LIU Brooklyn 2012-2013 Graduate Bulletin
LIU Brooklyn
2012 - 2013 Graduate Bulletin
1 University Plaza, Brooklyn, N.Y. 11201-5372
General Information: 718-488-1000
www.liu.edu/brooklyn
Admissions: 718-488-1011
E-mail: [email protected]
Notice to Students: The information in this publication is accurate as of May 1, 2012. However, circumstances may require that a given course be withdrawn or alternate offerings be made.
Therefore, LIU reserves the right to amend the courses described herein and cannot guarantee enrollment into any specific course section. All applicants are reminded that the University is subject to policies promulgated by its Board of Trustees, as well as New York State and federal regulation. The University therefore reserves the right to effect changes in the curriculum, administration, tuition and fees, academic schedule, program offerings and other phases of school activity, at any time, without prior notice.
The University assumes no liability for interruption of classes or other instructional activities due to fire, flood, strike, war or other force majeure. The University expects each student to be knowledgeable about the information presented in this bulletin and other official publications pertaining to his/her course of study and campus life. For additional information or specific degree requirements, prospective students should call the campus Admissions Office. Registered students should speak with their advisors.
Bulletin 2012 - 2013
SCHOOL OF BUSINESS, PUBLIC 88 TABLE OF CONTENTS ADMINISTRATION AND INFORMATION SCIENCES LIU 3 Accounting, Taxation and Law 89 CAMPUSES OF LIU 4 Computer Science 95 Residential Campuses 4 Managerial Sciences 98 Regional Campuses 5 Public Administration 108 GENERAL INFORMATION 6 SCHOOL OF EDUCATION 116 About LIU Brooklyn 6 Counseling and School Pyschology 119 DIRECTORY 7 Teaching, Learning and Leadership 132 ACADEMIC CALENDAR 8 SCHOOL OF HEALTH 161 ADMISSION 10 PROFESSIONS
ACADEMIC REGULATIONS 12 Athletic Training, Health and 162 Exercise Science REQUIREMENTS FOR 13 DEGREES Occupational Therapy 169
INTEGRATED STUDENT 15 Physical Therapy 180 FINANCIAL SERVICES Physician Assistant Studies 188 Tuition & Fees 15 Public Health Program 194 Student Financial Aid 19 Social Work 198 THE LIBRARY 21 SCHOOL OF NURSING 205 LEARNING RESOURCES 22 LIU PHARMACY 215 FACILITIES 23 SCHOOL OF CONTINUING 216 SERVICES 24 STUDIES
STUDENT LIFE 26 BLENDED AND ONLINE 219 LEARNING SPECIAL PROGRAMS 27 APPROVED PROGRAMS 220 RICHARD L. CONOLLY 28 COLLEGE OF LIBERAL ARTS LIU BROOKLYN FACULTY 223 AND SCIENCES LIU BROOKLYN 237 Anthropology 29 ADMINISTRATION
Biology 30 LIU TRUSTEES AND 239 ADMINISTRATION Chemistry and Biochemistry 36
Communication Sciences and 39 Disorders
Economics 46
English 47
History 53
Mathematics 54
Media Arts 55
Political Science 67
Psychology 71
Social Science 80
Speech Language Pathology 81
Sociology 82
United Nations Graduate Program 83
Urban Studies Program 85
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 2 LIU Brooklyn
LIU
In its ninth decade of providing access to the American dream through excellence in higher education, LIU is a multicampus, diverse, doctoral institution of higher learning. One of the largest and most comprehensive private universities in the country, the University offers more than 575 undergraduate, graduate and doctoral degree programs and certificates, and educates over 24,000* students in degree-credit and continuing education programs in Brooklyn, Brookville (LIU Post), Brentwood, Riverhead, and Rockland and Westchester (LIU Hudson). Other academic units include LIU Pharmacy (the Arnold & Marie Schwartz College of Pharmacy and Health Sciences), which prepares students for successful careers in the fields of pharmacy and health care; LIU Global, which provides a wide range of study abroad options at overseas centers in China, Costa Rica and India, and through programs in Australia, Ecuador, Peru, Taiwan, Thailand and Turkey; and LIU Online, which harnesses the latest technology to offer online and blended programs. LIU’s 630 full-time faculty members provide outstanding instruction, which is supplemented by internships and cooperative education opportunities. The accomplishments of more than 186,000 living alumni are a testament to the success of its mission – providing the highest level of education to people from all walks of life. The institution also provides enrichment for students and the community through the world-class arts programming at LIU Tilles Center, NCAA Division I and II athletic teams and the nationally renowned George Polk Awards in journalism. *This number includes high school students enrolled in one or more degree-credit courses.
Accreditation and Program Registration LIU is accredited by the Commission on Higher Education of the Middle States Association of Colleges and Schools, 3624 Market Street, Philadelphia, PA 19104, (215) 662-5606. The Commission on Higher Education is an institutional accrediting agency recognized by the U.S. Secretary of Education and the Council for Higher Education Accreditation. The degree and certificate programs also are approved and registered by the New York State Department of Education.
Page 3 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013
CAMPUSES OF LIU LIU Post
LIU Post is distinguished by programs of excellence and small classes in The Residential Campuses five schools of study: College of Education, Information and Technology; College of Liberal Arts and Sciences; College of Management; School of Health Professions and Nursing; and School of Visual and Performing Arts. LIU Brooklyn The wooded suburban campus, only 20 miles from New York City, is home to the renowned Tilles Center for the Performing Arts, Hillwood Art Museum and LIU Brooklyn is distinguished by dynamic curricula reflecting the great WCWP-FM. LIU Post offers the Ph.D. in information studies, the Psy.D. in urban community it serves. Distinctive programs encompass the arts and clinical psychology and the Ed.D. in interdisciplinary educational studies. media, the natural sciences, business, social policy, urban education, the health The campus was established on the former estate of cereal heiress Marjorie professions, pharmacy and the health sciences, all on a pluralistic campus that Merriweather Post in 1954 to accommodate the growing educational needs of draws insight and strength from differences. The campus offers Ph.D. Nassau County following World War II. Formerly known as the C.W. Post programs in clinical psychology and pharmaceutics, the D.P.T. in physical Campus of Long Island University, LIU Post offers its full-time, part-time and therapy and the Pharm.D. in pharmacy. In the past year, LIU Brooklyn has non-credit students a comprehensive range of more than 240 associate, received more than $3,000,000 in new external funding to support a variety of undergraduate, graduate and doctoral degree programs and certificates. In programs including faculty research, community outreach and student-centered addition, the campus offers college credit courses to high school students in projects. area schools. Founded in 1926, LIU Brooklyn is the original unit of Long Island LIU Post is recognized as one of the nation’s most beautiful academic University and its only one in New York City. The 11-acre site in downtown settings. Modern buildings range from an acclaimed student union to an Brooklyn is convenient to many subway and bus lines and the Long Island Rail elegant library. Beautiful red-brick academic buildings, including Humanities Road. Hall, Pell Hall/Life Science and the Kahn Discovery Center, are outfitted with The campus offers more than 200 associate, undergraduate, graduate, wireless classrooms, major-specific laboratories and computer centers. The doctoral and certificate programs. Serving a diverse student body, its academic campus's award-winning cooperative education program is nationally units include the Richard L. Conolly College of Liberal Arts and Sciences; the renowned for its extensive career counseling and job placement services. School of Business, Public Administration and Information Sciences; the Fifteen NCAA men’s and women’s sports teams take advantage of LIU School of Education; the School of Nursing; the School of Health Professions; Post’s 70 acres of playing fields. Clubs, fraternities and sororities provide and LIU Pharmacy (the Arnold & Marie Schwartz College of Pharmacy and many other outlets for student activities. The campus's $18-million Pratt Health Sciences). It is known for its nationally recognized Honors Program. Recreation Center is a state-of-the-art health and fitness facility featuring an The $45-million Wellness, Recreation and Athletic Center serves the eight-lane swimming pool, three full-size basketball courts, racquetball courts Campus and the surrounding community, and the Cyber Café provides a high- and an elevated jogging track. tech hot spot for students and faculty members to meet and eat. Tilles Center for the Performing Arts, Long Island’s premier concert facility, brings Carnegie Hall and Lincoln Center to the campus with world- class jazz, rock, folk music, dance, mime, orchestral and chamber music performances.
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 4 LIU Brooklyn
The Regional Campuses LIU Hudson LIU Riverhead
For more than a quarter of a century, Long LIU Riverhead offers high-quality LIU Brentwood Island University has been offering graduate undergraduate and graduate courses and programs degree and certificate programs in Rockland and to residents of Long Island’s East End. Since 1959, LIU Brentwood has served the Westchester Counties. LIU Hudson at Rockland is Conveniently located on Suffolk County diverse communities of western Suffolk County conveniently located near the Palisades Parkway in Community College’s Eastern Campus, just 10 with premier undergraduate and graduate Orangeburg, N.Y., just two miles from the New minutes from exit 70 on the Long Island programs. The Campus is conveniently located Jersey border. LIU Hudson at Westchester is Expressway, it provides working adults and recent near the Long Island Expressway and boasts ample located in a state-of-the art facility on the grounds baccalaureate graduates with the opportunity to parking facilities. Library, computer resources and of Purchase College, which features high-tech pursue a private education in conveniently academic advisement services are all available on classrooms designed for adult learners. Both scheduled day and evening programs. site. Since LIU Brentwood is primarily a teaching centers boast technologically advanced library Offerings include the upper division B.S. in institution, classroom instruction is its top priority. resources and mainframe-networked computer childhood education (grades 1-6), the upper While most faculty members are involved in labs, and offer small classes with personalized division B.A. in communication studies - new research, scholarly writing or creative activities instruction delivered by full-time and adjunct media, the M.S. in childhood education (grades 1 – appropriate to their discipline, all are measured faculty members who bring a wealth of practical 6), the M.S. in literacy education (birth – grade 6), against the highest standards of teaching experience and an understanding of career trends the M.S. in teaching students with disabilities excellence. Some programs require completing to the classroom. (grades 1 – 6 or generalist grades 7 – 12) and an coursework at another LIU campus. Students enroll as degree candidates or as non- advanced certificate in applied behavior analysis. degree students who wish to pursue graduate In addition, an M.S. in homeland security courses for personal enrichment or professional management and advanced certificates in advancement. Most classes in Rockland and homeland security management and cyber security Westchester are held in the late afternoons, in the policy are offered fully online. The Homeland evenings and on weekends to meet the scheduling Security Management Institute features needs of working adults. Program offerings comprehensive curricula designed by professionals include: business (M.B.A. and/or advanced for professionals. Faculty members and guest certificates in health care sector management and lecturers include some of the top names in law cyber security for business professionals); health enforcement, counterterrorism and government. or public administration (M.P.A. and advanced certificate in gerontology); educational leadership (M.S.Ed. and/or advanced certificate); education (M.S.Ed. and/or advanced certificate) in the areas of childhood – grades 1-6, early childhood, middle childhood and adolescence – grades 5-12, special education, autism, literacy, bilingual, TESOL, bilingual extension, gifted extension, writing and reading, school counseling and school psychology; marriage and family therapy (M.S.); mental health counseling (M.S.); and pharmaceutics (M.S.) with specializations in industrial pharmacy and cosmetic science. The Palmer School of Library and Information Science, which is based at LIU Post, also offers a rich array of graduate-level courses at LIU Hudson at Westchester.
Page 5 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013
GENERAL INFORMATION Undergraduate and Graduate Offerings Science with a major in Nursing for generic, R.N.- Richard L. Conolly College offers liberal arts B.S. and 2nd degree students, the Master of and sciences programs leading to the degrees of Science in Adult Nurse Practitioner and Family About LIU Brooklyn Associate in Arts, Bachelor of Arts, Bachelor of Nurse Practitioner, Executive Program for Fine Arts, Bachelor of Science, Master of Arts, Nursing, Health Care Management, and Nurse Statement of Mission Master of Fine Arts, Master of Science, and Educator. The following Advanced Certificates are offered: Adult Nurse Practitioner, Family Nurse Expressed in its still-relevant motto Urbi et Doctor of Philosophy (in Clinical Psychology). It Practitioner, and Education for Nurses. The School Orbi, the mission of LIU since 1926 has been to also offers a B.S./M.S. in Communication of Nursing offers accelerated R.N.-B.S./M.S. open the doors of the city and the world to men Sciences and Disorders/ Speech-Language Adult Nurse Practitioner and R.N.-B.S./M.S. and women of all ethnic and socioeconomic Pathology, and a United Nations Graduate Nurse Executive dual degree programs. backgrounds who wish to achieve the satisfaction Certificate Program. The LIU Pharmacy – Arnold & Marie of the educated life and to serve the public good. The School of Business, Public Schwartz College of Pharmacy and Health Its mission is to awaken, enlighten and expand the Administration and Information Sciences Sciences offers an entry-level, six-year Doctor of minds of its students. offers, on the undergraduate level, the degrees of Pharmacy (Pharm.D.) degree and the Master of Generation after generation, the students who Associate in Applied Science in Business Science degree in Pharmaceutics, Pharmacy have enrolled at LIU Brooklyn have come from Administration; Bachelor of Science in Administration, Drug Regulatory Affairs and varied, primarily urban backgrounds. Like their Accounting, Computer Science, Finance, Pharmacology/Toxicology. It also offers the predecessors, many of today's students are new to Management, and Marketing. On the graduate Doctor of Philosophy in Pharmaceutics (Ph.D.) America and new to the English language or are level, the School offers the Bachelor of Science/ degree. the first in their families to seek a university Master of Science in Accounting; Master of LIU Global is designed for students who desire education. At LIU Brooklyn, all students find an Business Administration (M.B.A.); Master of a hands-on learning approach in a variety of academic community where cultural, ethnic, Business Administration in Accounting (M.B.A. international locations. The college offers a religious, racial, sexual, and individual differences Accounting); Master of Science in Accounting, Bachelor of Arts in Global Studies. are respected and where commonalities are Computer Science, Computer Information affirmed. This requires the Campus to be open and Systems, Human Resource Management, welcoming, even as it maintains respect for Taxation, Master of Public Administration intellectual, cultural and academic traditions. (M.P.A.) and M.P.A. in Health Administration. It Nationally recruited, the faculty has a strong also offers Advanced Certificates in Human commitment to teaching, to personal advisement Resource Management, Gerontology of students, to the fullest range of scholarship, and Administration and Not-for-Profit Management. to faculty development and service. The School of Education offers, on the LIU Brooklyn recognizes both the faculty’s undergraduate level, the Bachelor of Science and training and experience and the character of its the Bachelor of Fine Arts degrees in various diverse student body as two of its greatest disciplines in urban education. On the graduate strengths and challenges. No matter what their level, the school offers the Master of Science in background or generation, students come to LIU Education degree in the areas of Childhood Urban Brooklyn to build the educational and intellectual Education, Early Childhood Urban Education, foundations for successful personal lives and Adolescence Urban Education, Teaching Urban careers. The Campus faculty and administration Children with Disabilities, Teaching Urban believe that a liberal education, along with careful Adolescents with Disabilities, Teaching English to preparation for a fulfilling career, is the best way Speakers of Other Languages (TESOL), School to achieve this end. Counseling, Bilingual School Counseling and To carry out its mission, LIU Brooklyn offers School Psychologist; the Master of Science degree comprehensive undergraduate curricula, supported in Mental Health Counseling; and Advanced by advanced courses for specialized knowledge Certificates in Bilingual Education, Educational and graduate programs in those areas in which it Leadership, Early Childhood Urban Education, has developed strength or has a unique School Counseling, Bilingual School Counseling, contribution to make. In addition, the Campus has and Mental Health Counseling. designed programs to permit students to acquire The School of Health Professions offers the essential literacies, intellectual curiosity, analytic Bachelor of Science degrees in Health Science, and reasoning skills, and effective communication Diagnostic Medical Sonography, Respiratory Care skills. In this way, the Campus serves as a and Sports Sciences, and the Bachelor of Arts conservator of knowledge, a source and degree in Social Work. It also offers combined promulgator of new knowledge, and a resource for B.S./M.S. degrees in Athletic Training and in the community it serves. Occupational Therapy and the B.S./M.P.H. in Health Science / Master of Public Health. It offers the M.S. degrees in Exercise Science, in Advanced Athletic Training and Sports Sciences and in Physician Assistant Studies as well as the Master of Social Work and the Master of Public Health. The Division of Physical Therapy offers a Doctor of Physical Therapy (D.P.T.) program that is a three-year post-baccalaureate graduate degree. The School of Nursing offers the Bachelor of
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 6 LIU Brooklyn
DIRECTORY
Department Name Phone Office Hours Email/Website
Admissions 718-488-1011 (M,Th,F) 9 a.m.-5 p.m. [email protected] (Tu,W) 9 a.m.-6 p.m. www.liu.edu/brooklyn/admissions
Richard L. Conolly College 718-488-1003 (M,Th,F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/conolly (Tu,W) 9 a.m.-6:30 p.m.
School of Business, Public 718-488-1130 (M-Th) 9 a.m.-7 p.m. [email protected] Administration and Information (F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/sbpais Sciences
School of Education 718-488-1055 (M-Th) 9 a.m.-6:30 p.m. www.liu.edu/brooklyn/education (F) 9 a.m.-5 p.m. Summer (M-Th) 9:00 a.m-6 p.m. (F) 9 a.m.-5p.m.
School of Health Professions 718-780-6578 (M-F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/health
School of Nursing 718-488-1059 (M-F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/nursing Summer (M-Th) 9 a.m.-6 p.m.
LIU Pharmacy 718-488-1004 (M-F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/pharmacy
LIU Global 718-780-4312 (M-F) 9 a.m.-5 p.m. [email protected] www.liu.edu/brooklyn/global
School of Continuing Studies 718-488-1010 (M-Th) 9 a.m.-6:30 p.m. [email protected] (F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/scs
Office of Institutional Advancement 718-488-1602 (M-F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/studentactivities and Student Affairs
Integrated Student Financial Services 718-488-1037 (M,Th,F) 9 a.m.-5 p.m. [email protected] (Tu,W) 9 a.m.-6:30 p.m. www.liu.edu/brooklyn/financial- services
International Students 718-488-1216 (M,Th,F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/international- (Tu,W) 9 a.m.-6:30 p.m. students
Library 718-780-4513 (M,W,Th) 8 a.m. – 10 p.m. www.liu.edu/brooklyn/library (Tu) 9 a.m. – 10 p.m. (F) 9 a.m. – 5 p.m. (Sat.) 9 a.m. – 6 p.m. (Sun.) 11 a.m. – 5 p.m. Summer (M-Th) 9 a.m. – 8 p.m. (Sat.) 9 a.m. – 6 p.m.
Provost 718-488-1001 (M-F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/provost
Registrar 718-488-1013 (M,Th,F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/registrar (Tu,W) 10:30 a.m.-6:30 p.m. Summer (M,Th) 9 a.m.-5 p.m. (Tu,W) 10:30 a.m.-6:30p.m. (F) 9 a.m.-4 p.m.
Residence Life and Housing 718-488-1046 (M-Th) 9 a.m.-7 p.m. www.liu.edu/brooklyn/reslife (F) 9 a.m.-5 p.m.
Office of Student Development and 718-488-1042 (M,Th,F) 9 a.m-5 p.m. www.liu.edu/brooklyn/osdr Retention (Tu,W) 9 a.m-6:30 p.m.
Student Leadership and Development 718-488-1216 (M,Th,F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/slld (Tu,W) 9 a.m.-6:30 p.m.
Page 7 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013
ACADEMIC CALENDAR 2012-2013
Spring 2013 Fall 2012 In-Person Registration January 8-18 and January 21
In-Person Registration August 20-August 31 Awarding of January degrees January 18
Labor Day - Holiday September 3 Martin Luther King Jr. Day January 21
Convocation Day September 4 Weekday Classes Begin January 22
Weekday Classes Begin September 5 Late registration and program changes January 22-25 and January 28
Late registration and program changes September 5-11 Semester classes meeting January 26-27 Semester Classes Meeting September 8-9 Saturday-Sunday begin Saturday-Sunday begin First weekend session classes begin January 26-27
First Weekend Session Classes Begin September 8-9 Late registration ends January 28
Late Registration Ends September 11 Deferred final examinations January 28
Awarding of September Degrees September 21 Last day to apply for May degree February 1
Deferred Final Exams October 1 Last day to apply for comprehensive February 1 Last Day to Apply for January Degree October 5 examination
Last Day to Apply for Comprehensive October 5 President’s Day – No Classes February 18 Examination Tuesday Follows a Monday Schedule February 19
Midterm Examinations – Classes in October 15-26 Midterm Examinations - Classes in February 25 - March 8 Session Session
First Weekend Session Final October 20-21 First Weekend Session Final March 9-10 Examinations Examinations
Second Weekend Sessions Classes October 27-28 Spring recess begins March 11 Begin Classes resume March 18 Last Day to Withdraw from October 31 Undergraduate Courses Last day to withdraw from March 20 undergraduate courses Election Day Classes in Session November 6 Second weekend session classes begin March 23-24 Wednesday follows a Friday schedule November 21 Last Day to Submit Thesis and April 5 Fall recess begins November 22 Complete Degree Requirements
Classes resume November 24 Second Weekend Session Final May 4-5 Last day to submit thesis and December 5 Examinations complete degree requirements Semester Classes Meeting May 4-5 Second weekend session final December 8-9 Saturday-Sunday End examinations Semester Classes Meeting May 7 Semester classes meeting December 8-9 Monday-Friday End Saturday-Sunday end Last Day to Withdraw from Graduate May 7 Semester classes meeting December 13 Courses Monday-Friday end Final examinations - undergraduate May 8-14 Last day to withdraw from graduate December 13 and graduate courses Last day to complete withdrawal May 8 Final examinations - undergraduate December 14-20 appeal process and graduate Commencement Ceremony May 16
Last day to complete withdrawal December 20 Conferral of May Degrees May 17 appeal process
Winter recess begins December 21
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 8 LIU Brooklyn
Summer I 2013 Summer II 2013
Registration & Program Changes May 16-17 Registration & Program Changes July 2-3
Weekend Session Classes Begin May 18-19 Independence Day - Holiday July 4
Weekday Classes Begin May 20 No registration or program changes July 5
Late Registration Ends May 21 Weekend session classes begin July 6-7
Memorial Day - Holiday May 25-27 Weekday classes begin July 8
Last day to withdraw from May 28 Late registration ends July 9 undergraduate courses Last day to withdraw from July 17 Deferred final examinations June 3 undergraduate courses
Last day to apply for September June 5 Weekend session final examinations August 10-11 degree Last weekday class August 15 Last day to apply for comprehensive June 5 Last day to submit thesis and August 15 examination complete degree requirements Weekend session final examinations June 29-30 Last day to withdraw from graduate August 15 Last day of class July 1 courses
Last day to withdraw from graduate July 1 Last day to complete withdrawal August 15 courses appeal process
Last day to complete withdrawal July 1 Final Examinations Last Class Meeting
appeal process
Final examinations Last Class Meeting
Page 9 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013
ADMISSION transcripts must be submitted to the LIU professional advancement or personal enrichment, Admissions Processing Center. Transfer credit but he or she is not classified as a graduate degree- Applicants are strongly encouraged to submit toward the master’s degree is normally limited to seeking student. Admission as a non-degree an application online at six semester hours of credit for courses in which student permits registration for a maximum of 12 www.liu.edu/brooklyn/admissions/apply. the student has received a grade of B or better and credits. A paper application may also be downloaded from is not recorded as part of the grade point average. If a non-degree student wishes to matriculate, a this website, or obtained by visiting the Office of Courses with a grade of B- are not transferable. graduate application must be filed with the Office Admissions, LIU Brooklyn, 1 University Plaza, Students seeking a second master’s degree may of Admissions. Upon review of the student’s Brooklyn, N.Y. 11201-5372, e-mailing be granted up to 12 credits, when academically application and supporting credentials, the [email protected], or by calling appropriate, at the recommendation of the appropriate department will decide if all 718-488-1011. A bachelor’s degree (or its Department Chair and with the approval of the requirements for matriculation have been met. equivalent) from an accredited institution, Graduate Dean. Students entering the School Courses completed by non-degree students, if indicating an acceptable record, is necessary to be Psychology program may be granted up to 18 pertinent to the degree program in which the considered for admission to the graduate credits. student has matriculated, and if completed within programs. Additional requirements are described Classification of Students the time limit, are credited toward the degree. in the sections for each discipline. All students admitted to the master’s programs Admission of Undergraduate Students The completed application must be submitted will be classified as matriculants or non-degree Seniors who need substantially less than a full with a personal statement of approximately 500 students. Matriculants must submit evidence of a program to meet the requirements for the words. Applicants must also submit official bachelor’s degree or its equivalent. They must bachelor’s degree may take, concurrently with transcripts from all colleges and universities have an acceptable record in undergraduate and their undergraduate program, a limited number of attended showing all undergraduate and graduate other studies as reflected in official transcripts of 500- and 600-level graduate courses and reserve coursework taken and degrees received, if any. all colleges and universities attended. Usually a B- the credits for a master’s degree. Such a special Some departments may request letters of average in the undergraduate major subject is arrangement will be limited to undergraduate recommendation, resumes, test scores, writing required. Attention is given to overall grade students who have been formally admitted as samples, portfolios, copies of professional licenses averages, grade trends during undergraduate study, graduate students, pending satisfactory completion or other additional documents. Applicants should and areas of scholastic strength. of bachelor’s degree requirements. Applicants refer to the section of this bulletin for their Applicants must receive satisfactory scores on must have permission from the graduate program program of interest as well as the departmental any required examinations. Students whose as well as authorization from the undergraduate web site to determine what documents are required undergraduate average is less than B- and all institution. Qualified juniors and seniors attending for admission by their program as well as to students from foreign colleges or universities may LIU Brooklyn may, with the approval of the Chair determine where credentials and materials are to be requested to take the Graduate Record of the Department concerned and the Graduate be sent for processing. An application fee of Examination (GRE) or the GRE advanced subject Dean, take courses on the 500-level for $40.00 is required. If the applicant mails or examination. Applicants to Master of Business undergraduate credit to complete the requirements submits a paper application in person, they will be (M.B.A.) in the School of Business, Public for the bachelor’s degree. The credits they receive assessed a nonrefundable fee of $40.00. LIU Administration and Information Sciences must may not subsequently be applied toward the credit Brooklyn encourages students to self-manage their submit scores from the Graduate Management requirements for the master’s degree. application, which means it is the responsibility of Admissions Test or the Graduate Record Undergraduate student enrollment in 600-level the applicant to collect all required documents Examination before the completion of their first courses will not be approved by the Graduate Dean needed for admission and manage where semester of study. Applicants for the master’s unless there is exceptional justification given by documents are to be mailed. Students needing degree in Public Health, Ph.D. in Clinical the Department Chair. assistance and clarification are encouraged to e- Psychology, Doctor of Physical Therapy and all Students Presenting International mail the Graduate Admissions Office at graduate Pharmacy programs must submit GRE Credentials [email protected]. scores from the General Aptitude Test at the point Applications are welcome from students who Most graduate programs are available each of application. Additionally, individuals who apply hold the equivalent of a four-year bachelor’s semester on a rolling admissions basis with for the Ph.D. in Clinical Psychology must submit degree. To be considered for admission, applications accepted as long as space is available. GRE scores from the GRE Subject Test in undergraduate transcripts/marksheets for each year However, it is strongly encouraged that Psychology. of study, including degree conferral applications and supporting materials be submitted A student will be classified as matriculant when (diploma/degree certificate) are required. All as early as possible. Several graduate programs accepted into a degree program. Students admitted records must be translated into English and be have specific application deadlines including the with technical or academic deficiencies (e.g., original or copies of the original, certified/attested Doctor of Physical Therapy (D.P.T.) which is due incomplete official transcripts) will be classified as by an official of the school issuing that record or st March 1 ; the Masters in Physician Assistant matriculants with conditions, pending fulfillment the Consulate/Ministry of Education of the issuing th Studies due on January 15 ; the Ph.D. in Clinical of those conditions. Technical deficiencies must be country. A course-by-course evaluation, Psychology due on December 1st; the Master's in removed before the end of the first semester of completed by an acceptable international Speech-Language Pathology due on February 1st; enrollment. Academic deficiencies must be credential evaluation agency, is required for some and the Master's in Social Work due on March satisfied before the completion of 12 credits programs. Please refer to the section of this 15th. required in the degree program or within one year. bulletin for your program of interest as well as the Transfer Credits Students are in good academic standing as long as departmental website to determine if an evaluation Graduate courses taken at other institutions they are permitted to continue in attendance in is required. The graduate admissions office before admission to LIU may, if pertinent to the matriculant status. reserves the right to request an evaluation on any plan of study, be credited to the graduate degree. Non-degree students must meet the same transcripts/marksheets from colleges or Permission to transfer such credits must be admission standards as those admitted to degree universities outside the United States. A complete requested at the time of admission, and official programs. A student in this category may take a list of acceptable agencies can be requested from limited number of courses for certification,
