice, human behavior, field, content areas. Students in this track will learn to Nassau County Department of Social Services, the diversity, populations at risk, and promotion of plan and to develop community services for older Nassau County Coalition Against Domestic social justice and values. It introduces the student adults; perform intervention, develop treatment Violence, the Family and Children’s Association to the components of generalist practice with plans and understand and manage issues of death, and other community-based organizations’ systems of all sizes and provides an understanding bereavement and loss. personnel. It incorporates knowledge, values and of generalist practice that distinguishes between Those who take the long-term care skills that professionals need to effectively work generalist and advanced content while supporting administration track will gain an in-depth with children and their families across a broad the integration of specialized knowledge and understanding of health care facility range of social issues and in multiple programs. technologies into a generalist perspective. It also administration, health care financing, legal issues After completing their first-year M.S.W. introduces the student to the principles of in health and personal management. The long-term coursework, students will develop their interdisciplinary collaboration, preparing them for care administration track meets most of the understanding about policies and services specific work in interdisciplinary fields of practice. academic requirements for eligibility for the to children and families, family violence across the The second-year curriculum builds upon the Nursing Home Administrator’s licensing lifespan, community-based practice with children first year by deepening the student’s understanding examination in New York State. and families, and community mental health. and demonstrated mastery of psychosocial As an added benefit, graduates of either Forensic Social Work Concentration assessment, administrative theory and practice, Gerontology track may also qualify for a New Forensic social workers perform a vital public and diversity sensitive practice. Students select a York State Advanced Certificate by taking just one service in guiding their clients through the specific area of concentration – not-for profit additional course, which is offered by LIU. daunting and ever-changing legal system. These management, substance abuse, gerontology, child Non-Profit Management Concentration professionals possess a firm grasp of the civil, and family welfare or forensic social work – for The concentration in non-profit management criminal and juvenile justice systems, along with a more specialized education in a particular area of provides students with the knowledge, the values profound understanding of how socioeconomic, practice. The research curriculum in the second and the skills to work effectively and to administer cultural, religious, and other aspects of their year supports the concentrated study by programs in virtually any segment of the social clients’ lives may impact access to legal services. demonstrating application of research service community – from child welfare to health To meet a growing national interest in forensics methodology to the student’s specialized area of and mental health – and in a variety of programs (the application of physical science, mental health, concentration. Field experience in the second year that address a broad range of social issues from technology and the legal system) and a growing provides an opportunity for the student to apply hunger and homelessness to women at risk. Upon recognition of the complex interplay between generalist and specialized knowledge in the completion of the concentration in non-profit social, clinical, and legal services, the Department selected area of concentration. The curriculum is management, graduates may also qualify for an of Social Work offers a forensics social work

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 190 LIU Brooklyn concentration within the 60-credit Master of Social Admission) SWK 704 Field Instruction IV: 3.00 Work (M.S.W.) program. Submitting an Application for Admission Specialized Practice As a graduate of the Master of Social Work All applicants must apply for admission to LIU SWK 790 Capstone Seminar 3.00 program with the concentration in forensic social Brooklyn. Please apply online at My LIU or use work, students will be exceptionally prepared to the Apply Now link in the upper right-hand corner SWK 798 Research Methods I: 3.00 apply the principles of social work to the legal of the campus’ website. Introduction to Social system, including applicable local, state and Program Requirements Research federal laws; civil and criminal courts and the Continued enrollment in this program is SWK 799 Social Work Research II: 3.00 juvenile justice system; law enforcement agencies; contingent upon: Advanced Research and correctional facilities. Clients may be children • Earning a grade of B or better in all field Methods for Practice or adults, individuals or families, organizations or education courses communities. Their legal difficulties may involve • Maintaining a minimum grade-point average of Child and Family Welfare Concentration child custody and parental rights issues due to 3.0 Must Complete All of the Courses Listed domestic violence and neglect and crimes relating • Being in compliance with all program and Below: to mental illness and substance abuse. They may CSWE standards SWK 660 Families and Children: 3.00 face arrest and incarceration, be imprisoned or • Earning the required 60 credits within a four- Policy and Services hospitalized, or be on probation or parole. year period The forensic social work concentration prepares SWK 661 Family Violence Across 3.00 students to serve all of these populations, by M.S.W., Social Work the Lifespan identifying societal issues and their impact on your [Program Code: 29207] {HEGIS: 2104} SWK 663 Social Work Practice with 3.00 clients; screening, assessing and counseling your At-Risk Children & clients; planning and implementing interventions; Must Complete All Courses Listed Below. Youth making client referrals; and otherwise serving as SWK 601 Policy I: History and 3.00 Must Complete One of the Courses Listed effective advocates for diverse and at-risk clients, Philosophy of Social Below: who may range from individual children or adults Work Social Welfare SWK 630 Forensic Social Work & 3.00 to organizations or communities. Policy and Services the Criminal and Juvenile Admissions Criteria Justice Systems The admissions criteria reflect the program’s SWK 602 Policy II: Social Welfare 3.00 goals and objectives and support LIU’s mission of Policies and Services: SWK 662 Community Based 3.00 Access and Excellence. The program seeks Social Provisions & Practice with Children students from varied backgrounds who reflect the Framework and Families diversity of the populations its graduates will SWK 611 Social Work Practice I: 3.00 Alcohol & Substance Abuse serve, including the suburban population of Working with Individuals Nassau County and the multiethnic, urban Concentration and Groups population of Brooklyn and New York City, as Must Complete All Courses Listed Below: well as the greater tri-state area. Through direct SWK 612 Social Work Practice II: 3.00 SWK 674 Thrs/Prn:Al/Sub Cnsl 3.00 Working with Families care or leadership roles in the field of social work, SWK 675 Intr:Tch Sub Ab Cnsl 3.00 students who apply to this program should be SWK 613 Social Work Practice III: 3.00 interested in working with populations at risk. SWK 677 Soclg/Psylg Aspects 3.00 Social Work Practice with The program seeks applicants who have a broad Organizations and SWK 678 Phys/Pharmlg Effects 3.00 liberal arts education consisting of the humanities; Communities the social and behavioral sciences; the natural Gerontology Concentration sciences including biology and courses reflective SWK 621 Human Behavior/Social 3.00 Must Complete All Courses Listed Below: of a basic interest in human services. Environment I: Birth MPA 602 Human Resources 3.00 Admissions Requirements through Adolescence Management To be admitted to this program, you must: SWK 622 Human Behavior/Social 3.00 MPA 616 Legal Aspects of Health 3.00 • Hold a bachelor's degree from a regionally Environment II: Young accredited university PM 738 Gerontology: The Process 3.00 through Late Adulthood • Have a minimum overall grade-point average of Aging of 2.8 or better SWK 623 Human Service 3.00 Must Complete One Course (3 Credits) Listed • Have a B average or better in courses taken Organizations and Below: Administrative Behavior: during the final four semesters of MPA 616 Legal Aspects of Health 3.00 undergraduate study A context for Soc Work PM 739 Long-Term Care 3.00 • Submit a minimum of three recommendations SWK 650 Psychopathology 3.00 • Submit a personal narrative/autobiographical Administration SWK 701 Field Instruction I: 3.00 statement PM 743 Aging Policy in the 3.00 Generalist Practice • Submit an undergraduate transcript from all Community colleges or universities previously attended SWK 702 Field Instruction II: 3.00 Non-Profit Management Concentration • Possess the personal characteristics and Generalist Practice qualifications essential for professional work Must Complete All Courses Listed Below: with vulnerable individuals and with SWK 703 Field Instruction III: 3.00 PM 741 Fundraising 3.00 populations at risk Specialized Practice MPA 624 Non Profit Management 3.00 • Submit an application to the Office of Admissions (see Submitting an Application for

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MPA 602 Human Resource 3.00 SWK 632 Forensic Social Work 3.00 Management with Drug and Alcohol Populations in the MPA 626 Legal, Etincal & Gov. 3.00 Criminal and Juvenile Issues Justice Systems Forensic Social Work Concentration SWK 633 Frnsc SWK & Domstc 3.00 Must Complete All Courses Listed Below: Viol-Legl,Cultrl,Ethnc & SWK 630 Forensic Social Work & 3.00 Religious Issues in the Criminal and Juvenile Criminl & Juvenle Justice Justice Systems Systms SWK 631 Interviewing, Evaluating 3.00 Choose one of the following: and Offering Treatment as BMS 571 Introduction to 3.00 a Forensic Social Worker Criminalistics SWK 632 Forensic Social Work 3.00 SWK 661 Family Violence Across 3.00 with Drug and Alcohol the Lifespan Populations in the Criminal and Juvenile Justice Systems Credits and GPA Requirements SWK 633 Forensic Social Work and 3.00 Minimum Total Credits: 15 Domestic Violence - Minimum Major GPA: 3.0

Legal, Cultural, Ethnic and Religious Issues in the Criminal and Juvenile Justice Systems

Credit and GPA Requirements Minimum Total Credits: 60 Minimum Major GPA: 3.0

Advanced Certificate, Forensic Social Work

Advanced Certificate in Forensic Social Work Students who complete the four courses in Forensic Social Work concentration and one additional course will qualify for the New York State Advance Certificate in Forensic Social Work. The certificate program may be taken by post-masters students as well as by students currently in the LIU Masters of Social Work program.

Advanced Certificate, Forensic Social Work [Program Code: 34760[ {HEGIS: 2104}

The following four courses are required: SWK 630 Forensic Social Work & 3.00 the Criminal and Juvenile Justice Systems

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

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 192 LIU Brooklyn

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

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

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622, 701, 702 and 798 OR must be active in the basic techniques of counseling the substance abuse delivery system (2) to develop generalist problem- Advanced Standing Social Work student group. population. Students will receive a comprehensive solving and relationship-building skills and (3) to Credits: 3 overview of chemical dependency treatment and integrate and apply knowledge from Practice, Every Fall explore various counseling intervention methods. Policy, HBSE and Research to work with clients. The qualities and professional skills for competent A co requisite of SWK 611 is required. SWK 663 Social Work Practice with At-Risk and effective practice will also be thoroughly Credits: 3 Children & Youth examined. Every Fall This course provides a bio-psycho-social Pre-requisites: SWK 601, 602, 611, 612, 613, 621, developmental perspective to a range of childhood 622, 701, 702 and 798 OR must be active in the SWK 702 Field Instruction II disorders as they are classified in the Diagnostic and Advanced Standing Social Work student group. Field Instruction II is the second course in the field Statistical Manual, 4th Ed Text Revised. (DSM-IV- Credits: 3 practicum sequence and represents the culmination TR). It provides an in-depth study of the etiology, Every Fall of the Foundation year. Field Instruction II course, prognosis, and resolution of major provides students with the opportunity to further psychological and psychiatric conditions that are SWK 677 Sociological and Psychological Aspects integrate and build upon the knowledge, values and encountered by children with an emphasis on a of Substance Abuse skills assimilated during the previous semester. family and system approach to the This course will offer students a comprehensive Students further their proficiency in intervening conceptualization and treatment of such view of alcohol and drug use and alcohol and with diverse problems and multiple sized systems, conditions. The DSM-IV multiaxial system will addiction from a historical perspective. Utilizing develop more intensive interactive helping skills, serve as a backdrop and context in which these cultural attitudes, legal sanctions and normative become better adept at writing process records and conditions will be presented and studies. A values regarding alcohol and drug use, students will other agency records, assume more responsibility in developmental-systems (Marsh and Barkley, 1996) analyze what addiction is and who is an addict by supervision and inter-professional collaboration, approach will guide the theoretical and various disciplines (i.e., medicine, sociology, and utilize research and the skills of policy practice philosophical framework of this course as the psychology, etc.) and systems 9i.e., family, criminal to benefit clients. They are increasingly expected to students become familiar with DSM-IV-TR justice, social services, etc.). Students will examine apply a multilayered understanding of generalist diagnostic criteria for childhood psychopathology ethnicity and its role in substance abuse and practice concepts and skills to their work with and the empirical and epidemiological data that counseling. Students should be prepared to think clients. Students gain greater awareness of their supports each diagnosis. The course will look at critically and engage in a dialogue regarding the own value base and its compatibility to professional internalizing and externalizing disorders of complex bio-psycho-social issues that impact social work values, and can utilize more childhood that social workers are likely to alcoholics and/or addicts as well as the substance sophisticated expression of their dilemmas through encounter in various settings of practice (e.g., abuse counselor. the supervisory and self-evaluative process. They schools, hospitals, community centers, adoption Pre-requisites: SWK 601, 602, 611, 612, 613, 621, must also demonstrate greater professional agencies, ACS and DSS agencies). The students 622, 701, 702 and 798 OR must be active in the responsibility by preparing supervisory agendas; will learn to consider issues such as adaptations, age Advanced Standing Social Work student group. monitor both learning and client goals by appropriateness, clusters and patterns of symptoms Credits: 3 evaluating progress made toward both. Learning and behaviors that are instrumental in the process Every Spring contracts are further refined, and tasks are of differential diagnosis. The cultural context will operationalized and tethered to the mid-semester play a major role in understanding these conditions SWK 678 Physical and Pharmacological Effects of field evaluation. Again, students are required to and the differential validity, to the extent to which Substance Abuse participate in the self-evaluation process continually it exists, in assessment and treatment of children. This course will examine how the abuse of alcohol throughout the semester both in oral and written Pre-requisites: SWK 601, 602, 611, 612, 613, 621, and other drugs affect the body with emphasis on evaluation sessions, as well as evaluating their field 622, 701, 702 and 798 OR must be active in the the central nervous system, organ systems and experience and supervisor. Advanced Standing Social Work student group. general physical health. The physiological basis for A co requisite of SWK 612 is required. Credits: 3 the disease concept of addiction will be reviewed. Credits: 3 Every Spring Psychoactive drug categories will be explored in Every Spring relation to the history of use, routes of SWK 674 Theories and Principles of Alcohol and administration and how the body processes licit SWK 703 Field Instruction III Substance Abuse Counseling and illicit substances. The effects of drugs and This is the third course in a four semester Field This course will introduce students to the basic pharmacological interactions on metabolic Instruction sequence in the Master''s in Social theories and principles of alcoholism and substance processes and neuropsychological functioning will Work program. The first two semesters of Field abuse counseling, as well as techniques for be discusses. Instruction provide the Foundation and the second motivating the chemically dependent client to Pre-requisites: SWK 601, 602, 611, 612, 613, 621, two semesters provide the Specialization. The engage in treatment. Emphasis will be placed on 622, 701, 702 and 798 OR must be active in the Specialization year prepares students (1) to gain the theories of vocational counseling and the Advanced Standing Social Work student group. expertise in gerontology, not-for-profit management relationship between work, self-esteem, and Credits: 3 or substance and alcohol abuse (2) to function at an recovery. Every Fall advanced level of competence in a social service Pre-requisites: SWK 601, 602, 611, 612, 613, 621, delivery system (3) to continue to practice problem- 622, 701, 702 and 798 OR must be active in the SWK 701 Field Instruction I solving and relationship-building skills, (4) and to Advanced Standing Social Work student group. This is the first course in a four semester Field continue to integrate and apply knowledge from Credits: 3 Instruction sequence in the Master''s in Social Practice, Policy, HBSE and Research to work with Every Spring Work program. The first two semesters of Field client systems. Instruction provide the Foundation and the second Pre requisites: SWK 602, SWK 612, SWK 613, SWK 675 Introduction to the Techniques of two semesters provide the Specialization. The SWK 622 and SWK 702 OR must be active in the Substance Abuse Counseling Foundation prepares students (1) to function at a Advanced Standing Social Work student group This course provides students with a foundation in beginning level of competence in a social service Credits: 3