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 10 LIU Brooklyn the Office of Admissions or found on who presents an otherwise acceptable www.liu.edu/brooklyn. All students for whom undergraduate record may be given an opportunity English is not a native language are required to to remove specific course deficiencies. A post- take the Test of English as a Foreign Language baccalaureate student enrolls in a program of (TOEFL) administered by the Educational Testing advanced undergraduate courses in the field Service or the International English Language selected for graduate study. The appropriate Testing System (IELTS) examination. Information department approves the number of credits on the examinations may be obtained by visiting necessary, the level of achievement required, and www.ets.org and www.ielts.org, respectively from the specific courses to be completed. Upon American consulates and embassies abroad, or compliance with those conditions, the post- from the United States Information Service (USIS) baccalaureate student becomes eligible for in each country. admission to the graduate school. Proficiency in English must be demonstrated. A Veterans student who needs additional study in English may LIU Brooklyn welcomes applications from be required to take English courses for foreign veterans and encourages them to take full students at LIU before or concurrently with an advantage of their G.I. Bill benefits. Candidates academic program (see English Language Institute are required to submit a copy of Form DD214, section). Report of Separation, to the Office of Admissions. International Students A veterans counselor is available to assist in Applications and all supporting documents admissions and funding procedures. For further from international applicants must be received by information, contact the Veterans Affairs Office. May 1st for Fall admission and by November 1st Auditing of Courses for Spring admission. In order to gain necessary background or Upon notification of admission, the student will enhance general knowledge, students may audit be requested to send a nonrefundable deposit fee graduate courses for no credit. The permission of of $250.00, which will be applied toward the first the instructor and of the Dean is required in every semester’s tuition and fees. The master’s programs case. Laboratory courses and fieldwork practicums in Pharmacy and Ph.D. program in Pharmacy may not be audited. Students (who must have been require a deposit of $500.00. Upon receipt of the admitted to a graduate program) pay half the deposit and of a sponsor’s affidavit of support and regular tuition for courses, and their transcripts official bank statement, an I-20 form will be issued will show that the courses have been audited. that will enable the student to apply for a student Admission to Classes visa. Students should not make plans to come to Admission to graduate classes does not imply the United States until they have received that the student has been accepted as a candidate appropriate nonimmigrant forms. for a degree. Acceptance to degree candidacy is Students should be aware of the tuition rates at contingent upon the student’s obtaining LIU as well as the high cost of living in New York matriculated status and satisfying all admission City. It is advised that students make realistic requirements of the graduate program in which plans to finance their education. A limited number major study will be pursued. of graduate assistantships are awarded primarily to Registration and Advisement students who have been in attendance at least one To be eligible for registration, every graduate semester. Health insurance coverage is compulsory student must confer with a representative in the for all international students and for their proposed major department. The adviser assists the dependents. Information pertaining to the health student in preparing a program of study and signs insurance coverage may be obtained from the the student’s registration card if required. Office of International Students, which assists Payment of all tuition and fees is required in students on campus. advance of the beginning of classes, unless special Students holding F-1 (student) visas are arrangements are made with the Bursar. Students required by law to be fully matriculated and must who have not been cleared by the Bursar cannot be be registered for at least nine credit hours per considered registered. semester. Visiting Students Graduate students who are degree candidates in good standing at other universities may be granted permission to attend courses at LIU upon filing a Visiting Student application for the courses and submitting a letter of authorization from the graduate school that they are attending. Courses in the Ph.D. programs and field experience courses need additional departmental approval. Post-baccalaureate Students An applicant who has not completed adequate preparation for a particular graduate program but
Page 11 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013
ACADEMIC REGULATIONS which he or she is doing satisfactory work will be www.liu.edu/brooklyn/schedule. given the grade W. A student registered for a Grades The responsibility for compliance with these course is considered to be in attendance until the Credit is granted for courses completed with the regulations rests entirely with the student. date of his or her official withdrawal. Withdrawal grade A, A-, B+, B, B-, C+, or C. The F grade Registration from courses is permissible at any time up to the signifies failure. P (passed for credit) may be used final examination, but a student who is doing Registration each semester takes place during to mark completion of work in certain research failing work when he or she requests authorization the periods indicated in the academic calendar. practicums, seminars, workshops and thesis to withdraw may be given the grade WF. The Non-degree students must obtain permission to courses. symbol UW is assigned when a student register from the Graduate Admissions Office INC (incomplete) may be used as an interim unofficially withdraws from a course. Neither WF before the beginning of each semester. grade for the first half of a two-semester course, nor UW is computed in the student’s average. Change of Plan Department for failure to complete all course requirements, and Students who are on academic probation when for thesis courses before acceptance of the thesis. A student transferring from one plan (major) they withdraw from all courses are not eligible for Any other failure to complete the course department to another must be formally accepted readmission without their Dean’s approval. requirements (e.g., the submission of a term paper) by the Chair of the department to which Refunds may be recorded as INC. Absence from the final application for admission is made. The student is A student may make a written request to examination will be recorded as ABS. Except in expected to notify the Chair of the department that withdraw from one or more courses before the end thesis courses, grades INC or ABS that have not he or she is leaving. Application forms are of the semester. If the request is approved by his or been replaced by a letter grade within one year available in the Graduate Admissions Office. her Dean, the student will receive a refund as may be changed only by repeating the course. Change of Status indicated in the "Tuition & Fees, Institutional A student may not repeat a course without A non-degree student who has met all the Refund Schedule". Late withdrawal can make the permission of his or her Dean. If a student, with requirements for matriculation must submit a student ineligible for any refund. Withdrawal the permission of the Dean, repeats a course more graduate application to the Office of Admissions. before the beginning of the semester or session than once, all grades except the first will be Maintenance of Student Standing entitles the student to a complete refund except for computed in the student’s average. Satisfactory It is expected that students will fulfill the the deposit and applicable registration fee. completion of the course does not eliminate the requirements for the degree by registering over Cancellation of Courses original INC or ABS from the student’s record. successive semesters, either by attending classes or The University reserves the right to cancel NGR is a temporary mark when no grade has maintaining matriculation. A degree candidate undersubscribed courses. When it does so, there is been submitted. AUD recognizes that a course has who does not reregister for classes must apply to no program change fee. been audited. his or her Dean for maintenance of matriculation Course Load The symbol W is assigned when students before or during the registration period, if the Full-time graduate students register for no officially withdraw from a course in which they student wishes to continue under the requirements fewer than nine credits in each semester of the were doing satisfactory work. The symbol UW is in effect when admitted. A fee must be paid during academic year. Permission of their Dean is assigned when students unofficially withdraw the registration period of each inactive semester necessary to take more than 12 credits in the Fall from a course. The UW is not computed in the (excluding summer sessions). or Spring semester or more than six credits in student’s average. Maintenance of matriculation does not extend either summer session. New York State residents Students have until the time of their graduation the time limits specified under Requirements for are eligible for the Tuition Assistance Program to have changes made on their academic records. Degrees. grants when enrolled for 12 or more credits. Once a student has graduated, the academic record Students serving in the armed forces of the (Please see Student Financial Services for is frozen and cannot be changed retroactively. United States maintain their standing complete requirements and procedures.) Non- Grade-Point Average automatically during their time of service. They degree students are normally limited to two The University’s grade-point average is are, however, required to inform the Office of the courses in the regular semester and one course in employed to determine the average grade status of Registrar of the dates of entrance into military each of the summer sessions. a student. The grade A corresponds to a 4.000 service and termination of active duty. quality point equivalent, A- to 3.667, B+ to 3.333, Readmission Course Numbers Courses numbered 600 and above are usually B to 3.000, B- to 2.667, C+ to 2.333, C to 2.000 Students who have not attended classes for open only to those who qualify for graduate and F to 0.000. P, INC, ABS, W and UW grades more than five academic years are required to standing. Courses numbered 500 to 599 are do not affect the index. apply for readmission and must gain approval designed primarily for those who qualify for The quality points to which a student is entitled from his or her Dean. Such students re-enter under graduate standing, but may be taken by advanced are computed by the formula X = N x Y, where X the admissions standards and program undergraduate students with permission from the is the number of quality points, N the quality point requirements in existence at the time of re-entry. Dean of the school in which the graduate course is equivalent assigned to the grade, and Y the Readmission applications are available in the offered. number of credits. Office of Admissions. Two consecutive numbers joined by a hyphen The grade point average is obtained by dividing Withdrawal (e.g., Psychology 660-661) designate a course that the sum of the quality points received in all Students themselves must initiate formal runs through two semesters. The first half of such courses by the total number of credits, including withdrawal procedures. Failure to do so can result a course is a prerequisite to the second. That is not unrepeated F’s. in loss of possible refunds or inaccurate records of true of courses with consecutive numbers Grade point average computations are carried academic performance (or both). Students may separated by a comma (e.g., Chemistry 603, 604), to the third decimal place from which rounding withdraw from one or all courses if they apply which may be taken individually. Some courses takes place to the second decimal place. For officially through the Office of the Registrar . If are offered in alternate years. A schedule of example, a computed grade point average of 2.994 withdrawing from one or more, but not all, courses is published for each semester, may be will be rounded down to 2.990. A computed grade courses; students must obtain written permission obtained from the Registrar’s office, and is point average of 2.995 will be rounded up to from their Instructor or Dean. available online at 3.000. On all official LIU transcripts, a grade point A student who withdraws from a course in
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 12 LIU Brooklyn average will be displayed to three decimal places preparation of essays and the taking of breaking the law, violate University regulations, with the third decimal place always being zero due examinations. Students are also expected to they will be subject to no institutional penalty to rounding. comply with those reasonable rules of procedure greater than that which would normally be Good Standing promulgated by a faculty member for the conduct imposed. The average of grades earned in the approved of his or her class or by the University for the All matters involving criminal activity will, program of study may be no less than B conduct of its business. upon approval of the Provost, be referred to the (equivalent to a quality-point index of 3.00). A Specifically, students must be aware not only of appropriate civil authorities for action. student whose cumulative grade index is below the performance and intellectual standards of each If there is a possibility that testimony or other 3.00 has an academic deficiency. Nevertheless, course, but also of the means acceptable for evidence at a University hearing may be subject to such students will continue to be considered in achieving those goals. Students are expected to disclosure to civil authorities by way of subpoena, good standing so long as they demonstrate study all materials presented and to master them. the University’s proceedings should be postponed satisfactory progress toward removing the Students may avail themselves of all sources that to safeguard the student’s right to a fair civil deficiency in subsequent semesters. Failure to will further that mastery – textbooks, the library, determination. make a significant improvement in the grade-point student study sessions, tutoring, study aids, and so Grievance Procedure average may lead to dismissal from the graduate on. Ultimately, however, the instructor’s judgment Students at LIU Brooklyn may expect a program. Final disposition of such cases is made of a student’s performance is based on the scrupulous regard for their rights as students and by the Dean after consultation with the appropriate student’s own intellectual achievement and individuals and should expect to be treated fairly department. honesty. and with courtesy by all members of the academic A grade of F in any graduate course is Cheating on examinations and plagiarism of community. In any matter in which students feel ordinarily grounds for dismissal from the any sort are unacceptable. If proven, either is cause that their rights have been violated, or in matters of University. for the most severe penalties up to and including serious dispute with members of the administration Students accumulating in excess of nine credits suspension or dismissal from the University. or faculty, students may avail themselves of the of incomplete (INC or ABS) may not register for The classroom instructor determines the rules following formal grievance procedure: additional courses until their work is completed. of acceptable student conduct during 1. The student will write out a clear statement of Such a restriction does not apply to INC grades in examinations. Each instructor has the right to insist the grievance. thesis courses. on procedures to ensure the integrity of those 2. The student may submit the statement to the Individual departments may impose even more examinations – seating arrangements, no staff member involved. The student will be stringent academic standards. communication among students, the restriction of given a written response within a reasonable In all schools, a B average or 3.00 cumulative materials available to students during the time. grade-point average is required for awarding of the examination, and so on. 3. If the student is not satisfied with the response graduate degree or any graduate certificate. The If a student is discovered cheating on a or, initially if preferred, the student may submit School of Business, Public Administration and classroom examination or written assignment, a statement to the appropriate director or Information Sciences awards diplomas With either by crib notes or by receiving information department head. The director will review the Distinction to students graduating with a 3.50 from or giving information to a fellow student or matter and provide the student with a written average or better. by any means not stipulated by the rules of the response within a reasonable time. Absence from Final Examination examination, the instructor has the right to 4. If still not satisfied, the student may institute a Students who for valid reasons do not appear confiscate all test materials from the person or formal complaint with the Dean of the school in for final examinations must apply in writing within persons involved and give the grade of zero for the which he or she is enrolled. The Dean will 10 days to their Dean for permission to take examination to the person or persons knowingly review the matter, hear the student and staff deferred final examinations, provided they have involved. The instructor also has the right to fail member where appropriate, and see that the received the grade of ABS. They may be asked to the students involved for the course. proper action is taken. provide medical certificates in cases of sickness or Also, students who submit written or other The foregoing procedure shall be a formal injury or other documentation of legitimate work provably not their own or who submit work grievance procedure for the resolution of all excuses. Students will be required to pay the with sources inadequately acknowledged or with student grievances, including those alleging Deferred Final Examination Fee per examination. an inadequate system of documentation for a actions prohibited by legislation. Application for Degree specific course assignment may be given the grade Student Access to Educational Records of zero for the work submitted and a failing grade Candidates for graduation are expected to file In compliance with the Family Educational for the course. an application for graduation with the Office of the Rights and Privacy Act, LIU Brooklyn informs Any breach of discipline may result in Registrar well in advance of their expected date of eligible students and their parents that they may disciplinary action, including suspension or graduation found in the Academic Calendar obtain copies of the Campus’s Policy Statement dismissal. The Faculty-Student Judicial Review available on the Brooklyn Registrar website at concerning the act from the Office of Institutional Board, in accordance with its procedures, may www.liu.edu/Brooklyn/About/Offices/Registrar/C Advancement and Student Affairs. hear all cases that may result in suspension or alendar.aspx. dismissal and will recommend an appropriate Discipline REQUIREMENTS FOR course of action to the Dean. Students are expected to conduct themselves in The activities of a student may upon occasion DEGREES accordance with the normally accepted standards result in violation of state or federal law. Respect of academic life. That implies that they will for the presumption of innocence requires that the The responsibility for properly fulfilling the conduct themselves with due regard for the rights University not impose academic sanctions for the requirements for degrees rests entirely with the of others and, in particular, that their behavior will sole reason that a student is or has been involved student. Students generally meet the requirements not interfere with the ability of the academic in criminal proceedings. The University may, announced in the Graduate Bulletin for the community to carry out its usual academic however, impose its own sanctions to protect the academic year in which they were matriculated or functions. It also implies that students will observe safety of other students, faculty and property and readmitted. Students for whom graduation the usual standards of integrity with regard to the to safeguard the academic process. If students, in requirements change during their progress to a
Page 13 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013 degree may, with their Dean’s permission, choose including 18 credits in management courses, 12 concentration and may be oral or written. Failing requirements in effect at the time of admission or credits of advanced courses, 12 credits in a the comprehensive examination on three occasions those in effect at the end of the course of study. concentration and 6 credits of Capstone project. will result in dismissal from the program. Exceptions to the provisions of this section of The B.S./M.S. in Accounting is a 150-credit Examinations are administered at least twice a this Bulletin may be made only with the prior program designed to prepare Certified Public year – in the Fall and the Spring. Information written sanction of the appropriate Dean on the Accountant candidates for licensure. The program concerning their administration may be obtained recommendation of the appropriate Department meets the 150-hour Certified Public Accountants from the appropriate department. Applications for Chair. requirement necessary before candidates may sit the comprehensive examination, which are In addition to the requirements listed below, for the CPA examination. available in the Office of the Registrar, must be students must satisfy the various additional 600- and 700-Level Courses signed by the Department Chair and cleared by the requirements and conditions that appear in the In the master’s degree programs, a minimum of Bursar. respective departmental sections of this Bulletin. 18 credits must be taken in courses above the 500 Oral Examination (defense of thesis) Doctoral Degrees level. Given by most departments as part of the thesis (consult the specific department for requirements) Thesis requirement, the oral examination tests the The doctor of philosophy degree is offered by The thesis required in many of the graduate candidate not only on the thesis project but also in the Psychology Department in the field of clinical programs is intended to test a candidate’s ability to areas ancillary to the thesis. Some departments psychology and in pharmaceutics by LIU engage in original research, organize and evaluate require an oral defense of the thesis proposal as Pharmacy. source materials, and express himself or herself well as defense of the completed thesis. Other The Ph.D. in Pharmaceutics and the Pharm.D. creatively in the area of specialization. A course in departments require an oral defense of research in pharmacology are offered by LIU Pharmacy. research methods is required of most candidates projects. The Doctor of Physical Therapy (D.P.T.) is writing a thesis. The interim grade for thesis Residence offered by the School of Health Professions. courses is INC. That grade will be replaced by the A candidate for the master’s degree must Master of Arts grade P only upon acceptance of the approved complete at least one year of work equaling 24 Master of Science thesis by the University Reference Library. credits at the University; in the M.B.A. program, Master of Science in Education Completion of the required courses and 30 credits of advanced work are required. Master of Fine Arts matriculant status are among the prerequisites that A candidate for the doctoral degree is expected must be met before a candidate’s thesis will be to complete three years of work in residence at Degree requirements vary among different accepted for consideration. An oral defense of the LIU Brooklyn. programs and are described fully under thesis is normally required. Students enrolled in LIU Brooklyn programs at departmental listings. There are two general routes Each candidate for the master’s degree writes branch campuses or off-campus sites must register to the master’s degree: thesis and non-thesis. With the thesis under the direct supervision of the Chair and complete residency requirements (usually six an acceptable thesis, a candidate usually completes of the Sponsoring Committee, who is selected on credits) at LIU Brooklyn. 30 graduate credits, at least 15 of them in the the basis of knowledge of and interest in the Courses taken at another university after major department or area of study. Without a subject of the candidate’s thesis proposal. The admission to LIU may not be used for transfer thesis, the candidate completes 36 credits of selection of the Chair and one or two additional credit unless prior permission is obtained from the specified courses and passes a comprehensive committee members will be made by the student major department and the student’s Dean. The sum examination or completes an appropriate specific and the Chair of the department concerned. total of transfer credit granted on admission or project. authorized subsequently toward the master’s A maximum of three one-credit workshops may Special Examinations degree is normally limited to 6 to 8 semester hours be applied toward a degree. No more than three Departments with degree programs have of credit and is not recorded as part of the grade- independent study or tutorial courses may be taken various requirements for examinations at different point average. In all instances, transfer credit will for degree credit. stages of the student’s academic career. Students not be allowed for any graduate courses in which If a student is seeking a second master’s degree, should read departmental requirements and consult the grade was less than B; that is, courses with a at least 24 graduate credits must be taken in departmental advisers to determine which of the grade B- are not transferable. (Time limits on residence. Advanced placement of up to 12 credits following types of examinations are required in transferability are outlined below.) may be awarded upon the written recommendation their programs. of the Department Chair and the approval of the Admission to examinations requires full Time Limits student’s Dean. In some programs with greater matriculant status and the acquisition of the Work for the master’s degree must be credit requirements, as many as 18 credits may be minimum credits indicated under the respective completed within five years from the date of accepted. When such an option is not available, the departmental headings. Students must be in admission to the graduate program (exclusive of candidate will be so advised in the Letter of attendance or maintain matriculation during the time spent in the U.S. armed forces), unless the Admission or in a letter from the department semester they take an examination. appropriate Dean approves an extension in writing. before commencement of course work. Preliminary Examination Any courses outside the time limit will not count Master of Business Administration The preliminary examination is usually given in as credits toward the degree unless approved in writing by the appropriate department and Dean. Master of Public Administration departments that require all students to take a common core of courses. It is sometimes a In the Psychology Department, work for the B.S./M.S. in Accounting condition of continued enrollment. doctoral degree must be completed eight years The M.B.A. and the M.P.A. degrees are offered Comprehensive Examination after admission. by the School of Business, Public Administration Most departments require a comprehensive Transfer credit will be granted only for courses and Information Sciences. The M.B.A. requires examination of students choosing the non-thesis taken in the five-year and eight-year periods, completion of 24 credits in general business core option; it is given after the completion of a respectively, before the granting of the degree. courses, 18 credits in an advanced core, 12 credits specified number of credits. The examination is in a concentration, and 6 credits of capstone designed to test the candidate’s knowledge of coursework for a total of 60 credits. general concepts as well as his or her areas of The M.P.A. program consists of 48 credits,
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 14 LIU Brooklyn
INTEGRATED STUDENT FINANCIAL Doctoral Tuition, per credit, per semester: SERVICES Psychology, Psy.D. Through a mix of personal and online services, the Office of Integrated (under 12 or over 1,421.00 Student Financial Services has developed a system that supports our students in 18 credits) managing all aspects of financing their education. The goals and objectives of Pharmacy, Ph.D. 1,263.00 the Office is to help students obtain maximum eligible financial aid awards, provide comprehensive counseling sessions, optimize payment arrangements, Physical Therapy, DPT 1,263.00 disseminate financial aid and billing information clearly and understandably, (800 and 900) support the University’s mission of access and excellence, and increase and Physical Therapy, DPT 1,088.00 assist in student retention efforts. (less than 800 level courses) Using the University’s convenient My LIU portal at https://my.liu.edu, you can view your financial aid status and account activity, pay your bill online, Tuition Deposit fee (nonrefundable) 100.00 - 500.00 make online appointments with counselors, and view ‘to do’ items and ‘holds’ Application fee (nonrefundable) 40.00 that help you complete required tasks to ensure your continued enrollment at LIU Brooklyn. In addition to our convenient online student portal, our Orientation fee (entering and transfer 55.00 experienced financial aid counselors will work closely with you and your students only) family to ensure you receive world-class service throughout your college Flex Dollar Program (students 40.00 experience. enrolled in 9 or more credits)
GRADUATE TUITION AND FEES University fee, per semester: (2012-2013 RATES) Students carrying 12 720.00 or more credits
Special Notes: LIU Global lists tuition and fees in their separate bulletin. Students carrying 360.00 The tuition, and fees, residence life, health insurance and other 11.9 credits or less miscellaneous fee schedules listed below are at the prevailing rates for the Student activity fee, per semester: 2012-2013 academic year. The University reserves the right to change the fees herein stated at any time without notice. Students carrying 12 or 65.00 Students are billed for tuition and fees at the time of registration. Room and more credits board charges are reflected at the time of room assignment. Students must Students carrying 4.1 to 55.00 make satisfactory payment arrangements prior to the start of each term or 11.9 credits before moving into residence halls to remain in good financial standing. The University accepts payment by check, money order, AMEX, VISA, Students carrying 4 credits No Fee Discover, or MasterCard at the Office of Integrated Student Financial Services Senior Adult Programs: or online through your My LIU account. Tuition per credit, per semester 534.00
General Tuition and Fees Audit fee per credit, per semester 267.00
Graduate Tuition, per credit, per $1,068.00 Maintenance of Matriculation fee: semester Graduate fee, per term 100.00 Pharmacy Graduate tuition, per credit, 1,239.00 Pharmacy M.S. and Ph.D. 250.00 per semester candidates, per term Physician Assistant, M.S., tuition per 1,088.00 Class fees, per semester: credit, per semester PT 850 1,364.00 Speech Language Pathology, M.S., 1,088.00 tuition per credit, per semester PT 950 1705.00
Special Programs tuition per credit, PT 955, 956 2,728.00 711.00 per semester Course fees, per semester:
Audit fee (half tuition and full fees), 534.00 SLP 6031, 6041, 6201 250.00 per credit TAL 088, 099 290.00 Pharmacy Audit fee (half tuition and 620.00
full fees)
Doctoral Tuition, flat rate, per semester:
Psychology, Psy.D., 12 or more credits 22,222.00 (year 1-3)
Page 15 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013
Residence Life Resident students not living in apartment accommodations are required to RESIDENCE HALLS participate in a meal plan. Declining dollars can be used at point of sale Deposit (submitted with housing $ 150.00 locations across the campus. application) Fall and Spring Accommodations, Other Fees per semester: Standard Conolly: Transcript of record (on-line, in- $7.00 Double 3,610.00 person, or via mail), per request Triple 2,720.00 Replacement I.D. card 10.00 Suite Conolly: Late graduation application fee 50.00 Double 4,300.00 Reinstatement of cancelled 100.00* Triple 3,930.00 registration Quad 4,100.00 Apartment Conolly: Delayed registration fee 200.00* Double 5,260.00 Late payment fees: Triple 4,790.00 First (assessed 45 50.00* Quad 5,410.00 days into the term) Suite Hoyt: Second (assessed on the last day of 100.00* Double 5,340.00 the term Triple 5,060.00 Deferred final examination fee Quad 5,230.00 per examination Quintuple 5,620.00 Apartment Hoyt: (maximum $60.00) 20.00 Double 6,760.00 General Comprehensive 25.00 Triple 6,760.00 Examination fee
Fulton Apartment (per semester): Graduate record examination, per test 10.00 Studio 9,125.00 Thesis binding fee: 1 Bedroom 9,975.00 2 Bedroom 9,200.00-10,100.00 Graduate 20.00 3-6 Bedroom 8,700.00-9,100.00 Doctoral (including micro filming) 60.00 Intersession (per week) 260.00 Returned check fee 25.00 Summer Accommodations, per session: Suite Conolly: University Payment Plan fee 35.00 Double 1,720.00 Diploma Replacement fee 35.00 Triple 1,650.00 Repayment of returned checks and all future payments to the University Quad 1,580.00 from a student who has presented a bad check must be tendered via bank Apartment Conolly: check, certified check, money order, AMEX, VISA, Discover or MasterCard. Double 1,970.00 Triple 1,830.00 *Students are expected to clear their bills before the start of classes. In the Quad 1,750.00 event that a student fails to do so, late payment fees will be assessed. Suite Hoyt: Registered students who have not cleared their bill by the 45th day into the term will be obliged to pay a late payment fee of $50.00. Bills not cleared by Double 2,330.00 the last day of the term will be assessed an additional late fee of $100.00. If a Triple 1,760.00 student’s registration is canceled, the student will be required to pay a Quad 2,100.00 reinstatement fee of $100.00 plus the late payment fees. If the reinstatement Quintuple 2,410.00 takes place one year or more after the semester has ended, current tuition rates Apartment Hoyt: will be charged. Any student who deliberately fails to register but attends Double 2,710.00 classes with the intention of registering late in the term will be responsible for paying the delayed registration fee of $200.00. If the registration takes place Triple 2,460.00 one year or more after the semester has ended, current tuition rates will be MEAL PLANS, per term charged. Fall and Spring, per term: Carte Blanche 2,240.00 Declining Dollars 370.00
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 16 LIU Brooklyn
Student Health Insurance Time of Withdrawal 4-, 5- or 6-Week terms
Cancellation prior to beginning of Complete refund except for deposit. Health Insurance: semester or session
Rates for the Annual Plan TBD Day 1 thru 2 of Term 100%
Rates for the Spring Semester TBD Day 3 thru 9 of Term 60% (newly enrolled students), covers the policy period Day 10 thru 16 of Term 25% 1/1/13 - 5/15/13 After day 16 of the Term No refund Rates for the Summer Semester, TBD covers the policy period Time of Withdrawal 7- or 8-Week terms 5/1/13 - 8/15/13 Cancellation prior to beginning of Complete refund except for deposit. Health insurance (Compulsory for domestic resident students, all session international students, intercollegiate athletes, and students assigned field work Day 1 thru 2 of Term 100% in a health care curriculum). Charges are billed for an annual plan in the Fall Day 3 thru 9 of Term 70% semester, covering the policy period 8/15/12 - 8/15/13. Charges are not reduced if a student does not reside in the Residence Hall for the Spring Day 10 thru 16 of Term 30% semester, or is no longer in a health care curriculum, since coverage continues After day 16 of the Term No refund to be effective over the full policy period.