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Every Fall embedded in interdisciplinary collaborative practice and differences between group research design and of social work. The course focuses on application case research design, students will gain knowledge SWK 704 Field Instruction IV of skills that have been taught in previous semesters needed to evaluate research and apply its tenets to Field Instruction IV is the second course in the within a particular area of concentration. Such social work. Moreover, this course gives students an Advanced Curriculum/ Specialized Practice Year. It skills include: Critical thinking, ethical practice, opportunity to practice implementing research by shares its objectives with Field Instruction III. practice skills in systems of all sizes, research skills, familiarizing students with various data collection Applying social work knowledge, skills and values communication skills, organizational skills and methods, encouraging their use of secondary data, in the practicum is understood as a developmental interdisciplinary collaboration. and teaching them basic psychometric and data process. Students make a solid beginning in the Pre requisite: SWK 799 or must be active in the analysis processes. Foundation Year, continue to work towards these Advanced Standing Social Work student group Pre requisite: Must be active in the graduate Social objectives in the Specialized Practice Year and Credits: 3 Work plan or active in the Advanced Standing continue to grow and develop as master''s level Every Spring Social Work student group to register. practitioners after earning their degree. In this Credits: 3 spirit, in Field Instruction IV, students further their SWK 798 Research Methods I: Introduction to Every Fall developing expertise in their specialization as Social Research described above and deepen their understanding of This course places significant emphasis on the allied disciplines. Collaborations with professional adherence to social work values and ethical colleagues across disciplinary lines have the standards in research and in practice evaluation. It opportunity to develop and mature over time. requires the students to ask themselves Why be Pre-requisites: SWK 703 is require or must be active ethical in an effort to help the student realize that a in the Advanced Standing Social Work student personal moral code is the best defense against group. unacceptable and unethical conduct. The student is Credits: 3 encouraged to ponder the question of ethics with Every Spring guidance from social work values and guiding principles, and the NASW Code of Ethics. SWK 707 Thesis Research Consultation Students are presented with practical examples of In this first semester of thesis preparation, students ethical dilemmas and required to address the complete the advanced study of the scientific situation using critical thinking skills, technical method in the Social Work discipline, together training, and social work values. This course aims with the preparation of a master's thesis proposal, to improve students understanding of the place and an outline of the thesis. research plays and has played in social work Credits: 3 practice. Using the Code of Ethics as a foundation Not Set for all research ventures, students will be taught the

basic concepts of research question formation, SWK 708 Thesis psychometrics and use of measurement The second semester of thesis preparation is instruments. The course will introduce key devoted to the actual writing of the thesis. components of research including research design, Credits: 3 data collection, appropriate communication of Not Set research findings, and its relevance to the SWK 726 Interdisciplinary Assessment evaluation of practice, programs, and policies. The first half of this course will cover assessing The student must be active in the graduate Social mental health conditions commonly found in many Work plan in order to register for this course. older adults, such as depression, dementia, Credits: 3 delirium, and anxiety. Caregiver and family roles Every Spring will also be covered. The second half of the course SWK 799 Social Work Research II: Advanced will promote a clarification of the roles of different Research Methods for Practice practitioners and the purpose of different health, Social work values and ethics continue to guide the financial legal and social services organizations student¿s development of technical skills for serving the elderly in the community. generating social work knowledge and the Credits: 3 evaluation of social work practice. With a greater On Demand emphasis on the sensitive development and use of SWK 790 Capstone Seminar technology with populations-at-risk, social work This course is intended to provide students with the values and ethics continue to be the primary academic framework within which they design and components in the content of this course. implement the capstone project. Students review Accessing secondary data and the judicious and their knowledge about role conflict within ethical use of the data coupled with cultural interdisciplinary setting that is related to their sensitivity will be woven into the fabric of the respective areas of concentration studies. course and frequently discussed and practiced. This Students then choose a topic related to the course aims to develop students ability to apply concentration area and design and carry out a qualitative and quantitative research design to their research project that examines role conflict within area of concentration. By offering students an an interdisciplinary context of social work. Finally, opportunity to design appropriate measurement students design a solution to the role conflict that is instruments, identify appropriate sampling method

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LIU PHARMACY

LIU Pharmacy (The Arnold & Marie Schwartz College of Pharmacy and Health Sciences) offers the Bachelor of Professional Studies (BPS) in Pharmaceutical Studies as well as an entry-level, Doctor of Pharmacy (Pharm.D.) degree. Master of Science degrees are awarded in Pharmaceutics: Industrial Pharmacy, Pharmaceutics: Cosmetic Science, Drug Regulatory Affairs, Pharmacology/Toxicology, and Pharmacy Administration. For the Doctor of Philosophy in Pharmaceutical Sciences (Ph.D.) degree, there are two tracks to choose from: Pharmaceutics, and Pharmacology/Toxicology. Detailed information on the pharmacy programs is provided in the LIU Pharmacy bulletin. For information, please visit the website at www.liu.edu/pharmacy. For additional information: Doctor of Pharmacy Professional Program Continuing Professional Education Phone: 718-488-1234 Phone: 718-488-1065 John M. Pezzuto Alumni Relations Dean Phone: 718-780-6562 718-488-1004 Brian Yeung Jaclyn E. Novatt Assistant Dean for Admissions and Professional Affairs Assistant Dean for Academic and Student Affairs 718-488-1234 718-488-1234 Robert DiGregorio Chris Surratt Associate Dean for Clinical Studies Associate Dean for Research and Graduate Programs 718-488-1236 718-780-6123

Page 197 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021

LIU BROOKLYN APPROVED PROGRAMS Journalism 0602 BA

Media Arts 0601 BA New York State Education Department Inventory of Registered Programs Enrollment in other than registered or otherwise approved programs may Music Technology, Entrepreneurship & 1099 BFA jeopardize a student’s eligibility for certain student aid awards. Production

Sports Communication & Marketing 0601 BA Harriet Rothkopf Heilbrunn School of Nursing Writing & Producing for Television 0605 MFA Major Hegis Code Degree

Adult Nurse Practitioner 1203.10 MS School of Business, Public Administration and

Family Nurse Practitioner 1203.10 MS Information Sciences

Nursing 1203 BS Major Hegis Code Degree

Accounting 0502 BS, MS LIU Global Artificial Intelligence 0701 BS, MS

Major Hegis Code Degree Business 0506 MBA

Global Studies 2210 BA Business Administration 5004 AAS

Business Administration 0506 BBA, MBA LIU Pharmacy Computer Science 0701 BS, MS Major Hegis Code Degree Entrepreneurship 0501 BS

Drug Regulatory Affairs 1211 MS Finance 0504 BS

Pharmaceutical Sciences 1214 Ph.D. Health Administration 1202 MPA

Pharmaceutical Studies 1211 BPS Human Resources Management 0515 MS

Pharmaceutics 1211 MS. Management 0506 BS

Pharmacology / 0409 MS Marketing 0509 BS Toxicology Public Administration 2102 MPA

Pharmacy 1211 PharmD Pharmacy Administration 1211 MS School of Education

Richard L. Conolly College of Liberal Arts and Major Hegis Code Degree Sciences Adolescence Education: Social Studies 2201 BA Adolescence Inclusive Education 0803 MSEd Major Hegis Code Degree Applied Behavior Analysis 2099 Adv Crt. Biochemistry 0414 BS Bilingual Education 0899 Adv. Crt. Bioinformatics 0419 BS MSEd, Adv. Bilingual School Counselor 0826 Biology 0401 BS, MS Crt.

Chemistry 1905 BS Childhood Education: 1st Initial 0802 BS, MSEd

Clinical Psychology 2003 Ph.D. Childhood / Early Childhood Education: 0802 MSEd Birth-Grade 2, Childhood Grade 1-6 Creative Writing 1507 MFA Early Childhood Education: Birth-Grade 2 0802 MSEd, Adv. English 1501 BA Crt. International Relations 2210 BA Inclusive Early Childhod Education IECE 0808 BS Political Science 2207 BA (dual initial certification)

Psychology 2001 BA, MA Marriage & Family Therapy 2104 MS, Adv. Crt.

Mental Health Counseling 2104 MS, Adv. Crt. School of Arts & Communication MSEd, Adv. School Counselor 0826 Crt. Major Hegis Code Degree School Psychologist 0826 MSEd Acting for Theatre, Film and Television 1007 BFA

Communication 0601 BA

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 198 LIU Brooklyn

Teaching Children with Disabilities: 1st 0808 MSEd Initial

School of Health Professions

Major Hegis Code Degree

Diagnostic Medical Sonography 1225 BS

Exercise Science 1201 MS

Exercise Science and Wellness 1299 BS

Forensic Social Work 2104 Adv.Crt.