Withdrawal Policy Time of Withdrawal 10- or 12-Week terms
If you register for courses and decide not to attend, you must officially Cancellation prior to beginning of Complete refund except for deposit. withdraw your registration prior to the end of the first week of classes to avoid session liability. You can withdraw online using your My LIU account through the first Day 1 thru 2 of Term 100% week of the term. After the first week of classes, you must complete an Application for Withdrawal Form and receive official approval from the Day 3 thru 9 of Term 80% Office of the Registrar on your campus. Non-attendance and/or non- Day 10 thru 16 of Term 60% payment do not constitute official withdrawal from the University. When a student withdraws, the University will refund tuition and fees as Day 17 thru 23 of Term 25% indicated in the following schedule. After day 23 of the Term No refund
LIU Institutional Refund Schedule Time of Withdrawal Weekend College
Cancellation prior to beginning of Complete refund except for deposit. Time of Withdrawal Fall/Spring terms term Cancellation prior to beginning of Complete refund except for deposit. Day 1 thru 2 of Term 100% term or session Day 3 thru 9 of Term 70% During 1st calendar week 100% Day 10 thru 16 of Term 30% During 2nd calendar week 75% After Day 16 of the Term No refund During 3rd calendar week 50%
During 4th calendar week 25% Time of Withdrawal Short-Term Institutes After 4th week No refund (3 weeks or less)
Cancellation prior to beginning of Complete refund except for deposit. Time of Withdrawal 3-Week terms first class
Cancellation prior to beginning of Complete refund except for deposit. Day 1 of Term 100% session Day 2 of Term 80% Day 1 of Term 100% After Day 2 of the Term No refund Day 2 thru 8 of Term 60% After Day 8 of the Term No refund Time of Withdrawal Continuing Studies
Cancellation prior to beginning of Complete refund except for deposit. first class Prior to start of second class 80% After second class session No refund
Page 17 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013
The University will make all feasible efforts to conduct suitable academic • Monthly Plans are offered to students who make payment arrangements services in the event of an unanticipated interruption. If the University is before the start of the term. Monthly Plans provide the most affordable unable to provide education services to the Campus students because of a payment options to our students and immediately place you in good natural catastrophe, employee strike, or other conditions beyond its control, financial standing. The balance is spread across 4-6 equal monthly tuition and fees will be refunded in accordance with a reasonable refund installments with at least two payments due prior to the start of the term. schedule to be determined at that time. • Term Plans are offered to students who need to make payment arrangements at or after the start of the term. Term Plans should only be Financial Obligations used as a last resort because the number of installments is limited to 2-3 monthly payments. In addition, your total balance due must be covered by Students are liable for all charges incurred at the time of registration or an appropriate combination of approved aid, applied aid, and/or an initial room assignment. Your My LIU account makes it easier than ever to manage student payment. your financial obligations. To view your current account balance, simply log The University must approve your signed Payment Plan Agreement Form into your My LIU account online at https://my.liu.edu and click on the and receive your first initial payment for your account to remain in good Account Inquiry link in the Finances section of your Student Center financial standing. There is a $35.00 enrollment fee per term that is due with homepage. Students must make acceptable payment arrangements or officially your first payment. withdraw prior to the start of classes to remain in good financial standing. Acceptable payment arrangements include: • Payment in full; • Approved financial aid covering all charges; • Signed and approved University Payment Plan Agreement Form; or • Participation in an approved third-party payment agreement. A student who complies with any of the above shall be considered in good financial standing, so long as all terms and conditions are met throughout the term. All payment arrangements must be completely satisfied in accordance with your University authorized payment agreement or fees and/or penalties may be applied. If your account becomes seriously past due and no arrangements are made, the University will refer it to an external collection agency or law firm, where additional fees and penalties may be charged to your account. The University’s policies and procedures governing Student Financial Services can be found online at: www.liu.edu/About/Administration/ University-Departments/SFO/Policies.
Payment Arrangements
LIU offers convenient options to pay your account balance due. We offer many different payment methods, including check, all credit and debit cards, ACH, money order, and wire transfer. My LIU: You can use your My LIU account to securely pay your balance online at my.liu.edu using a check, credit or debit card by clicking on the Make a Payment link from your Student Center homepage or from within the Account Inquiry section. To log into the Payment Gateway, enter your My LIU user name and password. From here, you may also set up an authorized user account so that a relative, guardian, or employer can pay any outstanding balance on your behalf. If you need assistance with making a payment online, please visit the Center for Student Information website at http://csi.liu.edu. Payment by Mail: If paying with a check or money order by mail, please date the payment appropriately and make it payable to Long Island University. Any payment not honored by the bank is subject to a $25 returned item fee and may restrict your future payment options to certified check, money order, or credit card. You may also receive an additional charge from your financial institution. The University is not responsible for fees assessed by your bank. Third Party Payments: The University will temporarily clear student account balances if presented with written authorization from a third party or sponsoring company that intends to make payment on your behalf. Students must submit official written authorization and complete a Deferred Payment Plan Agreement Form, along with payment for any remaining balance due. Additional information on third party payments can be found online at www.liu.edu.
Payment Plans
The University offers two basic types of interest-free payment plans to assist students with managing the cost of their education each term:
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 18 LIU Brooklyn
STUDENT FINANCIAL AID www.liu.edu/Brooklyn/StudentLife/Veterans. Alternative Loan Program Financial Aid is awarded on an annual basis in the form of scholarships, If you find that you need funding beyond the limits of the Federal Direct grants, loans and part-time employment. Assistance is offered to students Student Loan Program, you may wish to consider an Alternative Loan. These admitted into eligible graduate degree and advanced certification programs at loans are not guaranteed by the Federal government and are considered private LIU Brooklyn. loans. We urge all students and parents to research any lender they are considering for this type of funding and to specifically ask a number of key Application Process questions, including: • current interest rates All candidates for LIU scholarships or grants, Federal grant and loan • co-signer requirements programs, work-study opportunities, and New York State awards are required • repayment options, both in school and out to complete the Free Application for Federal Student Aid (FAFSA) each year. • whether or not the loan may be sold to another provider The FAFSA should be completed online at www.fafsa.ed.gov. The federal The University does not have a preferred lender for alternative loans; each school code for LIU Brooklyn is 002751. Continuing students at LIU must student has the right to select the educational loan provider of his or her choice. reapply for financial assistance each year. Applicants for financial aid may However, there are a number of independent resources that can be used to expect to be notified of the decision reached by the Office of Integrated evaluate and analyze alternative loan options, including Student Financial Services shortly after their files have been completed. No studentlendinganalytics.com/alternative_loan_options.html. action will be taken until the candidate has been accepted by the Office of If you have considered applying for an alternative loan, you may be Admissions required to complete the Free Application for Federal Student Aid at www.fafsa.ed.gov in order for the University to certify your loan eligibility. Awards Alternative loans that are used to cover prior semesters may require additional information for approval, such as letters certifying indebtedness, attendance LIU Scholarships and Awards verification, official transcripts, etc. As such, when requesting funding for prior LIU Brooklyn awards more than $37 million annually in University terms, be sure to reference the correct academic year on your application. scholarship assistance to students. These scholarships and grants, which do not The basic process involved with securing alternative loans is the electronic require repayment, are based on academic success, athletic ability, community filing of an application, institutional certification, and approval information. service, artistic talent, and financial need. The campus also offers honors and Generally speaking, electronic filing processing requires at least 72 hours departmental scholarships for specific programs of study. A detailed listing of before a lender will respond. The University will assist you in this process and graduate scholarships can be found online at will determine for you the maximum loan amount you will be allowed to www.liu.edu/brooklyn/scholarships. borrow based on your estimated cost of attendance and pre-existing financial aid awards. The complete process normally takes 7-14 business days. Federal Loan Programs The Federal government awards financial assistance to students who demonstrate financial need according to a variety of economic criteria as Terms and Conditions determined by the United States Department of Education. The criteria include Awards are not finalized until all requested supporting documentation has an individual and/or parents’ income and assets, family’s household size, and been properly submitted and reviewed. All awards are subject to funding levels the number of family members attending college. Benefits from all federal and appropriations by Federal and State agencies. Many aid programs require programs are subject to legislative changes. Recipients of federal programs that you be matriculated and attend LIU Brooklyn on at least a half-time basis. must be U.S. citizens or permanent residents. LIU reserves the right to adjust or cancel offers of financial assistance if you The New York State Higher Education Services Corporation (HESC) offers make changes to your FAFSA, adjust your registration status, withdraw from a variety of grants, scholarships, student loans and parent loans for part-time one or more courses, or fail to maintain good academic standing for financial and full-time graduate study. Although students apply for financial aid directly aid purposes. LIU also reserves the right to change the selection criteria, to HESC, the funds are taken into account when developing the LIU financial deadlines, and awarding process of academic awards. aid package. You must be a U.S. citizen and resident of the State of New York Awards, grants, and scholarships listed are for graduate study only and do to be eligible for HESC awards. Residents of New York State must also apply not apply to undergraduate or professional studies. Students enrolled in through the Higher Education Service Corporation at www.hesc.com using the accelerated and dual degree programs are advised to contact the Undergraduate LIU Brooklyn school code 5403. Students who reside outside of New York Admissions office to obtain information on aid for the undergraduate portion of State may be eligible for grants, scholarships and loans from their home state. their degree. Contact the Federal student aid agency at 1-800-433-3243 or All awards from LIU Brooklyn are accompanied by a letter of stipulation www.federalstudentaid.ed.gov for more information. detailing the terms of the award. Students are governed by the stipulations A detailed listing of Federal and State programs, including Direct Loans, can accompanying their specific awards. Part-time status, for the purpose of be found online at www.liu.edu/brooklyn/finaid/grants. scholarship and grant renewal, is defined as carrying and earning a minimum Veteran Benefits of 6 credits per semester. LIU Brooklyn has a proud and distinguished history of serving its nation’s Unless otherwise indicated, University assistance is for tuition charges only. military veterans and active duty service members. Our supportive community Students are advised to inform LIU of any aid received from outside sources, of staff and faculty is dedicated to seeing veterans succeed in their education, and awards from LIU may be adjusted if such additional assistance is in excess career and life. To accomplish this mission, LIU Brooklyn provides the of estimated need. resources needed to pursue educational opportunities while balancing the demands of life both inside and outside the classroom. With the Post-9/11 GI Bill, education-related benefits, including funds for tuition, housing, books and supplies, are better than ever for our veterans. In addition, financial aid, scholarships and New York State tuition awards and grants may also be available to help you with costs that are not covered by your veteran benefits. Additional information can be found online at
Page 19 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013
Standards for Satisfactory Academic Progress • Pursuit of Program: A student must receive a passing or failing grade (A-F) in a certain percentage of courses each term. • Satisfactory Academic Progress: A student must accumulate a specified Federal Financial Aid Programs number of credits and achieve a specified cumulative grade point average Federal regulations require students to make satisfactory academic progress (G.P.A.). (SAP) toward the completion of a degree or Title IV eligible advanced The requirements for meeting these standards increase as the student certificate program in order to receive Title IV financial aid through the progresses, and are based upon the number of State awards that the student has Federal Direct Loan Program. Satisfactory academic progress is measured already received. Students failing to meet the required criteria are eligible to qualitatively and quantitatively by two components: a student’s cumulative request a one-time waiver if extenuating circumstances played a factor in their grade point average (G.P.A.) and the amount of credits they have earned academic performance. Examples of such circumstances could include an relative to their year in school and enrollment status. illness, accident, separation or divorce, or the death of a relative. An appeal Satisfactory academic progress is measured annually, at the end of the must be made in writing to the University and include an explanation of the Spring semester, after all grades have been submitted. Students failing to meet circumstance(s) that may have adversely affected the student’s ability to meet the criteria stated below are eligible to appeal this decision if extenuating the academic requirements, and the plan or changes that have occurred which circumstances played a factor in their academic performance. Examples of will allow them to make SAP in the future. All appeals must be accompanied such circumstances could include an illness, accident, separation or divorce, or by supporting documentation, such as a letter from a doctor or attorney. If a the death of a relative. An appeal must be made in writing to the University waiver is granted, the student will be eligible for the State award for the and include an explanation of the circumstance(s) that may have adversely semester for which they were granted the waiver. The student must continue to affected the student’s ability to meet the academic requirements, and the plan meet the academic progress and pursuit of program requirements to receive or changes that have occurred which will allow them to make SAP in the further awards. future. All appeals must be accompanied by supporting documentation, such as The chart below outlines the progress that is required for a graduate student a letter from a doctor or attorney. If an appeal is granted, the student will either to be considered in good standing: be placed on probationary status for one semester during which the student must meet SAP guidelines, or must successfully adhere to an individualized academic plan that was developed for them by their academic advisor as part of Graduate Semester Based Program Chart their appeal. Failure to meet these criteria will result in loss of eligibility for Before Being Certified for Payment: Title IV funds. Semester A student must have With at least this G.P.A. Students wishing to receive Title IV financial aid for Summer semesters accrued at least this may have these awards evaluated and offered prior to a determination of SAP. many credits All students receiving summer aid will have their SAP evaluated after all spring grades have been submitted. Students not making progress will have 1st 0 0 their summer aid cancelled, and the student will be liable for all tuition and fee 2nd 6 2.0 charges incurred unless an appeal is filed and granted as outlined above. The criteria below outline the progress that is required for a full time 3rd 12 2.5 graduate student to be considered in good standing: 4th 21 2.75 • Completion Rate Requirements: All students must earn at least 67% of their attempted hours. The maximum time frame to complete each degree varies 5th 30 3.0 by Department and is outlined herein under the specific degree program. 6th 45 3.0 • G.P.A. Requirements: Students enrolled in the Schools of Business, Public Administration and Information Sciences must maintain a cumulative 7th 60 3.0 G.P.A. of 2.5. For all other Schools and Colleges, students who have earned 8th 75 3.0 fewer than 13 credits must maintain a 2.5 G.P.A.; students who have earned Notes: 13 credits or more must maintain a 3.0 G.P.A.. • A student may not receive a NY State award for repeating a class that they Notes: have already successfully completed (i.e. the credits for a repeated class for • Progress standards for part-time students are prorated based upon the which the student has already received a satisfactory grade will not count criteria above. towards the full-time requirement). • Qualifying transfer credits are counted as both attempted and earned credits • A student is placed on the chart above based upon their total State Aid but have no effect on the G.P.A.. received, including any award(s) received at a previous institution(s). • Grades of W (Withdrawal), UW (Unofficial Withdrawal), INC • To continue to receive NY State funding, a minimum number of credits (Incomplete), ABS (Absent) and IF (Incomplete Fail) are counted as credits must be completed each term, as well as on a cumulative basis. attempted but not completed, and do not affect the G.P.A.. • A student must maintain a minimum grade point average (G.P.A.) prior to • Repeated classes will count only once towards credits completed. A student being certified for a NY State award payment. This average increases as the may receive aid for a repeated class that has been successfully completed student progresses in payment points. once. • A student who is not making progress may request a one-time waiver if • Any departmental requirements that exceed these standards must be adhered extenuating circumstances affected their academic performance. A student to for the purposes of evaluating SAP. may only receive this waiver once for NY State awards.
New York State Awards Graduate students receiving New York State Scholarship Awards must meet the academic standing requirements established by the New York State Education Department. These requirements are different from those set forth by the Federal government, and apply only to New York State awards. The basic measures for good academic standing for New York State Awards include the following:
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 20 LIU Brooklyn
THE LIBRARY
Ingrid Wang, Associate Professor, Director; Telephone: 718-488-1081 Fax: 718-780-4057 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. Online databases, both bibliographic and full•text, are available for searching specific subject areas. Remote access from offcampus is available; the databases and library catalog may be accessed through the University website at www.liu.edu/brooklyn/library. The reference collection, reference desk, paralegal collection and Technical Services departments are situated on the third floor of the Salena Library Learning Center. An information commons, consisting of clusters of computers, provides Internet access as well as access to the databases and library catalog, all within a few steps of the reference librarians. These computers, as well as all other computers in the library, are also equipped with the latest versions of word processing, spreadsheet, and presentation programs. The Periodicals department, with a collection of both print titles and microforms, is located on the fourth floor. Digital reader/printers and photocopying machines are available. The InterLibrary Loan, Special Collections, Rare Book Room, and Library Information Technology are also located on the fourth floor. The circulation desk, reserve collection, and the main book stacks are located on the fifth floor. The Media Center, housing the multimedia collection, media equipment and group viewing rooms, is also on the fifth floor, as is the Library’s Cyber Lab. The Cyber Lab is equipped with computers that provide Internet searching as well as up•-to•-date word processing, spreadsheet, presentation and database programs. The Library’s three “smart classrooms” are also located on the fifth floor. Research materials not in the collection are provided from other libraries in Brooklyn as well as the larger metropolitan area. Interlibrary loan services are available to locate materials throughout New York State and nation-wide. The Library is a member of several consortia, which grant both reading and borrowing privileges to LIU students. The Library is linked electronically to the libraries at other LIU campuses, and shares one catalog – LIUCAT. This resource provides information on all of the more than 2.6 million volumes held by the University. In addition to print materials, the Library has a large collection of electronic books, e-encyclopedias and full- text journals. The Library offers Information Literacy classes and curriculum-integrated instruction. Library faculty and staff are available to help faculty and students with reference questions and research strategies.
Page 21 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013
LEARNING RESOURCES Literacy graduation requirement. Support and appropriate arrangements are available for out-of- Modern Language Center state students or applicants with qualifying Academic Reinforcement Center Stanley J. Zelinski, III, Associate Dean, Director disabilities. Beth D. Meetsma, Assistant Director The Testing Center works collaboratively with Courtney Frederick, Director 718-488-1323 the campus community and supports academic 718-488-1040 The Modern Language Center offers both departments by providing testing and proctoring Location: Pratt, Suite 110 intensive and non-intensive English language services. The office administers the HESI-A2 Hours: Monday – Thursday, 9 a.m. - 8 p.m. programs for international students, immigrants, exam for the Nursing Department, the Teaching Friday, 9 a.m. - 5 p.m. refugees and native speakers of English who wish and Learning Assessment for the School of The Academic Reinforcement Center (ARC) is to improve their language skills. Classes are given education, the ASSET Reading Test for the Higher a learning and resource center that offers tutoring mornings, afternoons and evenings, Monday- Education Opportunity Program, Occupational across the disciplines to undergraduates of LIU Thursday, as well as on Saturday mornings, Therapy, and the English Summer Institute, Brooklyn. Our tutors and administrators represent throughout the year; F-1 (student) visas and Accuplacer tests, and other professional and the academic and cultural diversity of the student financial aid are available for qualified students. certification examinations. body, providing assistance in mathematics, The Modern Language Center is located on the education, business, languages and the humanities, first floor of the Pratt Building, room 122. Writing Center as well as the social, physical and health sciences. We are dedicated to providing students with a Multimedia Language Laboratory Harriet Malinowitz, Director productive learning experience. Tutoring sessions Lynn Hassan, Associate Director are designed to supplement in-class work and Peter Kravsky, Associate Director 718-488-1095 focus on providing opportunity for active learning, 718-780-4568 Hours: Monday-Thursday: 9 a.m.-5 p.m. self-reflection and collaborative study. Tutors, Location: LLC-021 Friday: 9 a.m.-5 p.m. acting as educational mentors rather than The state-of-the-art Multimedia Language Saturday: 10 a.m.-4 p.m. instructors, focus not on teaching content and Laboratory enables students of foreign languages The Writing Center, located in Room H-218, completing homework assignments, but on posing as well as English as a Second Language (ESL) offers one-on-one and small group tutoring to all problems and putting course subjects into practice and to improve their language skills at their own matriculated students. Its mission is to help through critical thinking and re-examination. We pace, either individually or collaboratively, using a students become better writers over time. Tutors offer weekly one-on-one or small-group sessions, full range of interactive language learning work with students at any stage of the writing walk-in tutoring sessions available on a limited software. The Language Laboratory provides a process – understanding an assignment, drafting an basis, online tutoring, targeted group workshops, learning environment where essay, learning more effective reading strategies, study skills support, mid-term & final exam • students can test their comprehension on any developing and supporting arguments, and science review sessions, and assistance with items covered in class, learning how to proofread and edit papers. forming study groups. The English Summer • students can check their understanding of Students may register for ongoing weekly 50- Institute, a 4-week, reading- and writing-intensive grammar and spelling, minute sessions, one-time appointments, or course for pre-freshmen, is also coordinated by the • students can read a variety of material and distance tutoring. In addition, students may ARC between July and August. check their comprehension of vocabulary and schedule one-time appointments and/or on-line content, sessions. The Writing Center also serves as an on- Mathematics Center • students can practice pronunciation and campus resource and reference center for writing listening comprehension through viewing and instruction and works closely with the Writing Dung Duong, Assistant Director hearing material in the target language. Across the Curriculum (WAC) program. Students
718-246-6317 registered at the Writing Center are welcome to The Mathematics Center, located in room M- Testing Center use the dual-platform computer lab.
1105, offers students the opportunity to develop basic mathematics skills required for mathematics Andres Marulanda, Director problem solving, as well as logical and analytical 718-488-1392 thinking by offering the non-credit courses DSM- Location: Pratt, Suite 110 01 and DSM-09. Tutors are available as well as Hours: Monday – Thursday, 9 a.m. - 6 p.m. opportunities to learn how to use software in Friday, 9 a.m. - 5 p.m. personal computers. The Mathematics Center is a The Testing Center is committed to provide a place where students will be able to enhance their nurturing, informative environment for students knowledge and understanding of mathematics. The taking the LIU Brooklyn Placement Examination Center provides help and tutoring for all students or other examinations deemed necessary by the taking freshman level mathematics. Also, University community. The placement individual tutors are available to assist with the use examination is administered on campus or of software applicable to other areas of study – electronically through the Online Writing biology, chemistry, physics, pharmacy - offering Assessment. Our Center supports student success useful tools for a better analysis and understanding by ensuring that entering students are placed in of those disciplines. All students are eligible to appropriate English and Mathematics courses. participate, either voluntarily or upon instructor Other examinations administered by the Center referral. include retests and exemption exams such as the Math 10 and language exams, Ability-to-Benefit exams required for some students for financial aid
and exams to fulfill the core curriculum Computer
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 22 LIU Brooklyn
FACILITIES information and education about lupus. The LCNY renovation that created an extensive performing also provides monthly support groups, one-to-one arts complex also featuring a black box theater, short-term counseling, assistance with accessing dance studios and a glass-enclosed art gallery. Wellness, Recreation & Athletic public programs and services for people with Among other major supporters of the performing lupus. In addition, the LCNY help clients with arts complex are the EAB/Citigroup Foundation, Center (WRAC) referrals to find doctors and other health through LIU Board of Trustees Chair Edward professionals and participates in community Travaglianti, trustees Bruce C. Ratner and Donald This 112,000 square foot facility supports the outreach in order to increase lupus awareness. H. Elliott, the City of New York and the Campus’ 18 Division I Athletic teams, provides a Independence Community Foundation. state-of-the-art workout facility and swimming Residence Life and Housing pool for the Campus Community, and offers a Arnold & Marie Schwartz Gym broad array of health and wellness services to our Rodney Pink, Ed.D., Director students, faculty, and administrators, as well as the 718-488-1046 The Brooklyn Paramount Theater opened on members of the Brooklyn community at large. Fax: 718-488-1548 November 23, 1928. At the time of its opening it The WRAC features a 2,500 seat arena, which E-mail: [email protected] was the second largest theater in New York with hosts the Campus’ Division I basketball and The Office of Residence Life & Housing is 4,500 seats. Once considered the most beautiful volleyball games, high school athletic events, and committed to working with students in order to motion picture theater in the world, it was the first a variety of other special events. The fitness center create an environment that supports and designed theater for movies with sound. Doubling includes state-of-the-art cardio and strength compliments the academic mission of the as a concert hall, many famous musicians such as equipment, and a group exercise studio that University through community development, Ella Fitzgerald, Miles Davis, Duke Ellington, includes free classes such as Pilates, yoga, hip hop student-centered programs, and campus Chuck Berry and Buddy Holly all graced the dance, total body conditioning, Salsa, and abs- engagement. Residents reside in one of our three theater with their musical presence. workout classes. The facility also includes a 25- residential halls. Richard L. Conolly Hall is a 16- In 1962, a transformation began to turn the yard, eight lane swimming pool and a rooftop story building of standard, suite, and apartment historic Paramount Theater into the Arnold and track and tennis courts. spaces for freshmen, sophomore, and junior class Marie Schwartz Athletic Center. Though modified The WRAC encompasses the Health and residents. All Conolly students residing in standard into an Athletic Center, all the original decorative Wellness Institute which provides activities and and suites rooms are required to take the detail on the walls and ceiling were preserved. In programs that promote good health and wellness compulsory Carte Blanche meal plan. Seniors live addition to the preservation of the structure, the behaviors that reduce health disparities and in the Hoyt Street Residence Hall. The Hoyt Street world famous Wurlitzer organ is housed and still improve the quality of life for members of the Residence Hall has suites and apartment spaces. operational underneath the basketball court. The Campus community and the community at large. For the Fall 2011, graduate students will reside in Arnold and Marie Schwartz Athletic Center The Health and Wellness Institute houses one of our new three floor all-apartment residence hall. became home to the LIU basketball and volleyball New York City’s only state-of-the-art HydroWorx All residence areas offer free wireless and cable, squads. Officially opening in 1963, it was the 2000 therapeutic pool, which includes an elevating study lounges, recreation rooms, TV lounges, Blackbird’s home until the opening of the floor to allow for easy access and varied water laundry rooms, 24 hours/day security officers, and Wellness, Recreation and Athletic center in 2006. levels, an underwater treadmill with speeds up to dedicated professional and paraprofessional staff. With the opening of the Wellness, Recreation 8.5 mph, underwater video camera and viewing All residential spaces come with an extra-long and Athletic center in 2006, the Paramount Gym monitors, body weight-support harness system, twin sized bed, desk, desk chair, dresser, micro- has become a multipurpose venue used the by the adjustable temperature control, and jets that propel fridge, wardrobe unit/closet, AC, and personal university for events, shows, dinners, classes and water and can be used to resist movement and to digital safe. intramural sports. Because of its unique history, challenge a person’s balance. majestic ceiling and hand carved wall fixture, the The Harriet Rothkopf Heilbrunn Academic Kumble Theater gym as become a site that outside businesses and Nursing Center is also located in the cellar level of the Brooklyn Community love to use for events. the WRAC. The HRH Academic Nursing Center’s The Kumble Theater for the Performing Arts at mission is to reduce health disparities among high- LIU Brooklyn is a dynamic, state-of-the art risk populations by providing accessible and performance venue serving one of the most diverse affordable, primary, secondary and tertiary campuses and communities in the country. It is prevention activities focusing on risk assessment, designed to nourish artistic exploration and education, counseling, and referral for vulnerable, development by students and other emerging underserved populations in downtown Brooklyn artists while providing the entire community including the students and employees of LIU greater access to an exciting range of Broadway- Brooklyn. The Center provides free health quality, classical and cutting-edge professional screenings, programs to monitor existing health performances. conditions, Mammogram and HIV testing and Impeccably crafted for the dramatic and counseling and support programs. technical demands of dance, music and theatrical The Lupus Cooperative of New York has a productions, this elegant, 320-seat theater provides local office in the WRAC. The Lupus Cooperative finely tuned acoustics and top-tier lighting, of NY (LCNY) is a program of the SLE Lupus projection and other electronic capabilities. With a Foundation and its goal is to improve care for stage featuring a “sprung” floor extending to the people living with lupus. The LCNY helps in seating area, the theater fosters an intimacy getting people with signs and symptoms of lupus between performers and their audiences. diagnosed, properly treated, and supported both This extraordinary theater was made possible emotionally and practically for daily living with through the generosity of LIU Trustee Steven J. this chronic disease. It offers multilingual Kumble. It is part of an ambitious campus
Page 23 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013
SERVICES [email protected] provides hands-on hardware support to all fmrc.liu.edu students.
Department of Information The FMRC provides consulting, design, and Computer Labs programming for custom multimedia applications, Keith Walcott, Computer Labs Manager Technology digitization of educational resources, and provide Library Learning Center, Room 234
and maintain public work spaces created 718-488-1301 Mr. George Baroudi, Vice President for specifically for faculty curricular development use. Information Technology /Chief Business Process The FMRC staff is available for individual There are 9 general purpose labs with over 200 Improvement Officer consultation, and also offer workshops and computers to serve students. Loaner laptops and Dr. Kamel Lecheheb, Deputy CIO/Dean of presentations in the latest uses of technology in the mobile smart carts are also available for student Information Technology LIU Brooklyn classroom. use. Library Learning Center, LLC 227
718-488-1082 General Support My LIU Dr. Delicia Garnes, Associate Dean for Information Technology supports all Information Technology My LIU is the University’s portal which University systems, including Online Student IT Main Office provides students with convenient access to Applications, PeopleSoft Student portals for Library Learning Center, Room 227 information about their records. By logging onto Admissions, Integrated Student Financial Services, 718-488-1082 https://my.liu.edu, students may view the schedule Registrar, Student Online and Faculty Grading [email protected] of classes, register for courses, obtain their grades, Portals, Human Resources, Benefits and Payroll and requests transcripts. They may also view System, the Enrollment Dashboard System, the This office is the hub of all IT operations. It financial aid awards, billing information, make 1Card ID Card System, and the Residential responds to all service calls and provides online payments, accept and decline Federal Loans Housing System (RMS). It also provides business immediate support to all walk-ins. It is also and Federal College Work Study, and make an process analysis of all administrative units. IT responsible for the purchasing, delivery and appointment to see counselors. For more maintains 22,000 internet-capable devices and 850 installation of all computer related equipment information, please visit or contact CSI. analog/digital telephones and 500 Cisco IP phones campus-wide. Also disseminates campus-wide at the LIU Brooklyn network. That includes fiber bulk email. optic and copper infrastructure throughout the Audio Visual Services buildings, firewall and security access, and Robert Barr, Director wireless internet access. It provides off-site Helpdesk 718-488-1348 facilities support to Hanover, Hoyt and Fulton 718-488-1082 Audio Visual Services provides the LIU Street residence halls, Kings County Nursing, [email protected] Brooklyn campus with instructional and Health Center, the Steiner Studios at the Navy interactive technologies designed to engage Yard (Screen Writers Program), Westchester and The Helpdesk dispatches the appropriate students and enrich the learning experience. AVS Rockland campuses. IT also maintains the technician to respond to specific IT issues. The also serves to support on-campus activities and campus’ security camera systems, electronic door technicians are experts in all network, systems, special events, such as LIU’s Open Houses and locks to all Dorms and most classrooms, cafeteria and software, hardware and phone concerns. Discovery Day, by providing sound and cash registers, the Kronos Timekeeper for the multimedia equipment and tech support. AVS also facilities staff, campus videoconferencing and Network and Systems offers duplication services for the transfer from campus plasma displays, electronic and web 718-488-1082 analog to digital media (i.e., VHS to DVD, signage. [email protected] Cassette to CD/MP3, etc). Many classrooms and All sectors have an on-site technician for walk- lecture halls are equipped with state-of-the-art in support. This office manages and maintains the Network technology such as Smart Boards, LCD Projectors Email inquiries sent to [email protected] are infrastructure to ensure the campus internet and Public Address Systems. Other equipment is received by all IT staff to ensure quicker response connectivity 24 hours a day. available by submitting a request form. time.
Telephones AVS offers the following equipment: Center for Student Information (CSI) 718-488-1082 • 32”LCD TVs with DVD/VHS Combo Units Pia Stevens Haynes, Director [email protected] • Multimedia Projection Carts Library Learning Center, Room 301 • Smart Carts [email protected] This office is responsible for all telephone • Overhead Projectors csi.liu.edu systems, coordinates teleconferencing, and • 35mm Slide Projectors The CSI provides technological assistance to manages incoming and outgoing voice systems • Video Cameras (Mini DV, Hard Disk & students as they navigate through their degree campus-wide. FlipCam) programs. They support student portals for • Digital Still Cameras financial services, registration, grades and general Genius Corner • Tripods electronic communications. They also assist with Keith Walcott, Computer Labs Manager • Standing Projection Screens campus employment placement for students. The Louise B’69 and Leonard Riggio Cyber Café, • CD/Cassette Players 1st Floor • Digital Voice Recorders Faculty Media Resource Center (FMRC) 718-488-3039 • Microphones Devabrata Mondal, Director • Smart Room Setups Pratt Building, Room 321 Staffed by student technicians, this resource • Loaner Laptops for use with Smart Boards
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 24 LIU Brooklyn
Training is available, by appointment, on the Develop your industry skills in health and medical use of AV equipment for faculty and students. services while earning your degree at UHMS. Alumni Association Please feel free to call, send inquiries to [email protected] or stop by and see us in Pratt Psychological Services Center Office of Development and Alumni Relations 325. 718-488-1016 Hours: Monday-Thursday, 8 a.m. - 9 p.m. and Linda Penn, Ph.D., Director The Office of Alumni Relations and Friday, 8 a.m. - 5 p.m. 718-488-1266 Development is dedicated to advancing LIU’s At our Psychological Services Center, free and mission of Access and Excellence. Guided by the University Health & Medical confidential personal counseling is offered to University’s strategic priorities, the office nurtures students by supervised doctoral candidates in lifelong relationships with alumni, parents, friends, Services Clinical Psychology. Students experiencing stress and organizations that result in volunteer
in relation to academic, social or family situations engagement and philanthropic support. All Ralphnie Edmond, Director or students who simply feel they are not living up students of LIU Brooklyn become members of the University Health & Medical Services to their full potential for various reasons may Alumni Association upon graduation. There are no 718-246-6455 benefit from speaking to someone at the Center. dues associated with membership. VR Small, University Health Manager Whether stress is interfering with a student’s Alumni Association benefits include the 175 Willoughby Street (entrance on Fleet Place) ability to do his/her best at school or is affecting following: Brooklyn, NY 11201 the student’s family or social life, talking can help. • Assistance with job placement and career Office: 718-246-6456 Except in the rare case of danger to self or other, development through the office of Career Fax: 718-246-6465 no one in or outside the university knows who Services, including access to distance Welcome to University Health and Medical comes to the Center. counseling, job listings, interview and résumé Services (UHMS) your primary resource for The Psychological Services Center is located workshops, and networking programs. healthy living during your college tour. Regardless on the third floor of the Pharmacy Building, right • Membership at the Wellness, Recreation and of your financial situation, we are available to around the corner from the library, in Room L-36 Athletic Center (WRAC) for a nominal fee. assist you in addressing your health and medical and is open on Mondays and Thursdays 9 a.m. to 4 • Access to campus facilities, including the needs. Our mission and motto is "Keeping you p.m., Tuesdays 11 a.m. to 4 p.m., and Fridays 10 library and computer labs with alumni ID card. well, so you can excel!" a.m. to 3 p.m. Students can call to make an • Invitations to LIU Brooklyn special events. Our strategy of good health begin with our new appointment or just stop by. • Subscription to the official LIU Brooklyn partnership with Brooklyn Hospital, through which Alumni e-newsletter, the E-Bridge. we are able to provides an extensive list of • Graduate Admissions Preparedness Program valuable services, conveniently located in Veteran Services (GAPP) Alumni who have held their degree University Towers, 175 Willoughby Street, LIU Brooklyn has a proud and distinguished two years or longer can enroll in undergraduate Ground Floor (enter on Fleet Place), available history of serving its nation’s military veterans and courses tuition free on a space-available basis from 9 am-5 pm, Monday – Friday. We welcome active duty service members. Our supportive and with departmental approval. There is a appointments and walk-ins and most of our cost- community of staff and faculty is dedicated to $200 registration fee per semester and a effective services are covered by your student seeing you succeed in your education, your career lifetime maxim of 12 credits. insurance policy, which currently requires no co- and your life. To accomplish this mission, LIU The Alumni Association encourages all LIU pay! We also offer quick and easy referrals to Brooklyn provides the resources you need to Brooklyn alumni to support the Annual Fund, specialists. This one-stop model places preventive pursue your education while balancing the which provides assistance to LIU students in need services and emergency care at your fingertips, demands of life both inside and outside the through vital financial aid programs. with the quality of care you desire and deserve. classroom. To obtain an alumni identification card, update We are continually upgrading and applying the Our Veterans Task Force is a team of your contact information, or to learn more about best practices to maintain a friendly, safe, and professionals from the Offices of Student benefits and volunteer opportunities, please professional environment ready to meet your Development and Retention (OSDR), Admissions, contact the Office of Development and Alumni health and medical needs. Student Financials and the Registrar ready to help Relations at 718-488-1016 or email We are proud of the cultural diversity of our you learn more about benefits, admission [email protected]. The office is located in students, which also reflects varying health requirements, transfer credits, financial aid, the Zeckendorf Health Sciences building, room practices. To this end, your safety is our primarily academic and career advising, health and wellness 114. concern, and to ensure the overall health of each counseling, support services, tutoring and student student, NYS Public Health Laws, 2165 (MMR activities. We are here to help you access these Requirements) and 2167 (Meningococcal services and assist you every step of the way. For Meningitis) are strictly enforced. We value your additional information from the Veterans Task enrollment at LIU Brooklyn and are here to aid Force please call 718-488-1042. In addition, our you in meeting these requirements. For Veterans School Certifying Official can be reached information about the required policies and at 718-488-1013 or 718-488-1000, ext 1587. procedures, contact us at 718-246-6450 or email us at [email protected]. At UHMS, we want to C.H.A.T (Compliance, Health Information, Access to Services and Talent Opportunities) with you daily. Interested in gaining experience in the health industry, join our extensive team of student workers assigned from work-study, student activities and those participating in our nonpaid student internship.
Page 25 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013
STUDENT LIFE collaborates with University Center officials as societies, and 11 Greek organizations with the well as LIU Brooklyn faculty and administrators to planning, organizing and implementing of each attract funding and resources to the campus, help group's goals and events. In addition, we oversee Cultural Programs and enhance its public image, and facilitate the student media coalition which is comprised of: opportunities for developing new programs, WLIU Radio, a state-of-the-art radio station, Exhibitions services and partnerships for the students it serves. WLIU DJ Mobile Unit, Seawanhaka Newspaper, IASA also oversees all aspects of student Sound Yearbook, and LIU Television. With three galleries, LIU Brooklyn presents affairs activities and direct services to students. It Leadership Training monthly exhibitions of paintings, sculpture, develops partnerships and initiatives that support Student Life provides yearly leadership training photographs, prints, and other art forms by the education of students and advance the for all students involved in student organizations at emerging and established artists. This thriving and university role as a community resource. It is our summer Leadership Retreat with our sister diverse exhibition program, sponsored by the available to assist faculty and staff with program campus, LIU Post, as well as workshops for Visual Arts department, reflects LIU Brooklyn's and grant development, including program/funding secretaries and treasurers. In addition, we have a strong commitment to making an array of visual source matching, technology based funding Student Leadership Academy which is primarily art accessible to both students and the community. searches and capacity building. The main office is designed to train students to be leaders on campus. Gallery spaces include the Salena Gallery, the located in room M-412. Both trainings are augmented by other stand alone Nathan Resnick Showcase Gallery and the trainings, workshops or webinars on specific Humanities Building Gallery. Located in the lobby After School Program - FUN issues like goal-setting, time management, of the Kumble Theater, the glass-enclosed, diversity, friendship and self-esteem, and alcohol elliptically shaped Humanities Gallery showcases (Family UNiversity) awareness, for example. In addition the Avena unique presentations of projects and installation, Lounge, which we oversee, provides Business many of which could not be displayed anywhere Ianthe Jackson, FUN After School Director Management training each semester to employees else. 718-246-6488 of the lounge. Charlotte Marchant, School of Education 718-246-6496 Avena Lounge International Students' Services The Avena Lounge is a student area complete The FUN (Family UNiversity) After School with opportunities for building Business Steve A. Chin, Director Program has been designed to serve financially Management and event planning skills. The lounge Francesca Freeman-Lujan, Assistant Director eligible LIU Brooklyn students and their children. has a game room, kitchen for special events, and a Phone: 718-488-1216 The FUN Program takes place at the Learning wine and beer bar which operates in the evenings Fax: 718-780-4182 Center for Educators & Families (LCEF), a vital from Mondays through Thursdays. Employment E-mail: [email protected] site for inquiry and learning and part of LIU’s opportunities in the lounge also affords students [email protected] School of Education. With support from LIU the ability to hone their leadership skills while The Office of International Students provides Brooklyn and the School of Education, we are able receiving payment. special services to students from abroad and to provide a safe space for children to engage in Evening Recreation Program responds to their unique needs and problems. It community-building, explore their creativity Our dynamic evening recreation program is gives information and sees to it that the resources through arts and literacy based activities, receive multi-faceted ranging from basketball, tennis and available on campus are being used. It also guides help with their schoolwork and eat a healthy African/Caribbean Dance to board games, table and helps students with immigration and personal dinner - leaving parents free to pursue their tennis and X-Box game tournaments. The program matters. All international students are required to education. also sponsors trips to Rangers and Devils Hockey, contact the Office of International Students as Knicks and Nets Basketball, Mets and Yankees soon as possible after registration. Special Student Life and Leadership Baseball, Jets and Giants Football and bowling. orientation programs are given during the Fall and Development Civic and Community Program Spring semesters. The office is a source of Student Life co-hosts at least two workshops reference for international students on F-1, M-1 Karlene Thompson, Director per year on the American Electoral process and the and J-1 visas. M-311, 718-488-1216 importance of being registered to vote and being LIU Brooklyn, under the guidance of the informed about political issues in general. The Office of Institutional director of Student Life and Leadership office registers approximately 400 students per Development, Karlene Jackson Thompson, Advancement & Student Affairs year in our various voter registration drives. In facilitates the development of students, and hones addition, we accommodate students who go to their personal and organizational leadership skills Kim Williams Clark, Esq. Albany to lobby for student financial aid and other by providing opportunities for participation in co- Dean of Institutional Advancement & Student issues pertinent to them. curricular, cultural, social, civic, community and Affairs (IASA) Additionally, the office sponsors a One Good wellness programs. The core values of Student Phone: 718-488-1514; 718-488-1602; 718-488- Deed program which involves a myriad of Life are Leadership, Integrity, Service, 1007 community service projects that include Community, Diversity, Learning, and School Fax: 718-488-1421 fundraising for various benefits such as Haitian Spirit, and we carry out our mission primarily James Cribbs, Grant Writer earthquake relief etc., an alternative Spring Break through our oversight of clubs and organizations, 718-488-1413 trip, several blood drives throughout the year, leadership training programs, evening programs, Our mission is to create a world-class student clothing and book drives, holiday celebrations for civic and community programs and a grant centered environment where individuals of all children in the community and several others. program. socio-economic backgrounds, diverse ethnicities Grants and Funding and gender groups can thrive and develop socially, Student Organizations The Office administers the Campus Activity academically and professionally in their We guide and assist 30 academic student Program Grant, a $2500.00 award given to communities and abroad. To this end, the office organizations, 22 social organizations 19 cultural students who are members of the Campus organizations, 6 religious organizations, 11 honor
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 26 LIU Brooklyn
Activities Program and who engage in leadership related to their disabilities or academically at-risk training, specific co-curricular activities and on- factors that would otherwise not afford students campus job assignments. The Office also offers the educational and future career opportunities graduate assistantships to Graduate students available to them through a degree of higher interested in student leadership training, event education. planning, graphic design, business management Students do need to apply for additional and Accounting, Media, and Evening Program services and/or admission to the program. To find Management. Also, students who are the executive out about services please contact the Office of members of SGA, Seawanhaka, Sound, WLIU Student Support Services at 718-488-1044. Radio and LIU-TV are awarded a percentage of tuition remission which is administered through Student Life. Entering freshmen and all students in good academic standing are eligible to take part in the extra curricular activities program. Activities as well as academics provide a balanced education and are therefore encouraged. Programs offered through the Office of Student Activities are funded by the proceeds of the Student Activity fee. The distribution of the Student Activity Fee promotes a progressive and student-centered program. Applications for the Student Leadership Academy, the Campus Activities Program Grant, and the Student Life Graduate Assistantship are available online at the Student Life page of www.liu.edu, as well as in the Student Life office in M-311. 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 Student Council. Some of the Council’s many duties include allocating of funds to all campus clubs; 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 Council acts as a liaison between the student body and the faculty and administration. Participation Eligibility: All students, including entering freshmen, in good academic standing and not on probation (academic or disciplinary) are eligible to take part in the extracurricular activities program. Intelligently selected activities that round out a liberally based education are encouraged.
SPECIAL PROGRAMS
Student Support Services
Services for Disabled or Academically At-Risk, Low Income, First Generation Students Diana Voelker, Director; (718) 488-1044 Students in need of additional support may investigate the services offered through the Student Support Services Program for physically and/or learning disabled and/or Academically At- Risk first generation low income students. This Federally Funded TRIO program provides students coordinated services to address individual needs
Page 27 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013
RICHARD L. CONOLLY COLLEGE OF LIBERAL ARTS AND SCIENCES
The College of Liberal Arts and Sciences at LIU Brooklyn offers the doctoral degree in clinical psychology, as well as the master’s degree in biology, chemistry, English, media arts, political science, psychology, social science, speech-language pathology, urban studies, master of fine arts degrees in media arts and writing and producing for television and the United Nations certificate program. All degrees and certificates are registered with the New York State Department of Education. The College is named in honor of Admiral Richard L. Conolly, who was the University’s president from 1953-1962. For information, please contact the Dean’s Office at 718-488-1003, fax 718-780-4166, or visit the website at www.liu.edu/brooklyn/clas.
David Cohen Dean [email protected]
Kevin Lauth Associate Dean [email protected]
Maria Vogelstein Assistant Dean [email protected]
Oswaldo Cabrera Assistant Dean [email protected]
Hamid Rahim Assistant Dean [email protected]
Faye Pollack Executive Assistant to the Dean [email protected]
Judy Luu Assistant to the Dean [email protected]
Michell Stanley Administrative Secretary [email protected]
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 28 LIU Brooklyn
ANTHROPOLOGY Anthropology Courses Professor Hittman
Professors Emeriti Carden, Rosenberg ANT 500 Reading In Anthro Associate Professors Hendrickson (Chair), Kim, Independent reading, research and study under the Barton, Ali, Juwayeyi guidance of an anthropology faculty member; topic Associate Professor Emeriti Gritzer, Harwood to be mutually agreed upon in advance. Assistant Professor Emeritus Sherar Credits: 3 Adjunct Faculty: 8 On Demand The Master of Arts degree in Anthropology is not offered at this time, but graduate courses in ANT 510 World Cultures anthropology are offered as part of other This course allows graduate students in any degree departments and programs including the United program to acquire some basic knowledge about the Nations Graduate Program, Urban Studies and comparative analysis of societies and cultures and to Social Science. consider how such knowledge affects their
discipline and/or professional work. Students will
be introduced to some of the key analytical
approaches to culture and society by reading classic
and current writing in anthropology and sociology.
They will be introduced to a set of conceptual tools
for researching, analyzing and comparing cultures
that they encounter in their professional life. They
will be guided in carrying out small-scale, cross-
cultural fieldwork encounters that allow them to try
out ethnographic methods themselves (for example,
observing and participating in a ritual from a
religion other than their own). Along with other
writing assignments, they will complete a term
paper exploring in-depth the ways that cultural
difference affects their professional goals and
activities, and they will develop a set of protocols
for best addressing those realities.
Credits: 3
On Occasion
Page 29 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013
DEPARTMENT OF BIOLOGY pharmaceutical and biotechnology companies, answering comprehensive questions relating to hospitals and federal and state agencies. those seminars that are relevant to their graduate Professors Chung, D. Cohen, Griffiths, Morin Successful graduates also may choose to enter courses.