Health Sciences 1201 BS

Occupational Therapy 1208 BS / MS

Physical Therapy 1212 DPT

Physician Assistant Studies 1299.1 MS

Public Health 1214 MPH

Respiratory Care 1299 BS

Social Work 2104 BS, MSW

Speech-Language Pathology (Bilingual 1220 MS Extension available)

Sport Management 0599 BS

Page 199 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021

LIU TRUSTEES AND SENIOR LEADERSHIP TEAM

Board of Trustees

CHAIRMAN Lynne Greene H'14 TRUSTEES EMERITI Eric Krasnoff Steven S. Hornstein ’80 John R. Bransfield, Jr. Bob Jahelka '84 Eugene H. Luntey H’98 SENIOR VICE CHAIR Alfred R. Kahn ’84, H’05 Theresa Mall Mullarkey Michael P. Gutnick '68 Leon Lachman H’12 Thomas L. Pulling Brian K. Land ’86 Edward Travaglianti H'14 SECRETARY Sarabeth Levine ’64, H’14 Michael Best Howard M. Lorber ’70, ’91, H’01 Winnie Mack '76, '85 EX OFFICIO MEMBERS Michael Melnicke Kimberly R. Cline Rao Subba Anumolu Kuni Nakamura Roger L. Bahnik Richard P. Nespola ’67, ’73 H - indicates honorary doctorate from LIU Mark A. Boyar ’65 William R. Nuti ’86 Thomas M. Buonaiuto '87 Chintu Patel Daniel B. Fisher ’67 Cherie D. Serota Peter W. Gibson ’82 Sharon Sternheim Ronald J. Sylvestri ’66

Senior Leadership Team

Kimberly R. Cline Christopher Fevola '12 Charles J. Rasberry President Vice President and Chief Financial Officer University Advancement 516-299-2501 516-299-2535 516-299-2784 [email protected] [email protected] [email protected] Jessica Hayes ’96, ’02 George Baroudi Chief of Staff Joseph L. Schaefer Vice President for Information Technology 516-299-3515 Chief of Administration and Student Affairs 516-299-3790 [email protected] 516-299-2463 [email protected] [email protected] Gale Stevens Haynes ’72, ’76 Michael Best Vice President of Academic Affairs, Brooklyn Ed Weis Chief University Counsel Chief Operating Officer Vice President of Academic Affairs, Post 516-299-4246 718-488-1001 516-299-2822 [email protected] [email protected] [email protected]

William Biddle Mary M. Lai ’42, H’86 Deirdre Whitman Executive Director of Tilles Center for the B.S., M.S., D.H.L., D.B. Vice President of University Admission Performing Arts Senior Advisor and Treasurer Emerita 718-488-3411 516-299-2357 516-299-2502 [email protected] [email protected] [email protected]

Randy Burd Senior Vice President for Academic Affairs 516-299-2917 [email protected]

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 200 LIU Brooklyn

LIU BROOKLYN FACULTY Almas Babar Ph.D. (ABD), Southern Cross University (SCU) Professor of Pharmaceutics Anna Acee B.S., University of Punjab (Pakistan); Donald Allport Bird Associate Professor of Nursing M.S., Ph.D., St. John’s University Department Chair; B.S., M.A., New York University; Professor of Journalism and Communication Ed.D., Columbia Teacher’s College Miriam Baigorri, Ph.D., Studies Assistant Professor of Communication Sciences A.B., Rutgers University; M. Radh Achuthan and Disorders M.A., Ph.D., Indiana University Professor of Physics B.S., State University of New York at Geneseo; B.E., M.S., University of Madras (India) M.S. and Ph.D., Teachers College, Columbia Bryan Blair M.S., University of Missouri; University Assistant Professor of Counseling & School Ph.D., Union Graduate School Psychology Larry Banks B.A., University of Connecticut Nicholas Agrait Department Chair; M.S., Northeastern University; Associate Professor of History Associate Professor of Media Arts Ph.D., Endicott College B.A., Yale University; B.A., Rutgers University; Michael Bokor M.A., Ph.D., Fordham University M.F.A., LIU Post Associate Professor of English B.A., University of Cape Coast (Ghana); Ezihe Ahanonu Isabelle Barriere M.A., Ph.D., Illinois State University Assistant Professor of Nursing Associate Professor Communication Sciences & B.S., University of Calabar (Nigeria); Disorders Keosha T. Bond M.P.H., University of Ibadan (Nigeria); Ph.D., University of London Assistant Professor of Public Health Ph.D., University of the Western, Cape Town Ed.D. Teachers College, Columbia University (South Africa) Halbert Barton M.P.H., Hunter College (CUNY) Associate Professor of Sociology-Anthropology B.S., Fordham University Akash J. Alexander B.A., University of California at Santa Cruz; Assistant Professor of Pharmacy Practice M.A., Ph.D., Cornell University Joseph J. Bova Pharm.D., University of the Sciences in Director of Continuing Professional Education Philadelphia Azzedine Bensalem and External Programs; Professor of Chemistry and Biochemistry Associate Professor of Pharmaceutical Sciences Syed Ali B.S., École Supérieure de Mécanique; B.S., St. John's University; Professor of Sociology/Anthropology M.S., Ph.D., Université de Nantes M.S., LIU Pharmacy B.A., Binghamton, SUNY; M.A., Ph.D., University of Virginia Kenza E. Benzeroual Lisa Bradley Associate Professor of Pharmacology Director of Clinical Education/Assistan Professor Carol Allen B.S., Paul Sabatier University (France); B.S., University of Kansas; Professor of English M.S., Toulouse Polytechnic Institute (France); M.S.W., Washburn University; B.A., M.A., University of Virginia; Ph.D., Montreal University (Canada) D.P.T., Utica College; Ph.D., Rutgers University Licensed Physical Therapist Bojana Beric-Stojsic Naoual (Nawel) Amrouche Department Chair; Cindy Broholm Chair/Associate Professor of Marketing Associate Professor of Public Health Assistant Professor of Nursing B.B.A., IHEC, Carthage, Tunisia; M.A., Montclair State University; B.S.N., University of Massachusetts; M.S., Ph.D., HEC (Montreal, Canada) Ph.D., New York University; M.S., M.P.H., Columbia University M.D., University of Novi Sad (Yugoslavia) Katelyn Angell Derek Brian Brown Coordinator of Library Instruction; Gary Bernstein Assistant Professor of Social Work Associate Professor, Library Assistant Professor of Athletic Training, Health Ph.D., Fordham University B.A., Wesleyan University; and Exercise Science M.S.W., University of Pennsylvania M.L.I.S., St. Johnn's University; A.S., Nassau Community College; B.A., University of Virginia M.A, LIU Brooklyn B.S., Slippery Rock State College; Licensed Master of Social Work M.S., North Texas Sate University Sabrina Brown Sarah Arciaga Mrinal K. Bhattacharjee Director of B.A. Social Work Field Assistant Professor of Nursing Associate Professor of Chemistry and B.S., Buffalo State College, SUNY; B.S.N., Ph.D. Philippine Christian University Biochemistry M.S.W., Stony Brook University, SUNY M.S., Long Island University B.S., M.S., The Indian Institute of Technology

(Kharagpur, India); Leeja Carter Michael E. Arons Ph.D., Ohio State University Assistant Professor of Athletic Training, Health Department Chair; and Exercise Science Professor of Physics Soenke Biermann B.A., M.A., Fairleigh Dickinson University; B.E.E., Cooper Union; Director, Australia Program Ph.D., Temple University Ph.D., University of Rochester B.A., Southern Cross University (SCU);

Graduate Certificate in Higher Education;