(Chair), Serafy medical, osteopathic, veterinary or dental schools The following courses are required for the Professors Emeriti Carito, Curley, Hammerman, to obtain professional degrees. In addition, Hirshon, Polak, Smith, Rothwell, Wendt students can choose from a wide variety of health Biology, Microbiology, Master of Science Associate Professors Birchette, DePass, Haynes, related fields, such as physical therapy, nursing, plan Kovac, Marsh, genetic counseling, radiologic technology, to name The following courses are required: Associate Professors Emeriti Dowd, McKenna a few. Biology majors are encouraged to develop BIO 536 Laboratory in 1.00 Assistant Professors Kwak, Kwon, Leslie, Molina, specific career objectives while pursuing their Bacteriological and Tello, Vogelstein graduate studies. Departmental advisers will assist Molecular Techniques Instructor Peckham students in exploring career possibilities and in BIO 537 Laboratory in 1.00 Adjunct Faculty: 14 devising a personalized plan of study that will best Biochemistry and At the graduate level, the Biology Department prepare them for their career goals. Computer Use offers the M.S. in Biology which offers Admission Requirements concentrations in molecular/cellular biology, To be admitted to this program you must: BIO 620 Biochemistry 3.00 • Have completed a Bachelor’s Degree with a microbiology and medical Microbiology. Our core The following courses are required: of 16 full-time faculty members augmented by grade-point average of 3.0 or greater BIO 641 Advanced Microbiology 3.00 over 14 adjuncts provides students with unrivaled • Have completed at the undergraduate level (1) expertise in a wide variety of subject areas six advanced courses in biology, (2) one year of BIO 642 Advanced Microbiology 4.00 including molecular and cellular biology, college mathematics including at least one BIO 695 General Virology 3.00 bioinformatics, ecology, evolution, microbiology, semester of calculus, (3) one year each of genetics, ornithology and marine biology. The goal inorganic and organic chemistry, and (4) one The student must complete either Option A or of the Department is to provide a challenging and year of college physics. Deficiencies in any of Option B in order to satisfy the requirements stimulating curriculum that fosters critical thinking these qualifications may be removed during the for the Biology, Microbiology; Master of and promotes scientific curiosity on current topics first year of graduate study without credit. Science plan. in the biological sciences. • International students: (1) Must complete the The minimum unit requirement for the Biology, equivalent of a four-year bachelor’s degree. (2) Microbiology; Master of Science Option A plan is Submit all records translated into English and as follows: M.S. in Biology have the original record, or copies of the If the student is completing the Thesis Track original, certified or attested to by an official of (Option A), a minimum of 30 units are required. The M.S. in Biology is designed to prepare the school issuing the record, or by the In addition to the required courses listed above students for graduate or professional studies as Consulate/Ministry of Education of the issuing (15 units), the following Thesis courses are well as for entering the job market. Students country. (3) Submit a course-by-course required if completing Option A: choose from one of three concentrations: evaluation, completed by an acceptable BIO 707 Research and Preparation 3.00 molecular/cellular biology, microbiology or international credential evaluation agency, for of the Thesis medical microbiology. For each concentration a all transcripts/marksheets from colleges or BIO 708 Research and Preparation 3.00 student chooses one of two pathways to complete universities outside of the United States. (4) of the Thesis the degree: (1) complete a research project under Submit an official copy of the Test of English the advisement of one of the faculty members, and as a Foreign Language (TOEFL) administered If the student is completing Option A, in write and successfully defend a thesis based upon by the Educational Testing Service or the addition to the 21 units of required courses (see that research; or (2) take a comprehensive International English Language Testing System above) a total of 9 units are required of electives examination based upon the course work (IELTS) examination. from Graduate Biology courses: completed. Each concentration has a set of • Transfer students must present an overall BIO 500-599 all BIO required core courses (see Course of Study) which grade-point average of 3.0 and submit official SUBJECTs the student must complete; additional course work transcripts for the attended college(s) listed in catalog is completed from elective classes. • Submit a completed application to the Office of BIO 600-699 all BIO Students who elect to complete a thesis must Admissions (see Submitting an Application for SUBJECTs complete a total of 30 credits (core plus electives). Admission) listed in catalog Students who elect to take the comprehensive Submitting an Application for Admission examination must complete a total of 36 credits All applicants must apply for admission to LIU BIO 700-799 all BIO (core plus electives). For qualified students, Brooklyn. Please apply online at My LIU or use SUBJECTs financial aid packages are available in the form of the Apply Now link in the top navigation bar. For listed in catalog teaching and graduate assistantships. These more information on the admissions process, visit Internship maximum of 6 assistantships provide a stipend for the student and the Office of Admissions Web site. units cover the cost of tuition for up to 12 credits per Fully matriculated students may begin their semester. Students can receive these assistantships research projects after defending their thesis The minimum unit requirement for the Biology, for a maximum of four semesters. proposals before a committee of graduate biology Microbiology; Master of Science Option B plan A Master of Science degree can be used as a faculty. An oral defense of the completed thesis is as follows: steppingstone for multiple career paths. Students before a committee of the graduate faculty of the If the student is completing the Comprehensive may further their scientific pursuits by continuing department is required. Exam (Option B), a minimum of 36 units are on to earn a Ph.D. in the biological sciences. All graduate students are required to attend the required. Alternatively, students may enter the work force regularly scheduled seminars given by the Biology If the student is completing Option B, in and be employed in research laboratories in Department. Students will be responsible for addition to the 15 units of required courses (see
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 30 LIU Brooklyn above) a total of 21 units are required of electives required: above) a total of 9 units are required of electives from Graduate Biology courses: If the student is completing Option B, in from Graduate Biology courses: BIO 500-599 all BIO addition to the 27 units of required courses (see BIO 500-599 all BIO SUBJECTs above) a total of 9 units are required of electives SUBJECTs listed in catalog from Graduate Biology courses: listed in catalog BIO 500-599 all BIO BIO 600-699 all BIO BIO 600-699 all BIO SUBJECTs SUBJECTs SUBJECTs listed in catalog listed in catalog listed in catalog BIO 600-699 all BIO BIO 700-799 all BIO BIO 700-799 all BIO SUBJECTs SUBJECTs SUBJECTs listed in catalog listed in catalog listed in catalog BIO 700-799 all BIO Internship maximum of 6 Internship maximum of 6 SUBJECTs units units listed in catalog The following courses are required for the The minimum unit requirement for the Internship maximum of 6 Biology, Medical Microbiology; Master of Biology, Molecular-Cellular Biology; units Science plan. Master of Science Option B plan is as The following courses are required: The following courses are required for the follows: BIO 536 Laboratory in 1.00 Biology, Molecular-Cellular Biology; If the student is completing the Comprehensive Bacteriological and Master of Science plan. Exam (Option B), a minimum of 36 units are Molecular Techniques The following courses are required: required. BIO 536 Laboratory in 1.00 If the student is completing Option B, in BIO 537 Laboratory in 1.00 Bacteriological and addition to the 15 units of required courses (see Biochemistry and Molecular Techniques above) a total of 21 units are required of electives Computer Use from Graduate Biology courses: BIO 537 Laboratory in 1.00 BIO 620 Biochemistry 3.00 BIO 500-599 all BIO Biochemistry and SUBJECTs All of the following courses are required: Computer Use BIO 641 Advanced Microbiology 3.00 listed in catalog BIO 620 Biochemistry 3.00 BIO 642 Advanced Microbiology 4.00 BIO 600-699 all BIO The following courses are required: SUBJECTs BIO 695 General Virology 3.00 BIO 550 Molecular and Cell 2.00 listed in catalog Biology BIO 697 Medical Microbiology 3.00 BIO 700-799 all BIO BIO 551 Molecular and Cell 2.00 BIO 698 Medical Microbiology 4.00 SUBJECTs Biology Laboratory listed in catalog BIO 703 Seminar in Microbiology 1.00 Of the following courses only one is required: Internship maximum of 6 BIO 704 Seminar in Microbiology 1.00 BIO 612 Cytology: The Nucleus 3.00 units Of the following courses only one is required: BIO 613 Cytology: The Cytoplasm 3.00 BIO 647 Immunology 4.00 Of the following courses only one is required: BIO 648 Immunology 3.00 BIO 609 Human Genetics 3.00
The student must complete either Option BIO 631 Genetics 3.00 A or Option B in order to satisfy the The student must complete either Option requirements for the Biology, Medical A or Option B in order to satisfy the Microbiology; Master of Science plan. requirements for the Biology, Molecular- The minimum unit requirement for the Biology, Cellular Biology; Master of Science plan. Medical Microbiology; Master of Science The minimum unit requirement for the Biology, Option A plan is as follows: Molecular-Cellular Biology; Master of Science If the student is completing the Thesis Track Option A plan is as follows: (Option A), a minimum of 30 units are required. If the student is completing the Thesis Track In addition to the required courses listed above (Option A), a minimum of 30 units are required. (27 units), the following Thesis course is required In addition to the required courses listed above if completing Option A: (15 units), the following Thesis courses are BIO 707 Research and Preparation 3.00 required if completing Option A: of the Thesis BIO 707 Research and Preparation 3.00 The minimum unit requirement for the of the Thesis Biology, Medical Microbiology; Master of BIO 708 Research and Preparation 3.00 Science Option B plan is as follows: of the Thesis If the student is completing the Comprehensive Exam (Option B), a minimum of 36 units are If the student is completing Option A, in addition to the 21 units of required courses (see
Page 31 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013
Biology Courses BIO 508 The Biology of Cancer per week. Prerequisite: An undergraduate degree A general survey in oncology. Lectures address the in Biology. historical perspective of cancer research, the Credits: 1 BIO 503 Evolution definition and classification of tumors, the Every Spring A study of the basic concepts and principles of epidemiology of human cancer, gene regulation and evolutionary biology, beginning with a brief history differentiation in normal and tumor cells, BIO 541 Special Topics in Biology of evolutionary thought, followed by the characteristics of transformed malignant cells, the A presentation of subjects of unusual and current fundamental concepts of evolutionary genetics, biology of tumor metastasis, host transformed interest. Two hours of lecture per week, including adaptation and natural selection. Additional topics malignant cells, the origins of human cancer, and selected demonstrations plus term papers. Course include molecular evolution and systematics, the cancer therapy. Two hours of lecture per week plus may be repeated. origins of biological diversity, and paleobiology and term paper. Prerequisite: General background in Credits: 3 macroevolution. The primary emphasis will be on Biology and Chemistry. On Demand concepts with a major goal to impart some Credits: 3 BIO 543 Current Topics in Biology understanding of the methods used in evolutionary Cross-Listings: BIC 508, BIO 508 This course is a one-day conference on a current investigations: the kinds of observations and Alternate Fall and interesting biological topic, covering a wide experiments that are used, the facts that are range of biological disciplines. Each year the topic is observed and inferred, and the kinds of reasoning BIO 531 Neurochemistry chosen for its timeliness. Speakers who are experts used to develop and test hypotheses. Concepts are A discussion of the morphology, biochemical in their particular field are invited to speak and to reinforced through independent trips to the composition, metabolism, physiology and suggest several pertinent papers. Students are American Museum of Natural History. Two hours pharmacology of the nervous system. The course required to write a paper that presents an overview of lecture per week plus a term paper. Prerequisite: begins with the general principles of synaptic of the topic and then synthesizes the information An undergraduate major or minor in biology. A transmission and deals in depth with several of the from the talks and papers. course in genetics is strongly recommended. neurotransmitter systems in terms of biosynthesis of Credits: 1 Credits: 3 the transmitter, storage, release, inactivation in the synapse, and receptor types and how they mediate Every Spring Every Fall their signals in the postsynaptic cells. Also included BIO 550 Molecular and Cell Biology BIO 504 Evolution and Human Development are discussions on aging and development in the An advanced course in the molecular biology of This course explores the evolution of humans nervous system, drug addictions, and the role of eukaryotic gene structure and regulation, with within a broad comparative and theoretical various dietary nutrients on nervous system emphasis on mammalian cell and developmental framework involving molecular genetics, gross and function. (Same as BIO and BIC 531). Two hours biology and genetics. Biochemical and biophysical microscopic anatomy, embryology, human and non- of lecture per week. Offered on occasion. studies of nucleic acids, chromatin and human paleontology, ecology, and macro-/micro- Prerequisite: At least one semester of Biochemistry. chromosome structure, somatic cell and evolutionary processes. An overview of current Credits: 3 immunogenetics; DNA sequence organization and primate taxonomy and its attendant problems is Cross-Listings: BIC 531, BIO 531, CHM 531 cell developmental biology are all considered. Two followed by a brief consideration of our earliest On Occasion hours of lecture per week. Prerequisite: Biology primate ancestors before proceeding to a 161 or permission of the instructor. comprehensive examination of subsequent ‘human’ BIO 536 Laboratory in Bacteriological and Credits: 2 precursors and several controversies regarding the Molecular Techniques A laboratory course that introduces students to the Every Fall rise and distribution of modern human basic methods in bacteriology and molecular populations. Two hours of lecture per week plus BIO 551 Molecular and Cell Biology Laboratory biology. The first seven weeks deal with such term paper. Prerequisite: An undergraduate major An advanced laboratory course in the molecular bacteriological techniques as pure cultures, sterile or minor in biology which includes at least one biology of eukaryotic cells. Laboratory instruction technique, metabolism and growth of bacteria. The upper level course in human anatomy and may include RNA isolation and analysis, protein second seven weeks introduce the basic techniques physiology. BIO 503 is strongly recommended. expression and purification, protein-protein in molecular biology, including isolation of plasmid Credits: 3 interaction, DNA-mediated gene transfer and and chromosomal DNA, cloning, transformation, Every Spring microcomputer analysis of DNA sequence gel electrophoresis of nucleic acid, and PCR. Two databases. Two two-hour laboratory sessions per BIO 505 Introduction to Biostatistics hours of laboratory per week. Prerequisite: An week. This course is designed for graduate students in the undergraduate degree in Biology. The co-requisite of Biology 550 is required. biological or health related sciences with the Credits: 1 Credits: 2 objective of enabling them to understand and apply Every Fall Every Fall the theories underlying the techniques of point and BIO 537 Laboratory in Biochemistry and interval estimation, hypothesis testing, regression BIO 554 Principles of Molecular Pharmacology Computer Use analysis and the design of experiments. In the Molecular pharmacology is the study of drug A laboratory course that introduces students to main, the course will focus on the analysis of function at a molecular level. A major focus of this basic methods in biochemistry and to the biostatistical, pharmaceutical and clinical trial data course involves the exploration of the molecular applications of computers to research and thesis and will be motivated by solving problems in many mechanisms of drug action and metabolism. preparation. The first seven weeks deal with diverse areas of applications in the biological and Research on drugs from the major therapeutic areas chromatography, electrophoresis, enzymology, radio pharmaceutical realm. Two hours of lecture per will be studied. The mechanisms of both intended isotopes and spectroscopy. The second seven weeks week. Pre-requiste: MTH 30. effects and side effects will be reviewed. New introduce students to the Science Division Credits: 3 approach to drug discovery will be considered, with computer laboratory; that is, how to use the World Cross-Listings: BIO 505, MTH 505 a focus on the molecular basis of drug function as a Wide Web/Internet and how to use computers to Every Spring key to drug identification. There will be an analyze and present data. Two hours of laboratory assigned paper on the molecular mechanism,
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 32 LIU Brooklyn distribution, and function of a selected drug group. with their receptors. Knowledge-based approaches Course includes a computer laboratory. Two hours Two hours of lecture per week plus term paper. to drug discovery are analyzed as well. Two hours of of lecture per week plus term paper. Pre-requisites: Chemistry 121 and 122. lecture per week plus term paper. Prerequisites: Credits: 3 (Biochemistry would be helpful but is not required). Undergraduate biochemistry. Every Spring Credits: 3 Credits: 3 Alternate Spring Alternate Spring BIO 620 Biochemistry The course examines the synthesis and degradation BIO 602 Conservation Biology BIO 612 Cytology: The Nucleus of cellular macromolecules in prokaryotic and Conservation Biology is a study of the diversity of A detailed treatment of the structure and function mammalian systems. Topics include the structure of life and threats to that diversity. This course will of the cell, with particular attention directed toward macromolecules and sugar, lipid and amino acid include introductory topics that are the foundation the chromosome and its composition, structure and metabolism. Emphasis is placed on the regulation, for the field, issues at the levels of populations, conformation during the cell cycle. Regulation of integration, and organ specialization of the communities and ecosystems, and end with the nuclear events by extracellular ligands and metabolic pathways. Two hours of lecture per week practical application of conservation biology in a cytoplasmic signalling pathways are discussed. Two plus term paper. real and complex world. Specific topics to be hours of lecture per week plus collateral reading Credits: 3 investigated are: the meaning and ethics of and a term report. Every Fall conservation and biodiversity, the recognition of Credits: 3 species in danger of extinction (using techniques of On Occasion BIO 622 Effective Communication in Science population genetics and ecology, biogeography and Students will develop creative and imaginative systematics), and preservation of species. The BIO 613 Cytology: The Cytoplasm means to produce a presentation. A highlight of course will consist of lectures, class discussions of An investigation of the organization and structure the course will be when students present a seminar original research and review papers, and a research of the cytoplasm, including a detailed treatment of to the class. The means and needs for producing a paper and presentation. Two hours of lecture per cell organelles and their activities and interactions. visually pleasing poster and power point week plus two field trips and a term paper. The molecular and biochemical relationship among presentation, which holds interest, will be covered. Credits: 3 all cellular components is stressed. Two hours of The course will prove of benefit to the student Alternate Spring lecture per week plus a term paper. whether they follow a research career or work for Credits: 3 industry as in both circumstances the skills they BIO 607 Neuroanatomy Every Spring learn will prove of great usefulness. Two hour A study of the organization of the human central lecture per week plus term paper. nervous system. Emphasis is placed on the BIO 615 Bioinfomatics Credits: 3 structures and organizations of the brain and spinal The course covers modern approaches to analysis of Every Fall cord and on the cranial nerves, with additional the vast quantities of data generated by current material on the cranium and spinal column, the biological studies. Advanced statistical methods are BIO 623 Molecular Genetics of Bacteria and meninges, the blood supply, embryonic explored including Bayesian approaches. The uses Phage development, and histology of the central nervous of DNA sequence comparisons are explored. Finally Overall objective of this course is to offer a system. Two hours of lecture per week. the structural role of proteins in health and disease comprehensive vision of molecular genetics of Prerequisite: General Biology. A course in anatomy are covered and a statistical framework to explain prokaryotic microorganisms including Bacteria, is recommended. structural features is developed. Three hours of Archaea, and Bacteriophages. This course is suited Credits: 3 lecture per week for advanced undergraduate and graduate students. Every Fall Credits: 3 Emphasis of the course will be placed on the Every Fall molecular aspects of bacterial chromosomes, BIO 609 Human Genetics transformation, conjugation, transduction (lytic and A basic course in the principles of human genetics BIO 616 Biology of the Blood and Bone Marrow lysogenic phages), genetic recombination, and and molecular biology. Lecture topics include This course presents an overview of hematology, global regulatory mechanisms in prokaryotic structure of the human chromosome; techniques in including the structure and function of microorganisms. This course will also include a molecular biology and cytogenetics; structures of erythrocytes, leukocytes andplatelets, and their laboratory session to practice the lecture subjects. chromosomal abnormalities; abnormal development in the bone marrow. Mechanisms of Two hours of lecture and three hours of laboratory chromosomes in humans and their related diseases; normal and abnormal hemostasis (blood per week. Prerequisites: BIO 101, BIO 109, BIO karyotype analysis; inheritance patterns of human coagulation) will be covered. Recent findings in 126, BIO 128 or other lower-level microbiology- diseases; mapping human chromosomes; and normal and in pathologic states will be discussed. related courses. human gene isolation. Two hours of lecture per Two hours of lecture per week plus a term paper. Credits: 4 week plus term paper. Credits: 3 Every Spring Credits: 3 On Occasion
Alternate Fall BIO 629 Molecular Biology of Infectious Diseases BIO 619 Structural Biology A study of the mechanisms used by infectious BIO 611 Signal Transduction and Pharmacology The course examines the structure of biological organisms to infect their hosts and to evade the A study of the mechanisms by which molecules and molecules with a focus on proteins. The synthesis, hosts immune response and the response by the drugs affect biological processes. Signaling on the folding of protein families and the structural motifs host to the infectious organism. Topics include life organismal, cellular and molecular levels is of proteins are studied. Tools for the determination cycles of relevant organisms, protein receptor described, with an emphasis on establishing a firm and prediction of protein structure are presented binding, antigenic variation, antigen presentation foundation of understanding of important signaling from the perspective of the investigator who needs and antibody/T-cell receptor diversity. Emphasis is systems in biology. Molecular and genetic aspects of to judge the quality of available data. A major focus on the molecular mechanisms of such processes. intracellular signal transduction are explored in is the area of structural genetics: understanding Two hours of lecture per week plus term paper. depth. Topics also include quantitative and how changes in protein structure induced by Credits: 3 qualitative treatment of the interaction of ligands mutation lead to genetic dysfunction and disease. Alternate Spring
Page 33 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013
Credits: 4 Credits: 3 BIO 630 Systematic Biology Every Spring Every Fall Concepts, principles, and methods of comparative biology as they apply to inference of evolutionary BIO 648 Immunology BIO 698 Medical Microbiology relationships among organisms. Laboratory A study of the basic principles of immunology, Second semester of a two semester sequence (BIOs exercises and discussions of relevant literature are including antigens and their reactions, antibodies 697 & 698)A study of microbial-human host used to reinforce the concepts learned during and their properties, the cells and tissues of the interrelationships, with particular attention to the lectures. Two hours of lecture and three hours of immune system, tolerance, and the specificity and transmission, pathogenicity, and principles of laboratory per week plus term paper. Prerequisite: molecular biology of the immune response. Two immunity of infectious diseases, especially those of A course in Evolution and Genetics. hours of lecture per week plus term paper. bacterial origin. Emphasis is placed on the newest Credits: 4 The pre-requisite of BIO 604 is required. approaches to the detection, isolation and On Occasion Credits: 3 identification of the organisms implicated in the Every Fall disease process. Two hours of lecture and one three- BIO 631 Genetics hour laboratory per week. Prerequisites: BIO 697 or A comprehensive review of modern genetics with BIO 661 Endocrinology approval of Department Chair. an emphasis on recent approaches. One major An exploration of the development, structure and The pre-requisites of BIO 603, 604, 641 and 642 theme is genomics, gene mapping and discovery; function of the endocrine system: how hormones are required or approval of the Department Chair. another is use of functional genetics to understand act as regulators of growth and metabolism by Credits: 4 gene function and complex processes in model affecting activity of target cells and tissues. Using a Every Spring organisms. Two hours of lecture per week plus term combination of lecture, interactive questioning and paper. Prerequisites: An undergraduate major in microscope or Kodachrome slides, basic anatomy is BIO 701 Seminar in Biology Biology or equivalent and knowledge of the correlated with the physiology, regulation and A presentation of selected topics in biological fields fundamental principles of genetics. effects of secretions. Homeostasis and by members of the graduate faculty and visiting Credits: 3 pathophysiology are discussed. Two hours of lecture guest speakers. This course may be taken for credit, Every Spring per week plus term paper. but it is required that all Biology majors attend. Credits: 3 Subject matter changes each semester. May be BIO 632 Developmental Biology On Occasion repeated for credit. One hour per week. A review of the current concepts and experimental Credits: 1 evidence regarding developmental phenomena. BIO 692 Molecular Biology Every Fall Special emphasis is placed on the molecular biology A detailed look at the biosynthesis of DNA and and genetic control of selected phases and processes RNA, the genetic code, and the mechanisms of BIO 702 Seminar in Biology of animal development. Two hours of lecture per protein biosynthesis. The application of molecular A presentation of selected topics in biological fields week plus collateral readings and term paper. biology techniques to current research problems is by members of the graduate faculty and visiting Prerequisite: A college course in Embryology or the explored. Two hours of lecture per week plus term guest speakers. This course may be taken for credit, equivalent; a college course in Genetics is paper. but it is required that all Biology majors attend. recommended. Credits: 3 Subject matter changes each semester. May be Credits: 3 Alternate Spring repeated for credit. One hour per week. On Occasion Credits: 1 BIO 695 General Virology Every Spring BIO 641 Advanced Microbiology A consideration of such topics as physico-chemical First semester of a two semester sequence (BIOs characteristics, identification, genetics, and BIO 703 Seminar in Microbiology 641 & 642). Presentations on the anatomy and immunology of viruses. Molecular biology of virus- Meetings conducted by the members of the staff to physiology of various prokaryotic and eukaryotic host interaction is emphasized. Representative consider current research and problems in the area microorganisms. Emphasis is placed on the studies of animal, bacterial, and plant viruses are of Medical Microbiology and related fields. composition, structure and function of cellular emphasized to illustrate fundamental aspects of Participants include staff members, students and organelles, enzyme localization, molecular viral replication, cell susceptibility, and cell invited guests. All students registered in the mechanisms of action of antimicrobial agents, and response to viral infection. Two hours of lecture per program must attend. One hour per week. selected topics of current interest in microbial week plus collateral readings and term paper. The co-requisites of BIO 697 and 698 are required. physiology. Two hours of lecture per week plus Credits: 3 Credits: 1 collateral readings and term paper. Prerequisite: Every Spring Every Fall Microbiology. Credits: 3 BIO 697 Medical Microbiology BIO 704 Seminar in Microbiology Every Fall First semester of a two semester sequence (BIOs Meetings conducted by the members of the staff to 697 & 698). A study of microbial-human host consider current research and problems in the area BIO 642 Advanced Microbiology interrelationships, with particular attention to the of Medical Microbiology and related fields. Second semester of a two semester sequence (BIOs transmission, pathogenicity, and principles of Participants include staff members, students and 641 & 642). Presentations on the anatomy and immunity of infectious diseases, especially those of invited guests. All students registered in the physiology of various prokaryotic and eukaryotic bacterial origin. Emphasis is placed on the newest program must attend. One hour per week.. microorganisms. Emphasis is placed on the approaches to the detection, isolation and The co-requisites of BIO 697 and 698 are required. composition, structure and function of cellular identification of the organisms implicated in the Credits: 1 organelles, enzyme localization, molecular disease process. Two hours of lecture per week plus Every Spring mechanisms of action of antimicrobial agents, and term paper. Two hours of lecture and one three- selected topics of current interest in microbial hour laboratory per week in the Spring semester. BIO 705 Seminar in Molecular Biology physiology. Two hours of lecture and three The pre-requisites of BIO 603, 604, 641 and 642 Research presentations by students on current laboratory hours per week. Prerequisite: BIO 641. are required or approval of the Deparment Chair. topics in molecular biology. Faculty discuss their
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 34 LIU Brooklyn research interests with students. One hour per week. Credits: 1 On Occasion
BIO 706 Seminar in Molecular Biology Research presentations by students on current topics in molecular biology. Faculty discuss their research interests with students. One hour per week. Credits: 1 Every Spring
BIO 707 Research and Preparation of the Thesis Open only to matriculated students with approval of Department Chair. Selection, supervision and completion of the thesis topic. Pass/Fail only. Credits: 3 Every Fall, Spring and Summer
BIO 708 Research and Preparation of the Thesis Selection, supervision and completion of the thesis topic. Pass/Fail only. Open only to matriculated students with approval of Department Chair. Credits: 1 to 3 Every Fall, Spring and Summer
BIO 709 Independent Study Prerequisites: 12 credits toward the master's degree; specific course prerequisites to be determined by faculty supervisor. Credits: 1 to 3 On Demand
BIO 710 Independent Study Prerequisites: 12 credits toward the master's degree; specific course prerequisites to be determined by faculty supervisor. Credits: 1 to 3 On Demand
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DEPARTMENT OF research resulting in an acceptable thesis and 10 M.S. in Chemistry credits of graduate Chemistry courses, for a CHEMISTRY AND total of 30 credits.
BIOCHEMISTRY The M.S. program in chemistry offers a choice of several areas of concentration: organic Senior Professor Zavitsas chemistry, inorganic chemistry, analytical Professors Bensalem, Chung, Danziger, Lawrence, chemistry, polymer chemistry, biochemistry and Siegel, Shedrinsky, Watson theoretical chemistry. This program is designed to Professors Emeriti Ferraro, Hirschberg, Huang, prepare students for entry into the broad areas of Loscalzo, Reidlinger, Rogers, Chawla research and development, to strengthen students’ Associate Professors Bhattacharjee, Donahue, preparation for further study or to allow for a Luján-Upton, Matsunaga, Schnatter, Vasanthan concentration in chemistry necessary for inter-area (Chair) study in fields such as biology and pharmacy. Assistant Professor Gough Graduate assistantships are available on a limited Adjunct Faculty: 10 basis. The graduate offerings of the Department of Admission Requirements Chemistry and Biochemistry are designed to To be admitted to this program you must: enhance the knowledge of the professional • Have completed one year of undergraduate chemist, to prepare students for entry into the study in each of the following subjects: broad areas of research and development, to calculus, physics, introductory (inorganic) strengthen students’ preparation for further study, chemistry, analytical chemistry, organic or to allow for a concentration in chemistry chemistry and physical chemistry.* necessary for inter-area study in fields such as • Submit a completed application to the Office of biology and pharmacy. Admissions (see Submitting an Application for Admission). *Deficiencies must be removed during the first year of graduate study. No graduate credit will be awarded for such compensatory work. Submitting an Application for Admission All applicants must apply for admission to LIU Brooklyn. Please apply online at My LIU or use the Apply Now link in the top navigation bar. For more information on the admissions process, visit the Office of Admissions Web site.
Degree Requirements The following courses are required of all candidates for the Master of Science degree in Chemistry: Course Cr.