Page 201 LIU Brooklyn Graduate Bulletin 2020 - 2021 Bulletin 2020 - 2021

Agnes Cha Anthony J. Cutie Associate Professor of Pharmacy Practice Professor of Pharmaceutics Emily Drabinski Pharm.D., University of Illinois at Chicago B.S., Brooklyn College of Pharmacy; Assistant Professor; M.S., Ph.D., Rutgers University Reference and Instruction Librarian Garth Christensen B.A., Columbia University; Assistant Professor Mark Daco M.L.S. Syracuse University; DPT, Stonybrook University Assistant Professor of Nursing M.A., LIU Brooklyn MPT, Hunter College B.S., St. Dominic Savio College; Licensed Physical Therapist M.A., University of La Salette Kevin Duffy Certified Hand Therapist Director, Athletic Training Program; Marta Daly Associate Professor of Athletic Training, Health and Exercise Science Denise Chung Assistant Professor of Occupational Therapy B.S., Thomas Jefferson University; B.S., Brooklyn College; Professor of Biology; M.S., LIU Brooklyn Professor of Chemistry and Biochemistry M.A., New York University; OTD, Thomas Jefferson University B.A., M.S., Ph.D., New York University Joan Duncan Registered Occupational Therapist Professor of Psychology Ping-Tsai Chung B.A., Howard University; Professor of Computer Science Rutesh Dave Director, Division of Pharmaceutical Sciences; M.A., Ph.D., Clark University Diploma, National Taipei University of Technology (Taiwan); Associate Professor of Pharmaceutics B.S., K.L.E’s College of Pharmacy (India); Rebecca E. Dyasi M.S., Stevens Institute of Technology; Associate Professor of Teaching, Learning, and Ph.D., Polytechnic University of New York Ph.D., LIU Pharmacy Leadership B.Sc., University of Sierra Leone (West Africa); Francesco Ciummo Marla Del Collins Associate Professor of Journalism & M.S., Ph.D., University of Illinois at Assistant Professor of Pharmacy Practice Urbana-Champaign Pharm.D., Rutgers, The State University of New Communication Studies B.F.A., West Virginia University; Jersey James Eckert M.A., Ph.D., New York University Assistant Professor of Physician Assistant Studies Dale A. Coffin B.A., Theological Seminary of Saint Charles Academic Fieldwork Coordinator; Kelley Delaney Assistant Professor of Nursing Borromeo; Evening/Weekend Program Coordinator B.A., Hahnemann University; Assistant Associate Professor of Occupational B.S., University of New Haven; M.S.N., Yale University; M.A., Loyola University; Therapy Certified Physician Assistant B.A., Stony Brook, SUNY D.N.P., Frontier Nursing University

M.S., Springfield College; Bakry M. Elmedni Registered Occupational Therapist Anthony DePass Professor of Biology Associate Professor of Public Administration B.S., University of Khartoum Mechelle Collins B.S., University of Connecticut; M.S., Ph.D., University of Massachusetts M.P.A., American University Academic Field Work Coordinator; Ph.D., University of Delaware Assistant Professor of Occupational Therapy Robert V. DiGregorio BS/MS., Dominican College, AAS, Julie Elting LaGuardia Community College; Professor of Pharmacy Practice B.S., St. John’s University; Associate Professor of Nursing Registered Occupational Therapist B.S., University of Colorado Health Sciences Pharm.D., School of Pharmacy, Virginia Commonwealth University Center; Tracy Cook-Person M.S, Hawaii Pacific University; Instructor of Teaching, Learning and Leadership Leah Dilworth Ed.D., University of Southern California B.A., John Jay College, CUNY; M.S., Pace University; Chair, English, Philosophy and Modern Languages Ann Esposito M.S.Ed., Long Island University Assistant Professor of Teaching, Learning and Professor of English B.A., Oberlin College; Leadership Marguerite Corda B.A., Molloy College Assistant Professor of Nursing M.A., Ph.D., Yale University C.A.S and M.S., Hofstra University; B.S., Hunter College Ed.D., Teachers College, Columbia University M.S., Adelphi University Adva Dinur Associate Professor of Management Margaret Cuonzo B.A., Hebrew University of Jerusalem; Kristin L. Fabbio Associate Dean, Richard L. Conolly College Ph.D., Temple University Assistant Professor of Pharmacy Practice Professor of Philosophy Pharm.D., St. John’s University B.A., Barnard College; Edward Donahue M.Phil., Ph.D., Graduate Center, CUNY Associate Professor of Chemistry and Dalia Fahmy Biochemistry Associate Professor of Political Science B.S., St. Joseph’s College; B.A., M.A., New York University; Ph.D., Polytechnic Institute of New York Ph.D., Rutgers University

LIU Brooklyn Graduate Bulletin 2020 - 2021 Page 202 LIU Brooklyn

Tamara Goldberg Jonathan Haynes Stanley Feifer Associate Professor of Pharmacy Practice Professor of English Professor of Pharmacy; Pharm.D., LIU Pharmacy B.A. McGill University; B.S., Brooklyn College of Pharmacy; M.A., Ph.D., Yale University M.S., St. John’s University Camille Hamilton Assistant Professor of Nursing Patrick Horrigan Brooke D. Fidler B.S., St. Francis College; Associate Professor of English Assistant Professor of Pharmacy Practice M.S., M.P.H, Hunter College, CUNY B.A., Catholic University of America; Pharm.D., University of Rhode Island M.A., Ph.D., Columbia University Lisa Gordon-Handler Joseph D. Filonowicz Assistant Professor of Occupational Therapy Stacey Horstmann Gatti Professor of Philosophy B.A., Albany, SUNY; Chair, Department of Social Sciences B.A., Hope College; M.A.,, University of Southern California; Associate Professor of History M.A., M. Phil., Ph.D., Columbia University Ph.D., North Central University (Minnesota); B.A., Hamilton College; Registered Occupational Therapist M.A., Ph.D., Emory University Myrna L. Fischman Professor Emeritus of Accounting Stacy Jaffee Gropack Difei Vivian Hu B.S., M.S., The City College, CUNY; Dean, School of Health Professions and Nursing, Director, China Center Ph.D., New York University; LIU Post; B.A., M.A., Zhejiang University; CPA Associate Professor of Physical Therapy M.P.A., Columbia University B.S., M.S., LIU Brooklyn; Dominick A. Fortugno Ph.D., New York University; Julius Johnson Associate Dean, School of Health Professions Licensed Physical Therapist Assistant Professor of Nursing B.A. Stony Brook University B.S., M.S., Binghamton University, SUNY; M.S.Ed., Ph.D., Fordham University Sara Haden D.N.P., University of Miami Associate Professor of Psychology Kathleen Frey B.A., University of Virginia; Kimberly Jones Assistant Professor of Pharmaceutical Sciences M.A., University of Massachusetts, Dartmouth; Associate Professor of History B.S., Ph.D., University of Connecticut Ph.D., Virginia Polytechnic Institute & State B.A., Trinity College; University M.A., Ph.D., University of California at Los Marisa Genuardi-Nagano Angeles Assistant Professor of Communication Sciences Marshall Hagins and Disorders Professor Emeritus of Physical Therapy Samuel C. Jones B.A. and M.A.; Cornell University, Ph.D., City B.S., M.S., Ph.D., New York University; Associate Professor of Social Work University of New York D.P.T., St. Augustine University; B.A., Stony Brook, SUNY; Licensed Physical Therapist; M.S.W., D.S.W., Hunter College, CUNY Mohammed Ghriga Orthopedic Clinical Specialist Chair, Department of Technology, Innovation & Cecil K. Joseph Computer Science; Joyce Y. Hall Assistant Professor of Biochemistry (Pharmacy) Associate Professor of Computer Science Director of Practicum and Career Development, B.S., University of Toronto (Canada); Dipl. d’Ingénieur d’état, University of Sciences Masters of Public Health Ph.D., Hunter College, CUNY and Technology (Algiers); B.A., Wesleyan University; M.S., Ph.D., Polytechnic University of New York M.P.H., University of Rochester Yusuf McDadlly Juwayeyi Associate Professor of Sociolology/Anthropology Brian Gilchrist Lana T. Hareez B.Soc.Sci., University of Malawi (Africa); Assistant Professor of Health Science Assistant Professor of Pharmacy Practice M.A., C.Phil., Ph.D. University of California, B.S., Winston-Salem University; Pharm.D.; University of North Carolina at Chapel Berkeley M.P.H., New York University; Hill Ph.D., University of Maryland, College Park Edward Keane Antoinette Hauck Electronic Resources Librarian; Suzanna Gim Assistant Professor of Nursing Associate Professor, Library Associate Professor of Pharmacy Practice A.A.S., Bronx Community College; B.A., Syracuse University; B.A., M.P.H., New York University; B.S., Hunter College, CUNY M.A., Stony Brook University, SUNY; Pharm.D., University of Maryland M.S., Adelphi University; M.L.A., Queens College, CUNY D.N.P., Case Western University Ellen M. Godwin Patricia Keogh Department Chair, Gale Stevens Haynes Head of Cataloging/Acquisitions; Chair; Associate Professor of Physical Therapy Vice President and Chief Operating Officer, Legal Associate Professor, Library B.S. Hunter College, M.S. LIU Brooklyn, Counsel; B.A., University of Virginia; Ph.D., Nova Southeastern University Professor of Political Science M.L.S., University of Texas; Licensed Physical Therapist, Pediatric Clinical B.A., M.A., LIU Brooklyn; M.A., St. Mary’s University Specialist J.D., LL.D., St. John’s University