CHM 503 Advanced 4
Inorganic
Chemistry
CHM 606 Advanced 3 Physical Chemistry
CHM 525 Instrumental 4
Methods of
Analysis
CHM 621 Advanced 3 Organic Chemistry I In addition, degree candidates must select one of the following two options: 1. An additional 18 graduate credits from among the courses offered by the Chemistry and Biochemistry Department, for a total of 32 credits. Candidates must also either pass a comprehensive examination or submit an acceptable library research paper assigned by the department. 2. An additional six credits of registration in thesis
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 36 LIU Brooklyn
Chemistry Courses ocean energy, with an emphasis on the impact of Credits: 3 those energy sources on the environment. On Occasion Discussions of toxicology as it relates to CHM 503 Advanced Inorganic Chemistry environmental pollutants are conducted. CHM 701 Seminar in Chemistry A study of such selected topics in inorganic Credits: 3 A presentation of selected topics in the branches of chemistry as the nature of the chemical bond, acid- On Occasion chemistry, with attention to recent literature. One based theories, reaction kinetics and mechanisms, one-hour conference. Attendance mandatory for all coordinating -- their theories and structure. Two CHM 606 Advanced Physical Chemistry matriculated students. Pass/Fail only. lecture hours and four laboratory hours. A review of advanced topics in physical chemistry Credits: 1 Credits: 4 and their applications in thermodynamics, kinetics Every Fall
Every Fall and quantum mechanics. Credits: 3 CHM 702 Seminar in Chemistry CHM 525 Instrumental Methods of Analysis Every Spring A presentation of selected topics in the branches of A hands-on approach to instrumental analysis and chemistry, with attention to recent literature. One its application to research. Students use several CHM 621 Advanced Organic Chemistry I one-hour conference. Attendance mandatory for all analytical techniques, including voltammetry and A study of the major classes of organic reactions matriculated students. Pass/Fail only. polarography; high performance liquid with respect to their applications to synthesis, their Credits: 1 chromatography (HPLC); gas chromatography mechanisms and methods for determining them, Every Spring
(GC); uv-visible and infrared spectrophotometry; and the effect of structure on reactivity. Bonding CHM 707 Research and Preparation of Thesis atomic absorption spectroscopy; and proton and structure, stereochemistry, molecular Open only to matriculated students with approval magnetic resonance spectroscopy. Students are also conformation, stereoelectronic effects, substitution, of the Chair The assignment of a thesis problem to encouraged to use the computer for data analysis addition and elimination reactions, reactions of each student for investigation. Original laboratory and presentation. One-hour lecture and six-hour enolates, carbonyls and free radicals. work is required. Pass/Fail only. laboratory. Credits: 3 Credits: 3 The pre-requisite of CHM 503 is required or Every Fall Every Semester permission from the Department. CHM 622 Advanced Organic Chemistry II Credits: 4 The emphasis is on synthetic applications and total CHM 708 Research and Preparation of Thesis Every Spring Open only to matriculated students with approval synthesis. Oxidations and reductions, of the Chair The assignment of a thesis problem to CHM 531 Neurochemistry cycloadditions and rearrangements, aromatic each student for investigation. Original laboratory A discussion of the morphology, biochemical substitutions, carbon-carbon bond forming 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. Credits: 3 Every Semester begins with the general principles of synaptic transmission and deals in depth with several of the On Occasion CHM 709 Research and Preparation of the Thesis neurotransmitter systems in terms of biosynthesis of CHM 623 Organo-metallic Chemistry Prerequisite: Chemistry 708 the transmitter, storage, release, inactivation in the A study of synthesis and properties of - and p If the student''s thesis is not accepted by the synapse, and receptor types and how they mediate bonded organo-metallic complexes. Oxidative Department during the semester in which the their signals in the postsynaptic cells. Also included addition, reductive elimination, insertion and student is registered in CHM 708, the student will are discussions on aging and development in the elimination reactions, nuclophillic and be required to register in the appropriate thesis nervous system, drug addictions, and the role of electrophillic additions and abstractions are course in each successive semester until the thesis is various dietary nutrients on nervous system considered, as are synthetic and catalytic aspects of accepted by the Department. Pass/Fail. One credit function. (Same as BIO and BIC 531). Two hours organo-metallic chemistry. Biological applications per semester. of lecture per week. Offered on occasion. and environmental aspects of organo-metallic Credits: 1 Prerequisite: At least one semester of Biochemistry. compounds are also examined. Prerequisite: CHM Every Semester Credits: 3 621. Cross-Listings: BIC 531, BIO 531, CHM 531 CHM 709X Research and Preparation of the Credits: 3 On Occasion Thesis On Occasion If a student''s thesis in not accepted by the CHM 541 Special Topics in Chemistry CHM 626 Polymer Chemistry Department during the semester in which the A presentation of subjects of unusual current A study of synthetic and natural macromolecules, student is registered in CHM 708, the student will interest. Three hours of lecture, including selected including polymerization, depolymerization, be required to register in the appropriate thesis demonstrations. Course may be repeated. structure determination, and physical and chemical course in each successive semester until the thesis is Credits: 3 properties. accepted by the Department. Pass/Fail. On Occasion Prerequisite: CHM 708. The pre-requisite of CHM 621 is required. Credits: 1 CHM 551 Environmental Chemistry Credits: 3 Every Semester A survey of the chemistry of the environment On Occasion covering chemistry of the atmosphere, the CHM 631 Spectroscopy hydrosphere, the lithosphere and the biosphere. An An illustration of modern spectroscopic methods in-depth look is taken at the role of energy and the for the structural elucidation of organic and various sources of energy in modern societies, inorganic compounds including UV/V, H NMR, C 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
Page 37 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013
Biochemistry Courses and carcinogenesis, and HIV and protease inhibitors. Credits: 3 BIC 508 The Biology of Cancer On Occasion A general survey in oncology. Lectures address the historical perspective of cancer research, the definition and classification of tumors, the epidemiology of human cancer, gene regulation and differentiation in normal and tumor cells, characteristics of transformed malignant cells, the biology of tumor metastasis, host transformed malignant cells, the origins of human cancer, and cancer therapy. Two hours of lecture per week plus term paper. Prerequisite: General background in Biology and Chemistry. Credits: 3 Cross-Listings: BIC 508, BIO 508 Alternate Fall
BIC 514 Bioanalytical Chemistry A practical approach to techniques used for analysis of biological materials and the study of biochemical processes. The principles of the techniques will be discussed in lecture, and practical application of these techniques will be performed in the laboratory. Topics include: protein separartion 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; analysis of bioactive molecules and their metabolites. Two lecture hours, four laboratory hours per week. The pre-requisite of CHM 113 and CHM 153 or BIC 153 is required. Credits: 4 On Occasion
BIC 531 Neurochemistry A discussion of the morphology, biochemical composition, metabolism, physiology and pharmacology of the nervous system. The course begins with the general principles of synaptic transmission and deals in depth with several of the neurotransmitter systems in terms of biosynthesis of the transmitter, storage, release, inactivation in the synapse, and receptor types and how they mediate their signals in the postsynaptic cells. Also included are discussions on aging and development in the nervous system, drug addictions, and the role of various dietary nutrients on nervous system function. (Same as BIO and BIC 531). Two hours of lecture per week. Offered on occasion. Prerequisite: At least one semester of Biochemistry. Credits: 3 Cross-Listings: BIC 531, BIO 531, CHM 531 On Occasion
BIC 541 Special Topics in Biochemistry A consideration of subjects of special or current interest that may include the following or a combination of two or more: hormonal regulation of metabolism, metabolic significance of enzyme deficiency, biochemical aspects of nutrition, cancer
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 38 LIU Brooklyn
DEPARTMENT OF admissions standards for entry into the program: Both options are subject to the rules of the • B.A. or B.S. degree with a minimum grade- Departmental Graduate Program Committee. COMMUNICATION point average (G.P.A.) of 3.2 in Curriculum SCIENCES AND DISORDERS Communication Sciences and Disorders; or The programs in Speech-Language Pathology B.A. or B.S. degree in another field plus consist of required and elective course work from 718-488-4122 completion of pre-requisite coursework in the following categories: Professional Professor Moses (Chairperson) speech-language pathology and audiology. The Foundations, Speech Disorders, Language Professor Emeriti: Geller following courses (or their equivalents at other Disorders and Practica. Most course work is Associate Professors Champion (Graduate institutions) must be taken (19 credits if taken infused with multilingual/multicultural content. Program Director), Koenig, Shi, G. Youmans, S. at LIU): Clinical Practicum Youmans All students are required to complete a Associate Professor Emeriti: Walters SLP 104 Articulatory Phonetics minimum of 400 competent clock hours of clinical Assistant Professor Tyrone SLP 113 Anatomical and Physiological Bases practicum, including 25 hours of observation. Up Clinical Administrators: Dwyer (Clinical for Speech & Language I to 50 clock hours of undergraduate practicum and Director), Rosas (Assistant Clinical Director) SLP 133 Speech Science I: Acoustic Phonetics 25 hours of observation may be credited toward Adjunct Faculty: 10 SLP 231 Language Acquisition Across Life clinical practicum requirements. Clinical Span I: Early Years practicums are completed in several locations: on SLP 321 Audiology I-Hearing Science campus, in the university clinic; at the University M.S. in Speech-Language SLP 410 or 411 Introduction to Communication satellite centers; at off-campus hospital settings Disorders Across the Life Span and in school settings. Clinical practicum Pathology requirements, facilities, and regulations are
described in detail in the Clinic Procedures The Department of CSD seeks to advance the • Three letters of recommendation (two must be Manual. Students are advised that the specific study of human communication sciences and academic) hourly requirements listed here and by ASHA disorders within a culturally and linguistically • Completion of a personal interview constitute minimum standards requirements, and diverse society. Intellectual growth is promoted • Passing an oral and written language screening may be adjusted upwards according to individual through the recognition and expression of multiple in English student needs and skill levels. theoretical, cultural, and individual perspectives. • Minimum grade of a B- in all pre-requisite Grading Policy The department fosters respect for diversity and a courses and Grade Point Average of 3.2 The University grading policy involves a plus commitment to serve individuals with • Post-baccalaureate students must complete a and minus grading system (e.g., A, A -, B+, B, B -, communication problems. The program is minimum of 4 (out of 6) pre-requisite courses C+, C, C-). registered by the New York State Department of before applying to the program Foundation Courses Education and is accredited by the American • Course credits may be granted for designated Students receive a midterm evaluation in all Speech-Language-Hearing Association (ASHA). courses completed within 5 years Foundation courses. Students whose midterm Graduates of the program receive a Master of Students preparing to obtain the Bilingual evaluations are less than a B- may be directed to Science Degree in Speech-Language Pathology Extension to the Teacher of Students with Speech advisement, counseling, and support services that satisfies the academic and professional and Language Disabilities Certification must also (tutoring, Writing Center, Speech-Language- requirements specified by ASHA for the CCC- demonstrate written and oral language proficiency Hearing Clinic). Students may retake a maximum SLP, and are eligible to apply for licensure in SLP in a second language on the Bilingual Education of two Foundation courses to remediate grades of by the New York State Department of Education's Assessment (BEA) or other approved C+ or below. Foundation courses may be retaken Office of the Professions. Students who wish to examinations. only one time. satisfy the New York State Education Office of International Students Admission Students who have failed to maintain Teaching requirements for Teacher of Students Applicants whose undergraduate, graduate or satisfactory scholastic standing at the completion with Speech and Language Disabilities (TSSLD) pre-requisite course work was completed in an of the foundation sequence will not be permitted to may also prepare for this certification as part of institution where English was not the principle continue with the program. Students must their graduate program. Students demonstrating language of instruction must present scores for the complete all undergraduate pre-requisites by the proficiency (i.e., speaking, listening, reading, and Test of English as a Foreign Language (TOEFL). end of their first year of graduate coursework. writing) in a language other than English may Program Requirements Higher Level Courses further prepare for a certificate in Teacher of The Master of Science degree in Speech- Students may receive up to one grade of C (C+, Students with Speech and Language Disabilities Language Pathology at LIU Brooklyn can be C, and C-) in their non-foundation courses. with a Bilingual Extension. This program will completed in 2.5-3 years of intensive study. The Students may opt to retake only one higher-level prepare students to work with individuals who are time limit for the degree is 5 years. Candidates for course a single time to remediate a grade of C (C+, bilingual or speak a language other than English. the degree must have completed a minimum of 64 C, and C-). Admissions procedures and requirements for credits and a summative requirement. Students must maintain an overall G.P.A. of 3.0 admission to both the monolingual and bilingual The master’s degree program offers two to continue in the program throughout their specializations are detailed below . options: academic career. Students are only allowed one Admissions Procedures 1. A clinical Master’s degree program with a grade of C+, C, or C- in their graduate The institutional policy for admission of comprehensive examination as the summative coursework. Students who earn two or more students to graduate study is a Bachelor's Degree requirement grades of C+, C, or C- will not be allowed to from an accredited university indicating an 2. A clinical master’s degree program with a continue in the graduate program and will be acceptable record, with additional requirements set research project in which the summative referred to the Academic Standing Committee. by individual graduate programs. The faculty of requirement is a presentation at a professional Students are placed on Academic Probation the Graduate Program in Speech-Language meeting or a publication in a professional when they fail to maintain a minimum G.P.A. of Pathology has set the following specific journal. 3.0.
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Post-Baccalaureate students must pass an English writing proficiency SLP 626 Dysphagia 3.00 Post-Baccalaureate students must complete a examination prior to registering for classes. SLP 627 Motor Speech Disorders 3.00 minimum of four undergraduate pre-requisite Students who exhibit any deficiencies in this area courses (SLP 104, SLP 113, SLP 133, and SLP will be required, during their first semester, to SLP 630 Topics In Communication 3.00 231) prior to applying to the graduate program. enroll in a writing course provided by the Modern Disorders Students admitted to the program must maintain a Language Center at LIU. Enrollment must SLP 640 Language Disorders in 3.00 minimum G.P.A. of 3.0 in their pre-requisite continue until the proficiency examination is Children coursework to matriculate fully and continue into passed. Alternatively, or in addition, students may the graduate program. also be required to complete SLP 500, Writing SLP 641 Aphasia and Adult 3.00 Summary of Master's Degree Graduation Seminar within the department. Neurogenic Disorders Requirements Formative Assessment: SLP 642 Speech-Language- 3.00 Student may opt to complete ONE of the The ASHA has established a Knowledge and Hearing Services for following (as partial fulfillment of the M.S in Skills Assessment (KASA) requirement. KASA Language-Learning Speech-Language Pathology): objectives have been developed for each course. Disabilities 1. Comprehensive examination Students receive both a grade and an evaluation of 2. Master’s thesis KASA objectives for each course. A passing grade SLP 644 Speech-Language- 3.00 The student and the student's advisor will in the course does not necessarily indicate Hearing Services in decide whether the student may elect the Master's achievement of all KASA objectives. Therefore, a Multicultural/Multilingual program of study with a research option. It is remediation plan will be developed to address School Settings recommended that this decision be reached as those objectives not achieved. In order to graduate, SLP 720 Independent Study- 1.00 early as possible in the Master's program to allow students must achieve all KASA objectives and Research on Disorders of for adequate planning and implementation. The complete any required remediation(s). Speech deadline for application for the research option program will be at the end of the second semester Requirements for Speech Language A minimum of 9 units are required from the when the student successfully completes the Pathology, Master of Science plan. Practicum sequence: foundation sequence. The following are the required Foundation SLP 610A Clinical Practicum: Intro 2.00 Comprehensive Examination Option courses: to Treatment of Speech- Students must take a comprehensive SLP 601 Introduction to Research 3.00 Language and Hearing examination as part of the program and degree in Speech-Language Disorders requirements. Students are generally advised to Pathology SLP 610B Clinical Practicum: Intro 2.00 take the comprehensive exam during their last SLP 602 Advanced Language 3.00 to Treatment of Speech- semester in the program, and may not take the Acquisition Language and Hearing exam before completing at least 30 graduate Disorders credits. The comprehensive examination consists SLP 603 Bilingual/Multicultural 3.00 of an essay component addressing the application Foundations I: SLP 610C Clinical Practicum: Intro 1.00 of content from Foundations and Higher Level Communication and to Treatment of Speech- courses to speech-language assessment and Language Learning in Language and Hearing intervention. Students who fail the exam must be Bilingual/Multicultura Disorders counseled by the Department Chairperson, SLP 606 Advanced Neuroanatomy 3.00 SLP 611A Intermediate Clinical 1.00 directed toward remedial instruction, and should for Speech-Language Practicum in the retake the exam. Pathology Treatment of Speech- Students must also present a completed KASA Language and Hearing disk indicating achievement of all objectives, a SLP 608 Seminar in Speech- 1.00 Disorders completed clinical hour spreadsheet for approval Language Pathology by clinic administrators, and a KASA Verification SLP 611B Intermediate Practicum in 1.00 SLP 620 Comparative Phonology 3.00 Form for approval by the advisement counselor the Treatment of Speech- and Phonological and the program director. Language and Hearing Disorders Research Option Disorders/Monolingual. The research option requires a student to Higher Level Courses (Minimum 39 Credits): SLP 611C Intermediate Practicum in 1.00 conduct empirical research on a topic relevant to SLP 604 Biling/Multicult 3.00 a School Setting/Bilingual communication sciences and disorders or Foundations II: dysphagia. Selection of the research option implies SLP 611D Extended Intermediate 1.00 Assessment and that completion of the requirements here listed is Clinical Practicum in the Intervention: Methods & in lieu of the comprehensive examination. The treatment of Speech- Materials chosen topic may involve basic or clinically Language and Hearing oriented research. The precise topic addressed will SLP 605 Diagnostic Process 3.00 Disorders. be developed by the student and guided by an SLP 607 Clincial Audiology 3.00 SLP 612A Advanced Clinical 1.00 advisor. Practicum: Assessment Speech-Language Performance and Writing SLP 609 Speech Science and 3.00 and Treatment Speech- Proficiency Instrumentation Language and Hearing Graduate students admitted to the Speech- SLP 621 Fluency Disorders 3.00 Disorders Language Pathology program must demonstrate English writing proficiency as a requirement for SLP 622 Voice Disorders 3.00 SLP 613A Extended Advanced 1.00 graduation. Therefore, all entering graduate Clinical Practicum
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SLP 614A Diagnostic Practicum: 1.00 * SLP 421 is only required for students who did Children not take Aural Rehabilitation at the undergraduate level SLP 614B Diagnostic Practicum: 1.00 Higher Level Courses Adults SLP 604 Biling.Multicult Fdns II SLP 614C Extended Diagnostic: 1.00 SLP 604.1 Biling. Ext. I Lab (0 credits) Practicum SLP 604.2 Biling. Ext. II Lab (0 credits) SLP 605 Diagnostic Process SLP 615A Audiology Practicum 1.00 SLP 607 Topics in Audiol. SLP 616 Clinical Observation 1.00 SLP 609 Speech Sci & Instrum. Required units for the Speech Language SLP 621 Voice Disorders SLP 622 Fluency Disorders Pathology; Master of Science plan: SLP 626 Dysphagia A minimum of 64 units are required. SLP 627 Motor Speech SLP 630 Topics in Communication Disorders Alt Cert: Bilingual Extension SLP 640 Lang Disrdr Children SLP 641 Aphasia/Adult Neurogen (TRANS B) SLP 642 S&H Svcs-Lg/Lrng.Disab SLP 644 SLH Srvc/Multiling &Multicult Schls Bilingual Certificate (Extension) Program for Speech-Language Pathologists Practice This fourteen (14) credit program qualifies SLP 610 A Clin Pract. I (2 cred) Speech-Language Pathologists with a Master of SLP 610 B Clin Pract. I (2 cred) Science degree and with Teacher of the Speech SLP 610 C Clin Pract. I (1 cred.) and Hearing Handicapped certification to earn a SLP 611 C Student Teach (Bilng) (1 cred) Bilingual Extension, thereby making them eligible SLP 611 D Interm. Practicum (extended) (1 cred) to work with communicatively impaired English SLP 612 A Adv. Pract (M/B) (1 cred) Language Learners in schools. The program SLP 612 A consists of: SLP 613 Extended Adv. Pract (M/B) (1 cred) • Course work comprised of theoretical (A/B) foundations of bilingual and second language SLP 614 A Diag Practicum (M/B) (1 cred) development, culturally and linguistically SLP 614 B Diag Practicum (M/B) (1 cred) appropriate assessment and intervention SLP 615 A Audiol. Practicum (1 cred)(A/B) principles and practices, communication SLP 616 Observation in SLP (1 cred) patterns and disorders in culturally diverse Italics = required for Bilingual Ext.
populations, bilingual education theory and practice, and bilingual teaching of language. • Practicum experiences focusing on speech and Student Committees language sampling and analysis in the target Academic Advisory Graduate Committee language, bilingual speech and language The Academic Advisory Graduate Committee assessment and intervention with was established to provide an opportunity for the communicatively impaired English language graduate student body in the Department of learners, and videotaped client study Communication Sciences and Disorders to provide presentations. ongoing feedback to the faculty regarding Students seeking the MS/SLP degree with academic issues, curricular issues, and any other bilingual ext must take the following course of concerns that may arise. study. National Student Speech-Language-Hearing Please note the itallicized courses below, which Association (NSSLHA) define the required sequence of courses to fufill The National Student Speech-Language- the program requirements Hearing Association (NSSLHA) is the pre- MS-SLP, w/Teacher of Students with Speech professional national organization for master's and Language Disabilities (with Bilingual candidates and undergraduate students interested Extension) in the study of normal and disordered human Foundation Courses - Pre-requisite HL communication behavior. The Department of Courses Communication Sciences and Disorders at LIU SLP 601 Intro to Research in SLP Brooklyn has established a Speech and Hearing SLP 602 Adv Lg Acq. Society as a local chapter of the National Student SLP 603 Multicult. Fdns: Cul, Comm, and Lang. Speech-Language-Hearing Association. All Lrng undergraduate and graduate students in the SLP 606 Adv. Neuroanatomy department of CSD are encouraged to apply.
SLP 620 Comp. Phonol & Disrdrs & SLP 620.1 SLP 608 Seminar in SLP (1 credit) SLP 421 Audiology Rehabilitation II (Aural Rehab) *
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Communication Sciences and SLP 607 Clincial Audiology SLP 604 Biling/Multicult Foundations II: This course provides an advanced discussion of Disorders Courses Assessment and Intervention: Methods & clinical audiology relevant to speech-language Materials pathologists. The following areas will be explored:
This course provides an overview of the diverse rationale and methods for clinical testing of SLP 500 Writing Seminar cultural/linguistic groups in the United States with auditory function, audiological manifestation and The objective of this seminar is to improve the reference to how cultural and linguistic variations assessment of common hearing disorders, and written literacy skills of graduate students in impact upon the assessment and treatment of hearing evaluation. academic and clinical writing. Students will be communication disorders and the role of culture on The pre-requisites of SLP 601, 602, 603, 606, 608 guided in a writing process which emphasizes areas specific speech and language disorders. Culturally and 620 are required. such as: organization, structure, form, content, and and linguistically appropriate methods and The co-requisite of SLP 605 is required. use of written language, etc. Students will be materials for assessment and intervention, Credits: 3 encouraged to develop the ability to reflect on their including bilingual materials, alternative assessment Every Fall, Spring and Summer own writing process and individual style. This approaches, and intervention strategies are seminar will be conducted for one and half hours examined. An overview of legislation pertaining to SLP 608 Seminar in Speech-Language Pathology on a weekly basis. Students will be required to take bilingual education and special education is An examination of professional ethics and issues as this seminar based on performance in foundation presented. well as cultural considerations for studying and courses and/or Admissions writing samples. The pre-requisites of SLP 601, 602, 603, 606, 608 teaching speech, language, communication, and Credits: 1 and 620 are required. swallowing disorders in culturally and linguistically Every Spring Credits: 3 diverse populations. The course also covers such
Every Fall, Spring and Summer issues as professional organizations, the ASHA code SLP 601 Introduction to Research in Speech- of ethics, state license and certification Language Pathology SLP 604P Practicum Lab II requirements. A course designed to (1) give students a broad-based A practicum experience in bilingual school settings: Credits: 1 introduction to the research literature in speech- bilingual assessment and intervention procedures, Every Fall and Summer language pathology; (2) develop critical reading as well as videotaped client presentations. skills; (3) cover technical aspects of research design The pre-requisites of SLP 601 and 602 are required. SLP 609 Speech Science and Instrumentation and methodology including basic statistical Credits: 1 This course is designed to give students of methods and issues in data interpretation; and (4) Annually communication disorders a thorough grounding in develop writing skills for empirical report writing. the characteristics of normal speech production and Credits: 3 SLP 605 Diagnostic Process perception and the techniques for studying them. Every Fall and Spring Diagnosis of speech-language and swallowing Students should be equipped to (1) read the
disorders in children and adults. Norm-referenced, contemporary research literature, (2) assess speech SLP 602 Advanced Language Acquisition criterion-referenced, and developmental approaches production patterns in children and adults from Advanced study of typically achieving children and to assessment are identified. Standardized and non- varying language backgrounds, (3) understand how their developing language and communication standardized assessments used in the field of speech is perceived and processed in laboratory and system, focusing on syntactic, semantic and speech/language pathology are reviewed. Focus is field situations, (4) evaluate claims about the pragmatic abilities of children in relationship to on data collection, observation and interpretation etiologies of speech disorders, and (5) evaluate their developing perceptual, social-emotional and of test results. Emphasis is also on the impact of treatment protocols based on particular views about cognitive systems. The acquisition of language in cultural and linguistic diversity on assessment and the nature of speech production and perception. relationship to other domains of child development overall identification/diagnosis. The pre-requisites of SLP 601, 602, 603, 606, 608 is highlighted. Normal variations in language The pre-requisites of SLP 601, 602, 603, 606, 608, and 620 are required. acquisition and development are viewed from a and 620 are required. Credits: 3 cross-cultural perspective. The co-requisite of SLP 607 is required. Every Fall and Spring Credits: 3 Credits: 3 Every Fall and Spring Every Fall, Spring and Summer SLP 610A Clinical Practicum: Intro to Treatment
of Speech-Language and Hearing Disorders SLP 603 Bilingual/Multicultural Foundations I: SLP 606 Advanced Neuroanatomy for Speech- An introduction to remediation of speech-language Communication and Language Learning in Language Pathology and communication disorders. Students participate Bilingual/Multicultura A broad survey of the structure, function and in the supervised treatment of speech, language, This course examines cultural diversity, the pathology of the brain and spinal cord as they relate hearing and swallowing disorders in children and processes of normal bilingual language development to speech, language, and swallowing. The course adults. All SLP 610 practica courses involve in preschool children, and second language emphasizes structural characteristics of the central internship experiences and are completed at the acquisition and literacy in school-aged children in and peripheral nervous system and their Downtown Brooklyn Speech-Language-Hearing order to understand language differences versus relationships to function and dysfunction. Cellular Clinic and/or LIU satellite centers. Students also language disorders in bilingual individuals. physiology and neurochemistry are introduced to participate in a weekly seminar focusing on Psychosocial factors influencing bilingual language facilitate understanding of the functional intervention planning, development of goals and development are explored, as well as factors that mechanisms and relationships. Neurological procedures, the relationship between assessment affect assessment and intervention. The course also mechanisms underlying communication and and intervention planning, and professional provides students with an understanding of swallowing pathologies of the human nervous decision-making and problem solving. Weekly research associated with linguistic, system are addressed. seminars are periodically devoted to special topics neuropsychological, cognitive and sociocultural Credits: 3 related to assessment and intervention. dimensions of bilingual development. Every Fall and Spring The pre-requisites of SLP 601, 602, 603, 606, 608, Credits: 3 620 and 640 are required. Every Fall, Spring and Summer
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 42 LIU Brooklyn
Credits: 2 Department. problem-solving. Students participate in a weekly Every Fall, Spring and Summer The pre-requisites of SLP 604, 605, 610A and seminar. 614A are required. The pre-requisites of SLP 601, 602, 603, 606, 608, SLP 610B Clinical Practicum: Intro to Treatment Credits: 1 611, 614A, 614B, 620, 626 and 640 are required. of Speech-Language and Hearing Disorders Every Fall, Spring and Summer Credits: 1 An introduction to remediation of speech-language Every Fall, Spring and Summer and communication disorders. Students participate SLP 611B Intermediate Practicum in the in the supervised treatment of speech, language, Treatment of Speech-Language and Hearing SLP 613A Extended Advanced Clinical Practicum hearing and swallowing disorders in children and Disorders/Monolingual. An advanced level practicum within a variety of adults. All SLP 610 practical courses involve An intermediate level practicum within school settings. Focus is on in-depth diagnosis and internship experiences and are completed at the settings. Students participate in the supervised treatment of individuals with specific speech, Downtown Brooklyn Speech-Language-Hearing treatment of speech, language, hearing and language and hearing disorders. Students conduct Clinic and/or LIU satellite centers. Students also swallowing disorders in children at off-campus sites. diagnostic and treatment sessions. participate in a weekly seminar focusing on Focus is on in-depth diagnosis and treatment of Credits: 1 intervention planning, development of goals and individuals with specific speech, language and On Demand procedures, the relationship between assessment hearing disorders. Students conduct diagnostic and and intervention planning, and professional treatment sessions in school settings with SLP 613B Extended Advanced Clinical Practicum decision-making and problem solving. Weekly monolingual English-speaking populations. An advanced level practicum within a variety of seminars are periodically devoted to special topics Students participate in a weekly seminar. Emphasis settings. Focus is on in-depth diagnosis and related to assessment and intervention. of the practicum is on diagnosis, intervention treatment of individuals with specific speech, The pre-requisites of SLP 601, 602, 603, 606, 608, planning, development of IEP goals and language and hearing disorders. Students conduct 620 and 640 are required. procedures, collaboration with allied professionals, diagnostic and treatment sessions. Prerequisite: Credits: 2 and professional decision-making and problem- Permission of the department.