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Camille Kiefer Glen D. Lawrence Assistant Professor of Physician Assistant Studies Professor of Chemistry and Biochemistry John M. Lonie A.A.S., Farmingdale State College, SUNY; B.S., Pratt Institute; Associate Professor of Social and Administrative B.S., LIU Brooklyn; M.A., Plattsburgh State University, SUNY; Sciences R.N., Certified Physician Assistant Ph.D., Utah State University B.S., LIU Pharmacy; M.A., The New School for Social Research; Carmen Kiraly Kenneth Lazebnik Ed.D., Teachers College, Columbia University Associate Professor of Nursing Professor of Television Production B.S., Stony Brook University, SUNY; B.A., Macalester College M.S., Adelphi University; Hilary Lorenz Ph.D., Duquesne University Christopher League Professor of Visual Arts and Media Arts Troy Kish Associate Professor of Computer Science B.S., Western Michigan University; Assistant Professor of Pharmacy Practice B.S., Johns Hopkins University; M.A., M.F.A. University of Iowa Pharm.D., University of Toledo M.S., University of Maryland; Ph.D., Yale University Ping Lu Gregory Kogan Assistant Professor of Chemistry Assistant Professor of Accounting Laurie Lehman B.S., M.S., Donghua University B.S., Rutgers University Associate Professor of Teaching, Learning, and Ph.D. University of California Davis M.B.A., Rutgers University – Newark Leadership B.A., Clark University; Hannia Lujan-Upton Gary Kose M.A., Arizona State University; Associate Professor of Chemistry and Director, M.A. Program; Ph.D., New York University Biochemistry Professor of Psychology B.S., St. Francis College; B.A., Temple University; Nancy Lemberger Ph.D., Polytechnic University of New York Ph.D., Graduate Center, CUNY Associate Professor of Teaching, Learning, and Leadership Peggy Lynam Cecilia Kovac B.A., M.S., California State University; Associate Professor of Physical Therapy Director of Molecular Biology; Ed.M., Ed.D., Teachers College, Columbia B.S. Ithaca College, M.S. LIU Brooklyn, DPT Associate Professor of Biology University A.T. Still University of Health Sciences, Arizona B.S., St. John’s University; School of Health Science M.S., New York University; Timothy Leslie Licensed Physical Therapist M.Ph., Ph.D., Columbia University Associate Professor of Biology Neurological Clinical Specialist B.S., Ph.D., Penn State Kathryn S. Krase Amy Ma Assistant Professor of Social Work Anait S. Levenson Associate Professor of Nursing B.S., Cornell University; Associate Dean for Research and Graduate A.A.S., Kishwaukee College M.S.W., J.D., Ph.D., Fordham University Studies; B.S., M.S., East China University of Science and Professor of Cancer Research and Pharmacology Engineering (Shanghai); Elizabeth Kudadjie-Gyamfi M.D., The Second Moscow State Medical Institute M.S., Medical University of South Carolina; Department Chair; (Moscow, Russian Federation); DNP, Case Western Reserve University Associate Professor of Psychology Ph.D., Institute of Tuberculosis (Moscow, Russian B.Sc., University of Ghana (Africa); Federation) Fraidy N. Maltz M.A., Ph.D., Stony Brook University, SUNY Assistant Professor of Pharmacy Practice Helisse Levine B.S., M.S., Pharm.D., LIU Pharmacy Su-Hwan Kwak Director, M.P.A. Program Associate Professor of Biology Professor of Public Administration Simone Martin B.S., M.S., Ph.D., Yonsei University (South B.A., M.A., Fairleigh Dickinson University; Assistant Professor of Public Administration Korea) Ph.D., Rutgers University B.S., St. John's University M.P.A./M.A., Rutgers, The State University of Dong Kwon Jocelyn Lieu New Jersey-Newark Associate Professor of Biology Coordinator of the Senior Thesis Program, New Ph.D., Rutgers, The State University of New B.S., M.S., Kangwon National University (Korea); York Center Jersey-Newark Ph.D., Georgia State University B.A., Yale; M.F.A., Warren Wilson College Nino Marzella Kevin Lauth Associate Professor of Pharmacy Practice Professor of Media Arts Kristin Linder B.S., M.S., Pharm.D., LIU Pharmacy B.A., Lehman College, CUNY; Assistant Professor of Pharmacy Practice M.S., Brooklyn College, CUNY Pharm.D., MCPHS University MPhil., LIU Post Rony Lipovetzky Associate Professor of Nursing B.S., New York University; M.S., Hunter College, CUNY; Ph.D., Hebrew University of Jerusalem

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Michael Masaracchio Deborah Mutnick Chair/Associate Professor of Physical Therapy Yuko Minowa Professor of English B.S., M.S., LIU Brooklyn; Professor of Marketing B.A., University of Michigan; DPT, Creighton University; B.S., Ph.D., Rutgers University M.F.A., University of North Carolina; Ph.D., Nova Southeastern University; Ph.D., New York University Fellow of the Americal Academy of Orthopedic Yoonsun Mo Manual Physical Therapists Associate Professor of Pharmacy Practice Russell Myers Licensed Physical Therapist; Pharm.D., M.S., Creighton University Professor of Mathematics Orthopedic Clinical Specialist; B.S., Ph.D., Penn State University; Sports Clinical Specialist Marjan Moghaddam M.S., Stony Brook University, SUNY Professor of Media Arts Marion Masterson B.A., Empire State College, SUNY Jadwiga S. Najib Assistant Professor of Physician Assistant Studies M.F.A., LIU Post Professor of Pharmacy Practice B.S., LIU Brooklyn; B.S., St. John’s University; M.P.A.S., University of Nebraska; Jeanmaire Molina Pharm.D., University of Minnesota, Twin Cities Certified Physician Assistant Assistant Professor of Biology B.S., University of the Philippines Maureen Nappi Nikita Matsunaga Ph.D., Rutgers University Associate Professor of Media Arts Professor of Chemistry and Biochemistry B.F.A., M.A., Ph.D., New York University B.A., American International College; Sarah Moran Ph.D., Iowa State University Assistant Dean, LIU Global Joseph Nathan Director, Costa Rica Center Director, International Drug Information Center Charles Matz B.A., University of Michigan; Associate Professor of Pharmacy Practice Professor of English M.S., Northern Illinois University B.S., M.S., LIU Pharmacy; B.A., Rutgers University; Pharm.D., University of Arkansas for Medical M.A., Columbia University; Alexander More Sciences Ph.D., University of Notre Dame Associate Professor of Public Health; Director of the Honors Collge Samuel Newsome Donald McCrary Ph.D., Harvard University Associate Professor of Music Associate Professor of English M.A., Harvard University B.A., Berklee College of Music; B.A., M.A., University of Massachusetts at B.A., Washington University in St. Louis M.A., Purchase College, SUNY Boston; Ph.D., New York University Timothy V. Nguyen Maxine Morgan Associate Professor of Pharmacy Practice Maria McGarrity Associate Professor of Business Law B.S. in Pharm., Rutgers University, SUNJ; Professor of English B.A., Queens College, CUNY; Pharm.D., University of the Sciences in B.A., Rutgers University; J.D., Columbia Law School, Columbia University; Philadelphia M.A., University of New Orleans; CPA Ph.D., University of Miami Anna I. Nogid Joseph Morin Director, Division of Pharmacy Practice; Kevin Meehan Department Chair;Professor of Biology Associate Professor of Pharmacy Practice Associate Professor of Psychology B.S., Southeastern Massachusetts University; B.S., Pharm.D., LIU Pharmacy B.A., New York University; Ph.D., University of Wisconsin M.A., John Jay College of Criminal Justice, Doris Obler CUNY; Kenneth R. Morris Associate Professor of Occupational Therapy Ph.D., Graduate Center, CUNY Director of the Lachman Institute for B.S., Downstate Medical Center, SUNY; Pharmaceutical Analysis & University Professor M.S.W., Adelphi University; Nia Mensah B.S., Eastern Michigan University; Ph.D., Trident University; Assistant Professor/Assistant Director of Clinical M.S., Ph.D., University of Arizona Registered Occupational Therapist Education B.S., Vanderbilt University; Nelson Moses Jennel Osborne DPT, University of Southern California; Professor of Communication Sciences and Assistant Professor of Nursing Ed,D, (ABD), Columbia University; Disorders B.S., M.S., Mercy College; Pediatric Clinical Specialist; B.A., M.A., The City College, CUNY; M.Phil., Ph.D., Columbia University Certified in NDT Ph.D., New York University Lyndsi Meyenburg Nicholas Papouchis Assistant Professor of Pharmacy Practice Olga Motorina Professor of Psychology Pharm.D., St. Louis College of Pharmacy Assistant Professor of Nursing B.S., Queens College, CUNY; B.S., College of Staten Island; Ph.D., Graduate Center, CUNY Debra Migliore M.S., D.N.P., New York University Associate Professor of Nursing