Every Fall, Spring and Summer solving. Prerequisite: Permission of the SLP 614A Diagnostic Practicum: Children Department. A practicum in which students perform diagnostic SLP 610C Clinical Practicum: Intro to Treatment The pre-requisite of SLP 604, 605, 610A and 614A evaluations on individuals with speech, language, of Speech-Language and Hearing Disorders are required. swallowing and hearing disorders. Students also An introduction to remediation of speech-language Credits: 1 participate in a weekly seminar that focuses on the and communication disorders. Students participate Every Fall, Spring and Summer in the supervised treatment of speech, language, diagnostic process, formal and informal assessment hearing and swallowing disorders in children and SLP 611C Intermediate Practicum in a School procedures, and decision-making relevant to the adults. All SLP 610 practical courses involve Setting/Bilingual diagnostic process. Prerequisite: Permission of the internship experiences and are completed at the An intermediate level practicum within school department. Downtown Brooklyn Speech-Language-Hearing settings. Students participate in the supervised The pre-requisites of SLP 601, 602, 603, 605, 606, Clinic and/or LIU satellite centers. Students also treatment of speech, language, hearing and 608, 620 and 640 are required. participate in a weekly seminar focusing on swallowing disorders in children at off-campus sites. Credits: 1 intervention planning, development of goals and Focus is on in-depth diagnosis and treatment of Every Fall, Spring and Summer procedures, the relationship between assessment individuals with specific speech, language and SLP 614B Diagnostic Practicum: Adults and intervention planning, and professional hearing disorders. Students conduct diagnostic and A practicum in which students perform diagnostic decision-making and problem solving. Weekly treatment sessions in school setting with bilingual evaluations on individuals with speech, language, seminars are periodically devoted to special topics populations. Students participate in a weekly swallowing and hearing disorders. Students also related to assessment and intervention. seminar. Emphasis of the practicum is on diagnosis, participate in a weekly seminar that focuses on the The pre-requisites of SLP 601, 602, 603, 606, 608, intervention planning, development of IEP goals diagnostic process, formal and informal assessment 620 and 640 are required. and procedures, collaboration with allied procedures, and decision-making relevant to the Credits: 1 professionals, and profession, and professional diagnostic process. On Demand decision-making and problem-solving.Prerequisite: The pre-requisites of SLP 601, 602, 603, 605, 606, Permission of the Department. 608, 620, 626, 640 and 641 are required. SLP 611A Intermediate Clinical Practicum in the The pre-requisites of SLP 604, 605, 610A and 614A Credits: 1 Treatment of Speech-Language and Hearing are required. Disorders Every Fall, Spring and Summer Credits: 1 An intermediate level practicum within school or Every Fall, Spring and Summer SLP 614C Extended Diagnostic: Practicum other pediatric settings. Students participate in the Prerequisite: Permission of the department. supervised treatment of speech, language, hearing SLP 612A Advanced Clinical Practicum: A practicum in which students perform supervised and swallowing disorders in children and adults at Assessment and Treatment Speech-Language and audiologic screenings and participate in diagnostic off-campus sites. Focus is on in-depth diagnosis and Hearing Disorders evaluations. Practicum includes a review of basic treatment of individuals with specific speech, An advanced-level practicum in which students audiologic concepts and procedures in a weekly language and hearing disorders. Students conduct participate in the supervised assessment, treatment seminar. diagnostic and treatment sessions in school, clinic and management of speech, language, Credits: 1 and classroom settings and participate in a weekly communication and swallowing disorders in adults On Demand seminar. Emphasis of the practicum is on diagnosis, at area hospitals or clinics and/or both. Some intervention planning, development of IEP goals pediatric hours may be accrued, depending on the SLP 615A Audiology Practicum and procedures, collaboration with allied site. Emphasis of the practicum is on diagnosis, A practicum in which students perform supervised professionals, and professional decision-making and intervention planning, development of goals and audiologic screenings and participate in diagnostic problem-solving. Prerequisite: Permission of the procedures, and professional decision-making and evaluations. Practicum includes a review of basic
Page 43 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013 audiologic concepts and procedures in a weekly introduced. Emphasis is given to multiple and management issues with varied clinical and seminar. management issues in general, as well as the cultural populations. The pre-requisite of SLP 601, 602, 603, 606, 607, influence of varied cultural factors. Interdisciplinary The pre-requisites of SLP 601, 602, 603, 606, 608 608, 620, and 640 are required. approaches to the assessment and treatment of and 620 are required. Credits: 1 swallowing disorders are discussed. Credits: 3 Every Spring and Summer The pre-requisites of SLP 601, 602, 603, 606, 608 Every Fall and Spring and 620 are required. SLP 616 Clinical Observation Credits: 3 SLP 642 Speech-Language-Hearing Services for Students participate in supervised clinical Every Fall, Spring and Summer Language-Learning Disabilities observations of individuals with speech, language An historical-to-contemporary overview of the field and communication disorders. Students have the SLP 627 Motor Speech Disorders of language-hearing disabilities, with attention to opportunity to observe clinical assessment and Covers evaluation and management of individuals variations among cultural groups. The focus is on intervention and to participate in a weekly seminar. with acquired neurogenic motor speech disorders. understanding the complex relationships among The pre-requisites of SLP 601, 602, 603, 606, 608 Etiological factors include damage to the central or language, learning and literacy. Contemporary and 620 are required. peripheral nervous system resulting in both theoretical paradigms used in the assessment and Credits: 1 progressive and non-progressive (degenerative) treatment of language-learning disabled individuals Annually dysarthrias, and apraxia of speech in adults. are explored. The importance of the speech- Opportunities for observing and rating language pathologist in understanding the SLP 620 Comparative Phonology and neurologically impaired individuals will be relationship between language development and Phonological Disorders completed using videotapes. reading and writing in normally achieving and This course involves the study of phonological The pre-requisites of SLP 601, 602, 603, 604, 605, learning-disabled children is highlighted. The role theory and research associated with normal 606, 607, 608, 609 and 620 are required. of the speech-language pathologist in the school articulatory and phonological development, as well Credits: 3 setting is addressed, with particular attention to the as factors related to articulation and phonological Every Fall, Spring and Summer school curriculum collaboration with other disorders. Cross-linguistic phonological systems are professionals. compared. Bilingual and dialectical developmental SLP 630 Topics In Communication Disorders The pre-requisites of SLP 601, 602, 603, 605, 608, similarities and differences are explored. This course focuses on select topics in 620 and 640 are required. Assessment and remediation principles and communication disorders to increase students' Credits: 3 procedures for specific articulatory/phonological awareness and exposure to diverse communication Every Fall and Spring disorders are examined within a disorders. bilingual/multicultural perspective. The pre-requisites of SLP 601, 602, 603, 604, 605, SLP 644 Speech-Language-Hearing Services in Credits: 3 606, 607, 608, 609 and 620 are required. Multicultural/Multilingual School Settings Every Fall and Spring Credits: 3 This course provides an overview of the role and Every Fall, Spring and Summer responsibilities of the speech-language specialist in SLP 621 Fluency Disorders varied school settings. The pre-referral, referral and A study of fluency and the factors that may disrupt SLP 640 Language Disorders in Children assessment process is discussed. Formulation and it; an introduction to the problem of stuttering, its An examination of contemporary theoretical implementation of linguistically and culturally nature and development, including differential paradigms and their applications to language appropriate therapeutic programs are considered. diagnosis, theoretical concepts on etiology, and assessment and intervention with childhood Family involvement and team-oriented approaches remediation for children and adults. language impairments. Specific childhood language to school delivery are explored. School The pre-requisites of SLP 601, 602, 603, 604, 605, disorders are studied, including autistic spectrum organization, bilingual and special education 606, 607, 608, 609 and 620 are required. disorders, specific language impairment and legislation and individualized education plans are Credits: 3 language-learning disabilities. Contemporary described and discussed. Required for the Teacher Every Fall and Spring approaches to assessment and intervention are of Students with Speech and Language Disabilities
explored from varied theoretical models. The and the Bilingual Extension. SLP 622 Voice Disorders treatment of language disorders within a social The pre-requisites of SLP 601, 602, 603, 606, 608 A study of normal and abnormal adaptations of communicative context is emphasized, with special and 620 are required. respiration, phonotion and resonance to the reference to cultural and linguistic variations. Credits: 3 production of voice. Topics include normal vocal The pre-requisites of SLP 601, 602, 603, 606, 608 Every Fall, Spring and Summer development and the vocal parameters of breath and 620 are required. control, onset, pitch, quality, volume and duration. Credits: 3 SLP 649 Introduction to Working with Various functional and organic voice disorders are Every Fall, Spring and Summer Developmental Disabilities: From Birth to studied, including differences among a variety of Adulthood cultural groups. SLP 641 Aphasia and Adult Neurogenic Disorders This course will target introductory study of The pre-requisites of SLP 601, 602, 603, 606, 608, A review of the array of communication disorders developmental disabilities in persons from birth- 609 and 620 are required. resulting from neurological impairment in adults. adulthood. Particular emphasis will be given to Credits: 3 Special emphasis is provided to the aphasias, right assessment and treatment of communicatively Every Fall and Spring hemisphere impairment, traumatic brain injury, impaired clients within a multi-disciplinary
and the dementias. Motor speech disorders, the framework in various educational, clinical and SLP 626 Dysphagia dysarthrias and apraxias, are reviewed. Medical home-based settings. Topics of study will include: A thorough examination of normal swallowing aspects of neurological rehabilitation and multi-disciplinary practices with Early Intervention, physiology and its related disorders across the life neuroimaging are introduced. Etiological factors school age and adult populations, oral-motor and span. Etiological factors are reviewed, noting the that affect varied cultural groups, for example, feeding therapies, augmentative and alternative high-risk categories for varied cultural and age hypertension, sickle cell disease, substance abuse communication, management of clients with groups. Instrumental diagnostic techniques are are discussed. Focus is on assessment, treatment
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 44 LIU Brooklyn developmental syndromes and multiple disabilities including cerebral palsy, apraxia and sensori-motor integration disorders. Course work will include at least two outside observations of developmentally disabled clients in appropriate field sites. The pre-requisites of SLP 601, 602, 603, 606, 608 and 620 are required.
SLP 720 Independent Study-Research on Disorders of Speech Extensive individual research on the various disorders of speech (articulation, phonology and swallowing). Students are required to submit a carefully documented research project based on a topic approved in advance by the professor. The pre-requisites of SLP 601, 602, 603, 606, 608 and 620 are required. Credits: 1 to 3 On Demand
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DEPARTMENT OF Alternate Years trade patterns as well and human capital, labor unions and employment discrimination in ECONOMICS ECO 604 Macroeconomic Analysis explaining the wage structure. An analysis of Classical and Keynesian Credits: 3 Professor G. Rodriguez (Chair) macroeconomic models that study the factors which On Occasion Professors: Emeriti Lombardi, Varma determine national income and the level of Adjunct Faculty: 3 employment. Attention is paid to the application of ECO 651 Urban Economics such tools in the determination of economic policy An analysis of economic problems arising in the
for stability and growth. modern urban areas of the United States. The Master of Arts degree in Economics is not Credits: 3 Discussion centers around the causes of such offered at this time, but specific courses are Alternate Years problems and possible alternative solutions. offered to meet the needs of other departments and Relationships among city and state governments programs, such as the United Nations Graduate ECO 605 History of Economic Thought and the federal government receive due Certificate Program, Urban Studies and the Master A systematic analysis and interpretation of the consideration. of Science degree in Social Science. evolution of key economic concepts through an Credits: 3 examination of the principal schools of economic Cross-Listings: ECO 651, PM 788, SOC 651, Economics Courses thought, with particular attention to the ideas of URB 651 such outstanding figures as Adam Smith, J. S. Mill, On Occasion Karl Marx, Alfred Marshall and J. M. Keynes. ECO 500 Groundwork Readings in Economics Credits: 3 ECO 655 Introduction to Econometrics A study of significant economic works on a tutorial On Occasion This course provides an introduction to the basis in order to overcome any undergraduate application of statistical techniques to problems of deficiencies in the study of economics. Three ECO 611 Inferential Statistics economic analysis. Estimation of parameters in credits per semester. This course provides an introduction to statistical demand, supply and cost functions; problems of Credits: 3 inference, with special emphasis on concepts that identification, multi-collinearity, specification On Demand appear in economic applications, such as binomial, errors, and other least-square complications; and normal, Chi-square and F distributions; estimation, ECO 501 Groundwork Readings in Economics forecasting models and linear programming are all hypothesis testing, regression analysis; correlation; A study of significant economic works on a tutorial examined. and curvilinear trends. basis in order to overcome any undergraduate Credits: 3 The pre-requisite of ECO 507 is required. deficiencies in the study of economics. On Occasion Credits: 3 Credits: 3 On Occasion ECO 669 Comparative Economic Systems On Demand An examination of market and non-market systems. ECO 624 International Economics ECO 507 Quantitative Methods for the Social Attention is devoted to capitalism, socialism and A study of the theories of international trade and Sciences communism. Discussion focuses on the institutions finance. Special attention is paid to comparative An introductory course in quantitative techniques of U.S. capitalism and the problems of converting a advantage and factor-proportion theories, problems commonly encountered in statistics, economics and planned economy, such as the former U.S.S.R., to a of balance of payments, commercial policies and other social sciences, with emphasis on economic market system. The economic systems of Europe, international monetary arrangements. applications of linear algebra and differential China and Japan are studied. Credits: 3 calculus.(Same as SOC 507 and URB 507) Credits: 3 Cross-Listings: ECO 624, PM 770 Credits: 3 Cross-Listings: ECO 669, PM 773 On Occasion Cross-Listings: ECO 507, SOC 507, URB 507 On Occasion
On Occasion ECO 635 Monetary Economics
An analysis of the fundamental nature of money ECO 531 Industrial Organization and Control and its relationship to the banking system. This course applies basic microeconomics and game Discussion centers around the theoretical theory to examine the behavior, structure and interconnection of money with the levels of prices, performance of industries, focusing on the strategic interest and national income. interaction among firms that seek to exploit profit Credits: 3 opportunities. The course also examines the role of Alternate Years the government in either promoting competition or regulating imperfectly competitive industries. ECO 636 Public Finance and Fiscal Policy Credits: 3 This course applies basic microeconomics to study On Occasion the theory and practice of governmental taxation,
expenditure and debt within the framework of a ECO 603 Microeconomic Analysis modern market economy. A rigorous examination of the basic forces Credits: 3 determining the price and production of goods and Cross-Listings: ECO 636, PM 720 services, the allocation of resources, and the Annually distribution of income under different market conditions. The course employs such significant ECO 641 Labor Economics analytical tools as demand, supply and cost curves; This course provides an introduction to the measurement of elasticity; indifference maps; and economic analysis of labor markets, exploring the production functions. role of technological progress and international Credits: 3
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 46 LIU Brooklyn
ENGLISH DEPARTMENT M.A. in English Requirements M.A. in English A minimum of 33 units is required: University Professor Hagedorn M.A. in English Core Requirement Concentration in Literature Professors Allen, Bennett, Dilworth, Haynes, All M.A. students must complete the following The 33-credit M.A. in English with a Malinowitz, Matz, Mutnick, Parascandola, courses: concentration in literature is designed for Pattison, Schweizer, Warsh ENG 707 Methods of Research and 3.00 teachers, future doctoral students and those Professors Emeriti Bernard, Braid, Henning, Criticism Hullot-Kentor, Hyneman, Kleinberg, Silverstein, interested in expanding their knowledge of literary Templeton, Zilversmit traditions. The program is based predominantly on ENG 708 Thesis 3.00 courses in American, British and comparative Associate Professors Gilles, High, Horrigan, M.A. in English Literature Concentration literatures. Our professors engage in a variety of Killoran, McCrary, McGarrity, Stephens (Co- Required Courses critical approaches, helping students to develop as chair), Swaminathan (Co-chair), Twenty-one (21) credits in English literature careful readers of literature, skillful writers and Associate Professor Emerita, Li are required: Assistant Professors Bokor, Peele knowledgeable teachers. ENG 546 Restoration and 3.00 Instructors M. Berninger, Sohn, Yoffie Concentration in Professional Writing Eighteenth Century Adjunct Professor Berninger (Undergraduate The 33-credit M.A. in English with a Literature Advisor), Boutwell (Graduate Advisor) concentration in professional writing is designed Adjunct Associate Professor Hassan for students interested primarily in writing-related ENG 569 Jane Austen 3.00 Adjunct Faculty: 20 careers associated with business and nonprofit ENG 571 The Eighteenth Century 3.00 The English Department offers a wide range of management, science and technology, and new English Novel courses to meet the needs of a diverse student electronic media. The concentration offers students body. Beginning in the Writing Program, our individualized attention and professional guidance ENG 573 The Nineteenth Century 3.00 courses provide training in textual analysis, through writing workshops and independent English Novel interpretive skills and writing proficiency, skills studies. The goal of the program is to expand the ENG 574 The Twentieth Century 3.00 that are crucial to success in graduate studies and student’s knowledge and practice of professional English Novel beyond — as well as to the exercise of democracy writing genres while providing a solid base in and global citizenship. history, theory, research and professional ENG 579 Seminar in Special 3.00 The English Department offers two master’s practices. Studies degree programs: an M.A. in English, and an Concentration in Writing and Rhetoric ENG 580 Seminar in Twentieth 3.00 M.F.A. in Creative Writing. Students seeking the The 33-credit M.A. in English with a Century Literature M.A. in English may specialize in literature, concentration in writing and rhetoric supports professional writing, or writing & rhetoric. Our the development of non-fiction, academic and ENG 624 Seminar in American 3.00 M.F.A. in Creative Writing program includes workplace writing; helps prepare teachers of Literature writing in secondary and post-secondary courses in poetry, fiction, non-fiction, and ENG 624A African American 3.00 education; and can lead to advanced work in playwriting. Both graduate and undergraduate Literature programs feature coursework in cultural criticism, rhetoric and related fields. Students receive literary analysis, the essay, rhetoric, and extensive feedback on their own writing, in-depth ENG 624B Themes in American 3.00 professional writing. The rigorous study of literary instruction in rhetorical theory and research Drama methods and training in the teaching of writing, and cultural texts — from the canon and from ENG 625 Nineteenth Century 3.00 from diagnostics to evaluation, including a traditions historically excluded from academic American Literature study — is at the center of our work. practicum in which they teach composition under the guidance of experienced instructors. The ENG 626 Twentieth Century 3.00 program addresses writing problems – from American Literature pedagogical and theoretical perspectives – ENG 631 Modern Poetry 3.00 encountered at all levels of writing from very basic to advanced composition. ENG 634 Twentieth Century Drama 3.00 Admissions Requirements for M.A. in English ENG 635 Seminar In Ibsen 3.00 To be admitted to this program, students must: • Submit an academic writing sample that ENG 636 Seminar in Literary 3.00 reflects your writing and analytic abilities. Periods and Movements • Submit a letter of intent that describes why you ENG 643 Seminar in Shakespeare 3.00 want to pursue an M.A. in English. • Submit two letters of recommendation from ENG 649 Seminar in British 3.00 academic professors. Literature • Submit official educational transcripts with a ENG 650 Seminar in Medieval 3.00 grade-point average of 3.0 or better, preferable Literature at least 6 credits in advanced English courses. • Submit a completed application to the Office of ENG 651 16th and 17th Century 3.00 Admissions (This package will be reviewed by English Literature
an English Graduate Admissions Committee). ENG 654 Milton 3.00
ENG 655 Early Nineteenth Century 3.00 English Literature
Page 47 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013
ENG 656 Studies in Victorian 3.00 ENG 509 Sociolinguistics: 3.00 ENG 626 Twentieth Century 3.00 Literature Language in Social American Literature Context ENG 670 The Critical Tradition 3.00 ENG 631 Modern Poetry 3.00 ENG 510 Technical Writing 3.00 ENG 671 Gender Theory and 3.00 ENG 634 Twentieth Century Drama 3.00 Literature ENG 511 Health and Science 3.00 ENG 635 Seminar In Ibsen 3.00 Writing ENG 705 Independent Study 3.00 ENG 636 Seminar in Literary 3.00 ENG 512 Grant Writing 3.00 ENG 5791 The Modern Novel 3.00 Periods and Movements ENG 519 Editing 3.00 ENG 5792 Literature & Slavery 3.00 ENG 643 Seminar in Shakespeare 3.00 ENG 520 Nonfiction Writing 3.00 Six (6) additional credits in English are ENG 649 Seminar in British 3.00 Workshop required. These may be taken from courses in Literature Professional Writing, Writing and Rhetoric or ENG 522 Academic Writing 3.00 ENG 650 Seminar in Medieval 3.00 Literature. Workshop Literature English M.A. Writing & Rhetoric ENG 530 Topics in Writing 3.00 Concentration Required Courses ENG 651 16th and 17th Century 3.00 The following course is required: ENG 531 Topics in Rhetoric 3.00 English Literature
ENG 620 Theories of Rhetoric and 3.00 ENG 532 Topics in Theory 3.00 ENG 654 Milton 3.00 Teaching Writing ENG 533 Topics in Composition 3.00 ENG 655 Early Nineteenth Century 3.00 One of the following courses is required: English Literature ENG 640 Second Language Writing 3.00 ENG 508 General Linguistics 3.00 ENG 656 Studies in Victorian 3.00 ENG 641 Literacy and Basic 3.00 ENG 509 Sociolinguistics and the 3.00 Literature Writing Teaching of Writing ENG 670 The Critical Tradition 3.00 One of the following courses is required: ENG 642 Computers and 3.00 Composition ENG 671 Gender Theory and 3.00 ENG 646 Individual and Small 3.00 Literature Group Writing Instruction ENG 646 Individual and Small 3.00 Group Writing Instruction ENG 705 Independent Study 3.00 ENG 700 Practicum in the Teaching 3.00 of Composition ENG 700 Practicum in the Teaching 3.00 ENG 5791 The Modern Novel 3.00 of Composition Six (6) credits are required from Writing and ENG 5792 Literature & Slavery 3.00 Rhetoric electives Nine (9) credits are required from Literature M.A. in English Professional Writing ENG 508 General Linguistics 3.00 electives Concentration Required Courses ENG 546 Restoration and 3.00 ENG 509 Sociolinguistics: 3.00 One (1) of the following courses is required: Eighteenth Century Language in Social Literature ENG 510 Technical Writing 3.00 Context ENG 569 Jane Austen 3.00 ENG 511 Health and Science 3.00 ENG 522 Academic Writing 3.00 Writing Workshop ENG 571 The Eighteenth Century 3.00 English Novel ENG 512 Grant Writing 3.00 ENG 530 Topics in Writing 3.00 ENG 573 The Nineteenth Century 3.00 ENG 519 Editing 3.00 ENG 531 Topics in Rhetoric 3.00 English Novel ENG 527 Topics in Professional 3.00 ENG 532 Topics in Theory 3.00 ENG 574 The Twentieth Century 3.00 Writing ENG 533 Topics in Composition 3.00 English Novel ENG 642 Computers and 3.00 ENG 640 Second Language Writing 3.00 ENG 579 Seminar in Special 3.00 Composition ENG 641 Literacy and Basic 3.00 Studies ENG 705 Independent Study 3.00 Writing ENG 580 Seminar in Twentieth 3.00 Two (2) of the following courses are required: ENG 642 Computers and 3.00 Century Literature ENG 510 Technical Writing 3.00 Composition ENG 624 Seminar in American 3.00 ENG 511 Health and Science 3.00 ENG 646 Individual and Small 3.00 Literature Writing Group Writing Instruction ENG 624A African American 3.00 ENG 512 Grant Writing 3.00 ENG 700 Practicum in the Teaching 3.00 Literature ENG 519 Editing 3.00 of Composition ENG 624B Themes in American 3.00 ENG 527 Topics in Professional 3.00 Three (3) credits are required Drama Writing from Professional Writing electives ENG 625 Nineteenth Century 3.00 ENG 508 General Linguistics 3.00 American Literature ENG 642 Computers and 3.00 Composition
ENG 705 Independent Study 3.00
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 48 LIU Brooklyn
Three (3) of the following courses are required: ENG 625 Nineteenth Century 3.00 risks while moving in the context of multiple ENG 508 General Linguistics 3.00 American Literature traditions. A small intimate program setting allows for easy access to, and strong mentoring by faculty ENG 509 Sociolinguistics: 3.00 ENG 626 Twentieth Century 3.00 members who are deeply committed to their Language in Social American Literature students. Context ENG 631 Modern Poetry 3.00 ENG 510 Technical Writing 3.00 Admission Requirements for M.F.A. in ENG 634 Twentieth Century Drama 3.00 Creative Writing ENG 512 Grant Writing 3.00 ENG 635 Seminar In Ibsen 3.00 To be admitted to this program, students must: ENG 519 Editing 3.00 • Submit a creative writing sample that reflects ENG 636 Seminar in Literary 3.00 the genre/s of your specialties. ENG 520 Nonfiction Writing 3.00 Periods and Movements • Submit a letter of intent that describes why you Workshop ENG 643 Seminar in Shakespeare 3.00 want to pursue an M.F.A. ENG 522 Academic Writing 3.00 • Submit two letters of recommendation from ENG 649 Seminar in British 3.00 Workshop academic/creative writing professors. Literature • Submit Official educational transcripts with a ENG 527 Topics in Professional 3.00 ENG 650 Seminar in Medieval 3.00 G.P.A. of 3.0 or better, with at least 6 credits in Writing Literature advanced English courses (literature or creative ENG 530 Topics in Writing 3.00 writing). ENG 651 16th and 17th 3.00 • Submit a completed application to the Office of ENG 531 Topics in Rhetoric 0.00 Century English Admissions. (This package will be reviewed by Literature ENG 532 Topics in Theory 3.00 an English Graduate Admissions Committee.) ENG 654 Milton 3.00 ENG 533 Topics in Composition 3.00 Creative Writing Master of Fine Arts ENG 655 Early Nineteenth Century 3.00 ENG 620 Theories of Rhetoric and 3.00 A minimum of 39 units are required for the English Literature Teaching Writing Creative Writing Master of Fine Arts. ENG 656 Studies in Victorian 3.00 The following courses are required for the ENG 640 Second Language Writing 3.00 Literature Creative Writing Master of Fine Arts (15 ENG 641 Literacy and Basic 3.00 credits): ENG 670 The Critical Tradition 3.00 Writing ENG 502 Writers on Writing 3.00 ENG 671 Gender Theory and 3.00 ENG 503 Theory of Writing 3.00 ENG 646 Individual and Small 3.00 Literature ENG 504 Traditions & Lineages 3.00 Group Writing Instruction ENG 707 Methods of Research and Criticism 3.00 ENG 705 Independent Study 3.00 ENG 700 Practicum in the Teaching 3.00 ENG 708 Thesis 3.00 of Composition ENG 5791 The Modern Novel 3.00 Fifteen (15) credits required from Creative Writing workshops: ENG 705 Independent Study 3.00 ENG 5792 Literature & Slavery 3.00 Each student must take five workshops from
Nine (9) credits are required from Literature the following list. Most workshops may be taken electives M.F.A. in Creative Writing more than once but no more than 9 credits can be ENG 546 Restoration and 3.00 earned in the same course: Eighteenth Century An M.F.A. in Creative Writing is a terminal ENG 520 Nonfiction Writing Workshop (may be Literature degree program designed to help meet the needs of taken only once) students as they seek to become published writers ENG 523 Fiction Writing Workshop (may be ENG 569 Jane Austen 3.00 and teachers. This program offers a solid taken three times) ENG 571 The Eighteenth Century 3.00 foundation and practice through courses in ENG 524 Poetry Writing Workshop (may be taken English Novel literature, writing workshops and writing process three times) and technique courses designed for the aspiring ENG 573 The Nineteenth Century 3.00 ENG 525 Playwriting Workshop (may be taken writer. In this vigorous and innovative program, English Novel three times) students will have opportunities to work with a ENG 526 Writing for Media I: The Story (may be ENG 574 The Twentieth Century 3.00 host of visiting writers and poets, as well as to taken only once) English Novel participate in the vibrant writing and performing ENG 528 Seminar in Creative Writing (may be arts communities of both Brooklyn and Manhattan. ENG 579 Seminar in Special 3.00 taken three times) In the 39-credit M.F.A. in Creative Writing, Studies ENG 529 Topics in Creative Writing (1 credit the focal point of the curriculum is the writing course) ENG 580 Seminar in Twentieth 3.00 workshop. Students have opportunities to work in Nine (9) credits required from Literature Century Literature poetry, fiction, playwriting, creative non-fiction electives and on cross-genre projects. They explore a wide ENG 624 Seminar in American 3.00 ENG 546 Restoration and 3.00 range of literary styles, from traditional narratives Literature Eighteenth Century to the experimental, contemplative and avant- Literature ENG 624A African American 3.00 garde. In literature and theory classes, students Literature look closely at the links between contemporary ENG 569 Jane Austen 3.00 writing and literary traditions, writing and theory, ENG 624B Themes in American 3.00 ENG 571 The Eighteenth Century 3.00 and between writing, reading, music, and the Drama English Novel visual arts. Students are encouraged to take artistic
Page 49 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013
ENG 573 The Nineteenth Century 3.00 English Novel
ENG 574 The Twentieth Century 3.00 English Novel
ENG 579 Seminar in Special 3.00 Studies
ENG 580 Seminar in Twentieth 3.00 Century Literature
ENG 624 Seminar in American 3.00 Literature
ENG 624A African American 3.00 Literature
ENG 624B Themes in American 3.00 Drama
ENG 625 Nineteenth Century 3.00 American Literature
ENG 626 Twentieth Century 3.00 American Literature
ENG 631 Modern Poetry 3.00
ENG 634 Twentieth Century Drama 3.00
ENG 635 Seminar In Ibsen 3.00
ENG 636 Seminar in Literary 3.00 Periods and Movements
ENG 643 Seminar in Shakespeare 3.00
ENG 649 Seminar in British 3.00 Literature
ENG 650 Seminar in Medieval 3.00 Literature
ENG 651 16th and 17th Century 3.00 English Literature
ENG 654 Milton 3.00
ENG 655 Early Nineteenth Century 3.00 English Literature
ENG 656 Studies in Victorian 3.00 Literature
ENG 670 The Critical Tradition 3.00
ENG 671 Gender Theory and 3.00 Literature
ENG 5791 The Modern Novel 3.00
ENG 5792 Literature & Slavery 3.00
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 50 LIU Brooklyn
Credits: 3 English Department Courses ENG 509 Sociolinguistics: Language in Social Every Semester Context ENG 502 Writers on Writing An introduction to the major theories and ENG 524 Poetry Writing Workshop Students will attend a weekly series of readings, fieldwork in sociolinguistics. Students examine the An intensive workshop devoted to writing works f lectures and discussions by visiting writers. With a connections between language and social class, poetry. Class time will be spent critiquing each faculty member, students will read and analyze the ethnicity and gender, and the implications of those other's writings and discussing traditional and works of prominent and emerging writers and then connections for the teaching of writing. There is experimental forms. Students in the MFA program interact with the writers themselves in the also a strong focus on the analysis of second may take this class three times. classroom. language and second dialect writing, along with an Student must be part of the Creative Writing Student must be part of the Creative Writing exploration of multiple literacies. program in order to register for this course. program in order to register for this course. Student must be matriculated in the English MA Credits: 3 Credits: 3 program or the English MFA program in order to Every Semester
Rotating Basis register for this course. Credits: 3 ENG 525 Playwriting Workshop ENG 503 Theory of Writing On Occasion An intensive workshop devoted to writing plays. This seminar concentrates on major twentieth and Class time will be spent critiquing each other's twenty-first century theorists of poetry and fiction, ENG 510 Technical Writing writings and discussing traditional and many of whom are great creative writers themselves. This course introduces students to the theory and experimental forms. Students in the M.F.A. The course makes the connection between literary practice of producing and managing documents program may take this class three times. theory and the work of the creative writer. Among that are used in industry and other organizational Student must be part of the Creative Writing the works under discussion are the theoretical texts settings. Assignments include analytical writing, program in order to register for this course. of Walter Benjamin, Charles Baudelaire, Julia editing, designing, and testing of texts. Attention ENG 527 Topics in Professional Writing Kristeva, Lyn Hejinian, Charles Olson, Frederico will be given to style manuals, users' manuals, An introduction to the theory, research, and Garcia Lorca, Amiri Baraka, Virginia Woolf, M.M. research-writing, and publication (as needed). practice of professional writing. Topics may include Bakhtin, Alain Robbe-Grillet. The emphasis will be Student must be matriculated in the English MA writing in such professions as medicine and law, on a close reading of these texts in order to program or the English MFA program in order to writing for nonprofit and cultural institutions, understand the place of theory in students' own register for this course. writing in digital media, scientific and technical creative writing. Credits: 3 writing, business writing, and grant writing. Student must be part of the Creative Writing On Occasion Students will both analyze and write professional program in order to register for this course. ENG 519 Editing writing documents and receive detailed feedback on Credits: 3 This course prepares students in the research, their writing in intensive workshops. Students in Rotating Basis principles, and practices of editing essential to the the professional writing concentration may take this ENG 504 Traditions and Lineages process of publishing. Students gain knowledge of class three times. This seminar concentrates on the major literary the principles underpinning different levels of Student must be matriculated in the English MA movements of the twentieth and twenty-first professional editing and develop their own program or the English MFA program in order to centuries, including Dada, Imagism, Objectivism, expertise through extensive practice. register for this course. The Harlem Renaissance, Surrealism, Black Student must be matriculated in the English MA Credits: 3 Mountain, The Beat Generation, Magic Realism, program or the English MFA program in order to Annually and The New York School. Among the writers register for this course. ENG 528 Seminar in Creative Writing under discussion are Gertrude Stein, Ezra Pound, Credits: 3 An intensive workshop devoted to different Jean Toomer, Lorine Neidecker, Langston Hughes, On Occasion strategies for writing imaginative texts, especially Andre Breton, Allen Ginsberg, Garcia Marquez, ENG 520 Nonfiction Writing Workshop those that cross genres. Students in the MFA and Frank O'Hara. Emphasis will be on a close An intensive workshop devoted to writing literary program may take this class three times. Examples reading of these writers in order to understand the nonfiction. Class time will be spent critiquing each of special topics are: Collage: Image and Text, traditions behind our own work. other's writing and discussing traditional and Science Fiction Writing, and The Prose Poem. Student must be part of the Creative Writing experimental forms. Students in the Professional Student must be part of the Creative Writing program in order to register for this course. Writing concentration may take this class three program in order to register for this course. Credits: 3 times. Credits: 3 Rotating Basis Student must be matriculated in the English MA On Occasion
ENG 508 General Linguistics program or the English MFA program in order to ENG 571 The Eighteenth Century English Novel An introduction to the basic discipline of register for this course. This course will trace the rise of the English novel linguistics, the phonology and history of the Credits: 3 and the authors who helped shape its form. English language, as well as semantics and syntax, Annually Authors include Aphra Behn, Daniel Defoe, Eliza including traditional and generative- ENG 523 Fiction Writing Workshop Haywood, Samuel Richardson, Fanny Burney, transformational grammar. An intensive workshop devoted to writing works of Henry Fielding, and Jane Austen. Student must be matriculated in the English MA fiction. Class time will be spent critiquing each Credits: 3 program or the English MFA program in order to other's writings and discussing traditional and On Occasion register for this course. experimental forms. Students in the MFA program Credits: 3 may take this class three times. ENG 579 Seminar in Special Studies On Occasion An intensive study of special areas of interest in Student must be part of the Creative Writing literature. Examples of special topics are the works program in order to register for this course.