B.S., Mercy College; M.S., Western Connecticut State University; Ph.D., Rutgers the State University of New Jersey

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Louis Parascandola Elaena Quattrocchi Professor of English Associate Professor of Pharmacy Practice Gustavo Rodriguez B.A., Brooklyn College, CUNY; B.S., Pharm.D., St. John’s University Associate Professor of Economics M.A., LIU Brooklyn; B.S., Universidad de Buenos Aires (Argentina); M.L.S., Pratt Institute; William Rabkin M.A., Ph.D., New York University Ph.D., Graduate Center, CUNY Associate Professor of Media Arts B.A., University of Washington Renie Rondon-Jackson Barbara Parisi Director, M.S.W. Field Education Weekend & Senior Professor of Communication Studies Gregary J. Racz Evening Programs B.A., Hunter College, CUNY; Professor of Foreign Languages & Literature M.S.W., Hunter College, CUNY; M.A., New York University; B.A., Rutgers University; Ph.D., New York University M.A., Brooklyn College, CUNY; M.A., Ph.D., Princeton University M.A., Graduate Center, CUNY; Jessica M. Rosenberg Ph.D., New York University Paul Michael Ramirez Professor of Social Work Professor of Psychology B.A., Sarah Lawrence College; Samuel Park B.A., Herbert Lehman College, CUNY; M.S.W., Hunter College, CUNY; Professor of Mathematics M.A., New York University; Ph.D., Yeshiva University B.S., West Virginia Wesleyan College; M.A., The City College, CUNY; M.A., Ph.D., University of Pittsburgh M.Phil., Ph.D., Graduate Center, CUNY Amerigo Rossi Assistant Professor of Athletic Training, Health Robert Pattison Warren Ratna and Exercise Science Professor of English Professor of Pharmacology B.A., Columbia University; A.B., Yale University; B.Sc. Hons., University of Colombo (Sri Lanka); M.S., California State University; M.A., University of Sussex (United Kingdom); M.S., University of South Carolina; Ed.D, Columbia University Ph.D., Columbia University Ph.D., Stony Brook University, SUNY Elizabeth A. Rudey Ximara Peckham Professor of Visual Arts Instructor of Biology Ilene Rattner B.A., New York University; M.D., Caldas University (Colombia) Assistant Professor of Nursing M.A., M.Ed., Ed.D., Teachers College, Columbia B.S., Long Island University; University Richard Perry M.S., New York University; Assistant Professor of Pharmacy Practice Ed.D., Drexel University Nikki Russo Pharm.D., University of Rhode Island Student Services Advisor Jennifer Rauch Professor, Division of Athletic Training, Health Keith Peterson Professor of Journalism and Exercise Science Assistant Professor of Occupational Therapy B.A., Penn State University; B.S., M.S., LIU Brooklyn B.A., DePauw University; M.J., Temple University M.PT., Hunter College, CUNY; Ph.D. Indiana University Lisa Samstag D.PT., Stony Brook University Professor of Psychology Tracye Rawls-Martin B.A., Queen’s University (Ontario, Canada); John M. Pezzuto Assistant Professor of Athletic Training, M.A., M.Phil., Ph.D., The City College, CUNY Dean, LIU Pharmacy; Health and Exercise Science Professor of Pharmaceutical Sciences B.S., M.S., LIU Brooklyn Jose Ramon Sanchez A.B., Rutgers University; Chair, Department of Political Science Ph.D., University of Medicine and Science of New Jo Rees Professor of Political Science Jersey Assistant Professor of Social Work B.A., Columbia University;M.A., University of B.Sc., University College (London); Michigan;Ph.D., New York University Anthony Q. Pham Dip.S.W., University of Bristol (UK); Assistant Professor of Pharmacy Practice M.S.C., London School of Economics (UK); John Sannuto B.S., University of California, Irvine; Ph.D., New York University Associate Professor of Communication Studies, Pharm.D., University of California, Los Angeles Performance Studies and Theatre Anthony Ricci B.A., Brooklyn College, CUNY; Roda Plakogiannis Assistant Professor of Athletic Training, Health M.A., D.A., New York University Associate Professor of Pharmacy Practice and Exercise Science B.S., Pharm.D., LIU Pharmacy B.S., LeTourneau University; Michael Saraceno M.S., United States Sports Academy; Associate Professor of Occupational Therapy Dovenia S. Ponnoth M.S., University of Bridgeport B.A., M.S., Touro College; Assistant Professor of Pharmaceutical Sciences Registered Occupational Therapist B.S., Bharati Vidyapeeth's College of Pharmacy, Klaudia Rivera University of Mumbai (India); Professor of Teaching, Learning, and Leadership Benjamin Saunders Ph.D., West Virginia University B.S., Central America University (Managua, Associate Professor of Psychology Nicaragua); B.A., University of Michigan;

M.S., Bank Street College of Education; M.A., Ph.D., University of Illinois Ed.D., Teachers College, Columbia University

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Herbert Sherman Eugene Spatz Vincent Scerbinski Department of Managerial Sciences; Division Director of Athletic Training, Health, & Associate Professor of Accounting Professor of Management Exercise Science; B.A., Fairfield University; B.A., The City College of New York, CUNY; Coordinator, Adapted Physical Education Track M.B.A., St. Johns University; M.S., Polytechnic University; and Coaching and Conditioning Track CPA, New York and New Jersey Ph.D., The Union Institute and University B.S., University of Michigan; (Cincinnati, OH) M.S., LIU Brooklyn Sarah Schlessinger Assistant Professor of Teaching, Learning and Nataliya Shinkazh Grazia Stagni Leadership Associate Professor Professor of Pharmaceutics B.A., Connecticut College Pharm.D., LIU Pharmacy B.S., Università Degli Studi di Bologna (Italy); M.S.Ed., LIU Brooklyn M.S., Ph.D., University of Texas at Austin Ed.D., Teachers College, Columbia University Ellen L. Short Department Chair; Rebecca A. States Wayne Schnatter Associate Professor of Counseling & School Professor of Physical Therapy Associate Professor of Chemistry and Psychology B.A., Barnard College, Columbia University; Biochemistry B.A., Lawrence University; M.A., Teachers College, Columbia University; B.S. in Chemistry, B.S. in Biology, Rensselaer M.A., Northwestern University; Ph.D., Columbia University Polytechnic Institute; Ph.D., New York University M.A., Ph.D., Princeton University Audrey Stedford Jane Shtaynberg Assistant Professor of Nursing Elliott P. Schuman Director of Experiential Education; Adjunct B.S., New York University; Professor of Psychology Associate Professor of Pharmacy Practice M.S., Long Island University; B.S., United States Naval Academy; B.S., Swarthmore College; D.N.P., New York University M.A., Ph.D., Columbia University M.S., Massachusetts Institute of Technology; M.D., New York Medical College Meiyu Su Vikas Sehdev Associate Professor of Mathematics Assistant Professor of Pharmaceutical Sciences Joanna Shulman B.S., M.S., Henan Normal University (China); B.S., M.J.P., Rohilakand University (India); Medical Director, Physician Assistant Studies Ph.D., Graduate Center, CUNY Ph.D., Idaho State University B.S., Swarthmore College; M.S., Massachusetts Institute of Technology; Theresa Sweeny Keith Serafy M.D., New York Medical College Associate Professor of Nursing Professor of Biology A.A.S., Excelsior College; B.A., University of South Florida; Lisa Shultis B.A., University of California; M.A., Ph.D., University of Maine Director of Respiratory Care M.S., Excelsior College; M.A.Ed., Ashford University M.S., D.P.H., University of California; Bupendra K. Shah B.S. SUNY Health Science Center Associate Professor of Social and Administrative David R. Taft Sciences Jay Shuttleworth Professor of Pharmaceutics B.S., Poona College of Pharmacy (India); Assistant Professor of Teaching, Learning & B.S., University of Rhode Island; M.S., University of Toledo; Leadership Ph.D., University of Connecticut M.S., LIU Pharmacy; B.A., University of California, Davis; Jose Tello Ph.D., University of Wisconsin, Madison M.A., Ph.D., Teachers College, Columbia Associate Professor of Biology University B.Sc., Universidad Ricardo Palma (Peru); Roopali Sharma M.Sc., University of Missouri, St. Louis; Associate Professor of Pharmacy Practice Madiha B. Sidhom Ph.D., University of Illinois at Chicago B.S., University of Rhode Island; Associate Professor of Pharmaceutics Pharm.D., St. John’s University B.S., M.S., University of Assiut (Egypt); Melissa Teixeira Ph.D., Moscow First Medical Institute (U.S.S.R.) Associate Director of B.S. in Health Science Alexander Shedrinsky Assistant Professor, Health Science Professor of Chemistry and Biochemistry Billy Sin B.A., Stony Brook University, SUNY; M.S., Leningrad University (U.S.S.R.); Assistant Professor of Pharmacy Practice M.S. LIU Brooklyn M.S., Ph.D., New York University Pharm. D., St. John's University Yuliana Toderika Simon Sheppard Maurice Sinclair Assistant Professor of Pharmacy Practice; Associate Professor of Political Science Assistant Professor, Respiratory Care Pharm D., LIU Pharmacy B.A., Auckland University (New Zealand); M.S., Independence University M.A., Victoria University of Wellington (New B.S., New York City College of Technology Martha Tyrone Zealand); A.A.S., Borough of Manhattan Community Assistant Professor of Communication Sciences & Ph.D., Johns Hopkins University College Disorders B.A., M.S., University of Chicago; M.S., Rutgers University; Ph.D., City University (London)

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Marina Umanova Maria Vogelstein Shalonda Williams Director of Clinical Education, Respiratory Care Associate Professor of Biology Assistant Professor of Pharmacy Practice B.S., Long Island University B.S., St. Joseph’s College; B.S., Pharm D., University of North Carolina at M.P.A., Long Island University M.S., New York University Chapel Hill

Priyasha Uppal Amiya Waldman-Levi Constance Woo Assistant Professor of Pharmacy Practice Associate Professor of Occupational Therapy Archives and Special Collections Librarian; B.S., Pharm.D., Northeastern University BOT Hebrew University Professor, Library Msc. Hebrew University B.F.A., New York Institute of Technology; Hatice Uzun PhD Hebrew University B.A., M.A., C.Phil, Ph.D., University of Professor of Finance Post Doctorate Training at the Center for California, Los Angeles; B.S., Hacettepe University (Turkey); Attachment Research, New School of Social C.A.S., M.L.S., LIU Post M.B.A, Ph.D., Drexel University Research Registered Occupational Therapist Elaine Wong Sheila P. Vakharia Associate Professor of Pharmacy Practice Assistant Professor of Social Work Valerie C. Walker Pharm.D., LIU Pharmacy B.A., University of Rochester; Professor of Public Health M.S.W., Binghamton University, SUNY; B.S., Hunter College, CUNY; Philip Wong Ph.D., Florida International University M.S., M.P.H., Columbia University; Director of Clinical Psychology Ph.D. Program; R.N., C.N.M. Professor of Psychology Bryn Van Patten B.Sc., Brown University; Assistant Professor of Athletic Training, Health Amy Z. Wang M.A., Ph.D., University of Michigan and Exercise Science; Assistant Professor of Pharmacy Practice Clinical Coordinator Pharm.D., M.B.A., University of Kentucky Linda Wray B.S., Syracuse University; Assistant Professor of Nursing M.S., Cortland University, SUNY; Donna Wang B.S., M.S., Long Island University Ph.D., Northcentral University Associate Professor of Social Work B.S., Shippensburg University; Yafeng Xia Nadarajah Vasanathan M.S.W., Temple University; Distinguished Professor of History Professor of Chemistry Ph.D., Fordham University B.A., M.A., Nanjing Normal University (China); B.Sc., University of Jafna (Sri Lanka); Ph.D., University of Maryland M.A., Ph.D., City College of New York, CUNY Ingrid Wang Dean of University Libraries; Jun-Yen (Eric) Yeh Gail-Ann G. Venzen Associate Professor, Library Assistant Professor of Pharmaceutical Sciences Associate Professor of Communication Studies, B.A., Nanjing Normal University (China); B.S., Taipei Medical University (China); Performance and Theatre M.S.L.S., Clarion University of Pennsylvania; M.S., National Taiwan University (Taiwan); B.A., M.A., Brooklyn College, CUNY; M.S., Brooklyn College, CUNY M.S., Ph.D., University of Texas at Austin Ph.D., Howard University Holly Wasserman Gina Youmans Russel Ventura Evening and Weekend Program Coordinator; Associate Professor of Communication Sciences Assistant Professor of Nursing Program Director and Disorders B.S., St. Luke’s College of Nursing, Trinity Associate Professor of Occupational Therapy; B.S., M.S., Ph.D., Florida State University; University of Asia; B.S., Brooklyn College, CUNY; M.S. University of North Carolina M.S., Long Island University M.S., Boston University Ed.D. University of New England Scott Youmans Sharon Verity Registered Occupational Therapist Associate Professor of Communication Sciences Division Director, Assistant Professor of and Disorders Physician Assistant Studies Kerry Weinberg B.S., College of Saint Rose; B.A., Binghamton University, SUNY; Associate Professor of Diagnostic Medical M.Ed., North Carolina Central University; B.S., Stony Brook University, SUNY; Sonography Ph.D., Florida State University M.P.A.S., University of Nebraska; Sonography Certificate, Maryland Institute of Certified Physician Assistant Ultrasound; B.A., Fordham University; Denise Zabala Katrien Vermeire, Ph.D. M.P.A., New York University Assistant Professor of Nursing Assistant Professor, Audiology, M.A., Ph.D., Fielding Graduate University; B.S., Pace University; B.A., Lessius Hogeschool, Belgium; Registered Diagnostic Medical Sonographer; M.S., New York University M.S., Katholieke Universiteit, Belgium; Registered Radiologic Technologist Ph.D., Universiteit Antwerpen, Belgium Andreas A. Zavitsas Dwayne A. Williams Senior Professor of Chemistry and Biochemistry; Susan Cunha Villegas Assistant Professor of Physician Assistant Studies B.S., City College of New York, CUNY; Assistant Professor of Pharmacy Practice B.S., LIU Brooklyn; M.A., Ph.D., Columbia University Pharm.D., West Virginia University Certified Physician Assistant

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

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

Martin Zimerman Electronic Services/Interlibrary Loan Librarian; Associate Professor, Library B.A., City College, CUNY; M.L.S., Queens College, CUNY; M.P.A., LIU Brooklyn p.p1 {margin: 0.0px 0.0px 0.0px 0.0px; font: 12.0px Arial; color: #232323} span.s1 {color: #ff2500}

Christine Zolnick Assistant Professor of Biology B.S, M.S. University of Rhode Island Ph.D., Fordham University

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

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