Page 51 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013 of a major author, literature and the arts, and in medieval literature, and women of the Middle detective fiction. ENG 626 Twentieth Century American Literature Ages. Student must be matriculated in the English MA Modernism, new regionalism, expatriatism, the Student must be matriculated in the English MA program or the English MFA program in order to Harlem Renaissance, and gender perspectives are program or the English MFA program in order to register for this course. among topics covered. Authors include register for this course. Credits: 3 Hemingway, Fitzgerald, Faulkner, Stein, Hurston, Credits: 3 On Occasion Hughes, Steinbeck, Eliot, Cather, and Stevens. On Occasion Student must be matriculated in the English MA ENG 620 Theories of Rhetoric and Teaching program or the English MFA program in order to ENG 700 Practicum in the Teaching of Writing register for this course. Composition An introduction to rhetorical theories and the Credits: 3 A practicum designed to introduce new teachers to teaching of writing. Examines rhetorical trends On Occasion the theory and methods of writing pedagogy, with across time and the impact of these trends on an emphasis on classroom practice. contemporary methods of teaching writing. ENG 631 Seminar in English and American Student must be matriculated in the English MA Student must be matriculated in the English MA Poetry program or the English MFA program in order to program or the English MFA program in order to An intensive study of poetry and poetic traditions. register for this course. register for this course. Examples of special topics are experimental poetry, Credits: 3 Credits: 3 the lyric poem, poetic movements, political poetry, Every Spring Alternate Years poetry in performance, and major authors. Student must be matriculated in the English MA ENG 705 Independent Study ENG 624 Seminar in American Literature program or the English MFA program in order to A tutorial designed for advanced individual An intensive study of special areas of interest. register for this course. research. Hours to be arranged. Permission of Examples of special topics are romancing the Credits: 3 Department Chair required. Prerequisite: 12 frontier, the body in American literature, and On Occasion graduate credits in English. melancholia and American literature. Credits: 3 Student must be matriculated in the English MA ENG 643 Seminar in Shakespeare On Demand program or the English MFA program in order to An intensive reading of a selection of Shakespeare's register for this course. plays. In addition to studying the texts, students will ENG 707 Methods of Research and Criticism Credits: 3 be introduced to scholarly approaches to A study of research techniques and critical On Occasion Shakespeare's work and to the contexts within approaches to literature, rhetoric, and creative which he worked. writing. The course guides students through the ENG 624A African American Literature Student must be matriculated in the English MA writing of a critical research essay. Required of all This course covers African American Literature program or the English MFA program in order to students in the MA and MFA programs. Students from the eighteenth century to the present. The register for this course. are encouraged to take English 707 in their first course will provide general information about the Credits: 3 year. major writers and texts that have contributed to On Occasion Student must be matriculated in the English MA African American Letters. In addition to literary program or the English MFA program in order to texts, assignments include criticism from noted ENG 646 Individual and Small Group Writing register for this course. scholars such as Houston Baker, Henry Louis Gates Instruction Credits: 3 Jr., Hortense Spillers, Deborah McDowell, Mae A study of various collaborative and conference Every Spring Gwendolyn Henderson, and others. Fiction writers techniques for the teaching of writing. Designed to to be studied are Douglass, Hughes, Hurston, include theories of collaborative learning, practical ENG 708 Thesis Wright, Brooks, Ellison, Walker, Morrison and applications in the classroom, and ethnographic or The capstone project for the various MA/MFA more. The aim is to provide not only a sense of the case studies. concentrations may take the form of a critical African-American literary tradition but also where it Student must be matriculated in the English MA research essay, a field project and documented stands in relation to Western humanities. program or the English MFA program in order to report, or a portfolio of creative work with an Student must be matriculated in the English MA register for this course. analytical coda. Students work with thesis advisers. program or the English MFA program in order to Credits: 3 Prerequisites: At least 21 credits in graduate English register for this course. Every Fall courses completed with a 3.0 GPA and permission
Credits: 3 of the thesis director and the graduate adviser. ENG 649 Seminar in British Literature On Occasion Concentrators in Professional Writing, Writing and An intensive study of special areas of interest. Rhetoric, and candidates for the MFA degree must ENG 625 Nineteenth Century American Examples of special topics are Africa in the British have completed at least 12 of their credits in Literature imagination, British writing in wartime, and British writing. A study of the diverse voices in American literature. women novelists. Student must be matriculated in the English MA Narratives, poetry, journals, essays, autobiographies, Student must be matriculated in the English MA program or the English MFA program in order to and folk tales are considered. Authors include Poe, program or the English MFA program in order to register for this course. Hawthorne, James, Melville, Emerson, Whitman, register for this course. Credits: 3 Douglass, Twain, Crane, Dickinson, Chestnut, Credits: 3 On Demand Wharton, and Dreiser. On Occasion
Student must be matriculated in the English MA ENG 650 Seminar in Medieval Literature program or the English MFA program in order to This course focuses on a particular text, topic, or register for this course. tradition. Topics include Chaucer's Canterbury Credits: 3 Tales, the Arthurian tradition, gender and sexuality On Occasion
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 52 LIU Brooklyn
DEPARTMENT OF HISTORY factors that affect urban growth and change. (Same East Asia and the United States in the past 100 as Urban Studies 504). years. Professors Dorinson, Warmund (Chair), Wilson Credits: 3 Credits: 3 Professors Emeriti Brennan, Fisher, Gabel, On Occasion On Occasion
Horowitz, Lane, Necheles-Jansyn HIS 524 The Civil War and Reconstruction (1850- HIS 622 The Era of the American Revolution Associate Professors Jones, Horstmann Gatti, Xia 1877) A study of the development of the controversy with Associate Professor Emeritus Reilly An examination of the social, political and England after 1763, the Revolutionary War, and Assistant Professor Agrait economic aspects of the Civil War and the period of the Confederation through the Adjunct Faculty: 6 Reconstruction. Topics covered include the causes adoption of the Constitution. Students interested in history who want a of the conflict; the impact of the war on the North Credits: 3 multidisciplinary program that views society and the South; issues of gender, slavery, and racism; On Occasion through the integrated perspective of several social the evolution of a free labor system; and the long- sciences may take a Master of Science in Social term effects of Reconstruction. (Formerly History HIS 632 The World Since 1945 Science with a concentration in history. A survey of political and economic trends, 620) Credits: 3 including the collapse of European hegemony, the History Courses On Occasion emergence of the Third World, the Cold War in Europe and in Asia, the breakup of the Soviet
HIS 535 The Holocaust Empire, the resurgence of nationalism, and the HIS 500 Germany 1870-1945, from Unification to This course will rely on a variety of perspectives, growing economic importance of Asia. Disintegration psychological, theological, philosophical, ethical as Credits: 3 A course that races the story of Germany's well as historical, to assist students in the search for Rotating Basis unification, rapid rise to European prominence, the Who, What, When and possibly the Why of and eventual transformation into the Nazi state. It the Holocaust. They will also be introduced to HIS 699 Independent Study and Research introduces various interpretations of the course of varying and sometimes conflicting interpretations Credit and hours arranged with approval and German history and examines a variety of of the subject in order to underscore the permission of the Department. interrelated questions that might be reduces to one: complexities and dilemmas raised by the mass Credits: 3 Why Germany? Why did an apparently modern destruction of Europe's Jewish communities. On Demand and civilized society accept barbarism on such an Credits: 3 unprecedented scale? On Occasion Credits: 3 Rotating Basis HIS 565 Latin America in World History
An introduction to the graduate study of Latin HIS 501 Slavery and Freedom: A Comparative American history from the pre-colonial period to Perspective the present as seen through the lens of world This course involves the examination and history. Students read a selection of texts examining comparison of the development of slave systems in such topics as indigenous culture, slavery, the New World. Emphasis will be on the different colonialism, imperialism, nationalism and definitions of freedom that developed within the revolution set in the context of the wider currents various slave societies. Major points of comparison of history. will center on the plantation systems of Brazil, Credits: 3 Cuba, and the United States. On Occasion Credits: 3 On Occasion HIS 583 The History of the City of New York
A chronological and topical review of the political HIS 502 The History of African American and social development of New York City from Women in the United States Dutch settlement to the present. Emphasis is placed This course examines the complex and varied on the development of the city as a great financial, experiences of African American women in the intellectual and cultural center. (Same as Urban United States from slavery to the present. In the Studies 583). process of exploring the historical perspective of Credits: 3 African American women's lives, students will draw Cross-Listings: HIS 583, URB 583 upon other disciplines such as literature, sociology, On Occasion media arts and political science in a thematic coverage of the myths and realities of "black HIS 584 20th Century East Asian-American womanhood". Relations Credits: 3 This course aims to provide an examination of the On Occasion changing East Asian-American relations in the 20th
century, with an emphasis on four East Asian HIS 504 The Development of the American courtiers (China, Japan, Vietnam and Korea). It Metropolis first reviews the early encounters between East Asia A study of the development of the American and the United States. It then discusses the major metropolis from the period of settlement to political, economic and cultural development, as modern times. Special emphasis is placed on the well as the dynamic underlying them, that have relationship of physical development to the various shaped the confrontation and cooperation between
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DEPARTMENT OF wave equations. Prerequisite: MAT 610 or equivalent. MTH 636 Abstract Algebra II MATHEMATICS Credits: 3 Basic theory of groups, rings, fields. Special topics On Occasion from Galois theory, group representation, field Professors Myers, Park, Zuckerberg extensions, rings, modules, Lie algebras. Professors Emeriti Posmentier, Stanley, MTH 620 Theory of Functions of a Real Variable Prerequisite: Advanced Calculus. Zuckerman I Credits: 3 Associate Professors Allan (Chair), Bednarchak, Topologies on the real line, measurable functions, On Occasion Knight, Mokhtari-Sharghi, Su limit theorems, Riemann and Lebesgue integrals, Associate Professors Emeriti Farber, Tucker metric spaces, measure spaces, normed linear MTH 650 Numerical Analysis II Assistant Professor Zablow Adjunct Faculty: 21 spaces. Prerequisite: Advanced Calculus. Numerical differentiation and integration, Courses in mathematics are offered for students Credits: 3 summation, least squares, numerical solutions of who need them to meet the requirements for On Occasion differential equations, boundary value problems. degrees in the sciences or pharmacy, or for the Prerequisite: One year of calculus. M.S.Ed. in Secondary Education. MTH 621 Theory of Functions of a Real Variable Credits: 3 II On Occasion Topologies on the real line, measurable functions, Mathematics Courses 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 Every Spring 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. Initial-value problems, including existence and Prerequisite: One year of calculus. uniqueness of solutions and their dependence on Credits: 3 initial data; linear systems; boundary value On Occasion problems; qualitative theory. Credits: 3 MTH 635 Abstract Algebra I Every Fall Basic theory of groups, rings, fields. Special topics from Galois theory, group representation, field MTH 611 Differential Equations II extensions, rings, modules, Lie algebras. Systems of differential equations, Fourier Series and Prerequisite: Advanced Calculus. Fourier transforms, selected topics from partial Credits: 3 differential equations including heat equations and On Occasion
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DEPARTMENT OF MEDIA apprised of the special policies on academic Theory Courses standards that include regulations regarding MA 502 Media: Race Gender, 3.00 ARTS maintenance of good standing, academic probation Class and accepted standards of behavior and integrity. MA 503 Creativity: Artist, 3.00 University Professor Steinberg Academic standards and student performance are Industry, Culture Professors Broe, Fishelson, Lauth, Moghaddam monitored by the graduate academic standing (M.F.A. Program Coordinator) committee. MA 510 World Film History I 3.00 Associate Professors Banks (Chair), Goodman Admissions Requirements MA 511 World Film History II 3.00 (M.A. Program Coordinator) • Undergraduate degree in media arts, humanities Assistant Professor Nappi, Molton or related subject MA 512 American Film History I 3.00 Adjunct Faculty: 10 • Short personal essay stating applicant's (1895 - 1960) Media Arts is a powerful and influential field experience, career goals, and what they hope to MA 513 American Film History II 3.00 that can be defined as the art and science of artistic get out of the program. (1960 - Present) expression through media such as film, television, • Two letters of reference (one professional, one radio, video art, the Web, computer graphics, academic) MA 514 History of the Still Image: 3.00 computer art, animation, video games, music • Writing Sample: Essay on media-related topic Photography and CGI production, sound design, photography, interactive (undergraduate paper or article) MA 520 Artistic and Literary 3.00 media, screenwriting, media management, media- • Production Sample: A sample of work that best Movements and the based performance and installation. Students demonstrates student’s media skills, creative Visual Media trained in the above disciplines are employed in range and potential (portfolio, sample reel or the entertainment, advertising, publishing and script). MA 521 Social and Political 3.00 communications industries globally, in production • Personal Interview with M.A. Program Movements and the and executive levels. Coordinator Visual Media
MA 522 Myth and Media 3.00 M.A. in Media Arts Plan Requirements M.A. in Media Arts A minimum of 36 credits are required for the MA 524 The Notion of Motion 3.00 M.A. in Media Arts Degree The 36 credit Master of Arts in Media Arts is MA 525 The Celluloid Classroom 3.00 * Media Management Concentration requires the for students, communication professionals and Integrated Model MA 526 Slavery: Roots to Rap 3.00 artists who wish to work in a multidisciplinary ** Global Media Studies requires the Integrated environment and gain experience in both MA 530 Television Theory 3.00 Model traditional and digital techniques. The program is *** Media Studies Concentration requires the MA 531 Survey of Contemporary 3.00 unique in that it offers a course of study that is Theory Model Digital Media Art explicitly designed to explore the relationship between theoretical concept and practical MA 532 Contemporary 3.00 application. There are eight Areas of DISTRIBUTION MODELS: Documentary 1) Integrated Model: 15 credits of Theory courses Concentration (see below) and a student is MA 533 Asian Cinema 3.00 required to take 12 credits within one of them. In (including MA 500 and MA 501) and 15 credits of addition, the student’s Integrated Thesis Project, Production courses MA 534 Latin American Cinema 3.00 2) Theory Model: 21 credits of Theory courses the last 6 credits of the degree, must feature this MA 535 Global Net Art 3.00 Area of Concentration. including MA 500 and MA 501, and 9 credits of Production courses) MA 536 Bessie Basie, Billy, Bird 3.00 3) Production Model: 21 credits of Production CONCENTRATIONS: MA 537 Comparative Film 3.00 courses, and 9 credits of Theory courses (including There are eight areas of Concentration in the Directors Master’s Program. A student must declare a MA 500 and MA 501) Concentration in one of these areas and the * Where appropriate, and with the express, written MA 538 All About ... 3.00 permission of M.A. Program Coordinator, Distribution Model (see below) appropriate to MA 610 History of the 3.00 students may request that up to two Media Arts complete it: Documentary 1. Screenwriting: Film and Television Theory courses be replaced with electives offered MA 620 Psychoanalysis and the 3.00 2. Photography: Traditional, Digital and in graduate programs outside the Department (for Media Experimental example, English Literature, Creative Writing, Urban Studies, Psychology, United Nations 3. Film, Television and Video Production MA 621 Philosophy and Media 3.00 Including Acting and Directing Program etc.) MA 622 Globalization and the 3.00 4. Digital Sound and Audio Design Media 5. Computer Graphics Imaging: Print, Animation, M.A. in Media Arts Distribution Interactive Must complete the following two (2) courses for MA 623 Corporate Structure of the 3.00 6. Media Management: Producing, Financing, six (6) credits Media Programming * MA 500 Media Aesthetics 3.00 MA 624 Media Bodies 3.00 7. Global Media Studies: Human Rights, Documentary** MA 501 Media Theory 3.00 MA 625 Sex, Gender, Media 3.00 8. Media Studies: History, Aesthetics, Visual According to student's chosen Distribution MA 626 Crossing Borders 3.00 Culture*** Model, a student must complete twelve (12) Academic Standards courses for twenty four (24) credits from the MA 630 Documentary: 3.00 On entry to the program all students are following: Fact/Fiction
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MA 631 Global Documentary 3.00 MA 662 Directing the 3.00 students in creating media arts projects of the Documentary highest quality. MA 632 Topics in Visual 3.00 Students have access to extensive media Aesthetics MA 665 Directing the Screen 3.00 facilities such as: multiplatform and networked Actor II MA 633 Media Genres 3.00 computer labs with production grade workstations MA 670 Digital Sound Design II 3.00 for CG and animation; a multi-camera TV studio; MA 634 Genre Theory: Film, 3.00 Digital Video labs and editing bays; Digital Audio Television, Music MA 671 Digital Sound Design III 3.00 and MIDI labs with a full recording studio; wet MA 635 Global Cinema 3.00 MA 672 Digital Sound Design IV 3.00 and digital Photo labs; large format printers; cameras and assorted media peripherals, large MA 636 Alternative Media 3.00 MA 673 Digital Sound Portfolio 3.00 theatrical screening spaces; 3 campus-based MA 637 Aesthetics of Rap and 3.00 MA 675 Digital Sculpture 3.00 galleries for exhibitions; and smart classrooms. Music Video A full complement of Media Theory classes MA 677 Computer Graphics 3.00 support the critical development of a solid MA 703 Independent Study I 3.00 Imaging Portfolio aesthetic and conceptual foundation for creative (Theory) MA 680 Financing Features 3.00 production. Competitive internships and job Production Courses placement services additionally help students get MA 681 Developing 3.00 ENG 526 Writing for Media I: The 3.00 placed in the industry while developing Documentaries and Shorts Story professional portfolios and reels for the MA 682 High End Digital 3.00 competitive job market. This program is designed MA 550 Writing for Media I: The 3.00 Production to help students achieve final academic mastery Story for the expression of their artistic vision in media MA 683 Producing Television 3.00 MA 551 The Screenplay 3.00 form. As a terminal degree, this M.F.A. can lead to Series careers in the highest levels of production and MA 552 Playwriting Workshop 3.00 MA 703 Independent Study 3.00 management in media, in addition to college level MA 556 Digital Photography I 3.00 (Theory) teaching. Admissions Requirements MA 557 Experimental 3.00 MA 704 Independent Study II 3.00 • Bachelor’s degree Photography (Production) • Artist’s Statement MA 560 Digital Video Imaging I 3.00 MA 705 Fieldwork Experience 3.00 • Production Sample (portfolio or reel) submitted via mail or online MA 561 Multi-Camera Production 3.00 M.A. in Media Arts Thesis Requirement • A personal interview with the M.F.A. Program I Must complete the following two (2) courses for six (6) credits Coordinator. MA 562 DV Intensive 3.00 Program Requirements MA 707 Integrated Thesis Project I 3.00 Continued enrollment in this program is MA 563 Digital Media For 3.00 (Theory) Teachers contingent upon: MA 708 Integrated Thesis Project 3.00 • Maintaining an overall grade-point average of MA 570 Digitial Sound Design I 3.00 II (Production) 3.0 MA 575 Digital Communications 3.00 • Maintaining a grade-point average of 3.0 in the Design concentration M.F.A. in Media Arts
MA 576 Motion Graphics 3.00 General Requirements for M.F.A. in As a leader in the global cultural industrial Production complex, New York City is home to much of the Media Arts MA 577 3D Computer Graphics 3.00 cutting-edge creative content that is developed Credits across all media. Conveniently located in the heart MA 578 Interactive Media 3.00 Theory 12 of Downtown Brooklyn, between Steiner Film Production Studios and the BAM cultural district, the M.F.A M.F.A. Seminars 3 MA 580 Independent Producer 3.00 in Media Arts is the highest, most advanced, and Studio in Area of 24 specialized degree, offered by the university for MA 581 Music Entrepreneurship 3.00 Concentration media artists and developers. MA 583 Art and Commerce 3.00 The 60 credit Master of Arts in Fine Arts Interdisciplinary Studio 6 degree offers the students hands-on experience (outside Area) MA 584 Entrepreneurship 3.00 with the latest technologies for content creation General Electives 6 MA 650 Writing Genre 3.00 across multiple disciplines, in 6 concentrations: Thesis 9 MA 651 From Page to Screen 3.00 Film and Video; Computer Graphics, Animation and Interactive Media; Digital Audio and Sound M.F.A. Total 60 MA 652 Memory and Imagination 3.00 Design; Photography; and Media Management. 12 Credits in Media Theory Using state-of-the-arts studios, students have the MA 655 Photography Portfolio 3.00 MA 800 and 9 credits in Theory Electives with the opportunity to learn and develop their full artistic permission of the M.F.A. Program Coordinator. MA 660 Digital Video Imaging II 3.00 vision for exhibition and screening using the most 3 Credits in M.F.A. Seminars MA 661 Film Production I 3.00 advanced techniques and toolsets. A studio-based (1 Credit Seminars): curriculum supports every level of specialization and merit required by the field, while supporting MA 801 M.F.A. Seminar I 1.00
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MA 802 M.F.A. Seminar II 1.00 MA 577 3D Computer Graphics 3.00 MA 557 Experimental 3.00 Photographer MA 803 M.F.A. Seminar III 1.00 MA 578 Interactive Media 3.00 MA 558 The Business of Freelance 3.00 6 Credits in Interdisciplinary Studio MA 579 Computer Graphics I 3.00 (outside your Area of Concentration): MA 559 Studio Photography 3.00 MA 675 Digital Sculpture 3.00 Any studio/production class outside the primary MA 655 Photography Portfolio 3.00 area of concentration with the permission of the MA 676 3D computer Animation 3.00 M.F.A. Program Coordinator. MA 656 Conceptual Digital 3.00 MA 677 Computer Graphics 3.00 6 General Electives: Photography Imaging Any graduate level class with the permission of the MA 657 Digital Photography II 3.00 M.F.A. Program Coordinator. MA 678 Intro to Motion Capture 3.00 9 Credits in M.F.A. Thesis: MA 568 Lighting for Visual Media 3.00 MA 679 Advanced 3D Character 3.00 MA 897 M.F.A. Thesis I 3.00 Animation MA 704 Independent Study 3.00 MA 898 M.F.A. Thesis II 3.00 MA 695 Logo Animation 3.00 MA 894 Studio Specialization 3.00 MA 899 M.F.A. Thesis III 3.00 MA 696 3D Modeling I 3.00 MA 895 Studio Specialization 3.00 24 Credits of Studio in Area of MA 697 Motion Capture II 3.00 MA 896 Studio Specialization 3.00 Concentration: Film/Video Production, Screenwriting: MA 698 Special Topics 3D CG 3.00 MA 705 Internship 3.00 Directing, Producing, Editing & Performing MA 699 Special Topics Special 3.00 Media Management: Programming, Marketing MA 590 Broadcasting I 3.00 Effects & Advising MA 683 Producing the Television 3.00 MA 552 Playwright Workshop 3.00 MA 698 Special Topics Special 3.00 Series Effects MA 560 Digital Video Imaging I 3.00 MA 690 Broadcasting II 3.00 MA 705 Independent Study 3.00 MA 565 Directing the Screen 3.00 MA 705 Field Work Experience 3.00 Actor MA 704 Independent Study 3.00 MA 581 Business of Digital Sound 3.00 MA 566 Production Development 3.00 MA 894 Studio Specialization 3.00 Design Skills MA 895 Studio Specialization 3.00 MA 583 Art and Commerce 3.00 MA 567 The Art of Editing 3.00 MA 896 Studio Specialization 3.00 MA 584 Entrepreneurship 3.00 MA 568 Lighting for Visual Media 3.00 MA 705 Internship 3.00 MA 586 New Media Management 3.00 MA 650 Writing Genre 3.00 Audio: Music Production, Digital Audio & MA 622 Globalization of Media 3.00 MA 651 From Page to Screen 3.00 Radio MA 570 Digital Sound Design I 3.00 MA 623 Corporate Structure of the 3.00 MA 652 Memory and Imagination 3.00 Media MA 571 Sound for Visual Media 3.00 MA 653 Writing Documentaries 3.00 MA 636 Alternative Media 3.00 MA 572 Location Sound 3.00 MA 654 TV Writer’s Table 3.00 Recording MA 680 Financing Features 3.00 MA 660 Digital Video Imaging II 3.00 Developing MA 573 Music for Visual Media 3.00 Documentaries MA 661 Film Production I 3.00 MA 670 Digital Sound Design II 3.00 MA 682 High End Digital 3.00 MA 664 Components of Visual 3.00 MA 671 Digital Sound Design III 3.00 Production Story Telling MA 672 Digital Sound Design IV 3.00 MA 704 Independent Study 3.00 MA 665 Directing the Screen 3.00 Actor II MA 674 Digital Sound Portfolio 3.00 MA 894 Studio Specialization 3.00
MA 666 Cinemagraphic Directing 3.00 MA 581 Business of Digital Sound 3.00 MA 895 Studio Specialization 3.00 Design MA 704 Independent Study 3.00 MA 896 Studio Specialization 3.00 MA 704 Independent Study 3.00 MA 894 Studio Specialisation 3.00 MA 705 Internship 3.00 MA 894 Studio Specialization 3.00 MA 895 Studio Specialisation 3.00 Note: In addition to production/studio classes in MA 895 Studio Specialization 3.00 each area, M.F.A. students can do 9 credits in MA 896 Studio Specialisation 3.00 Studio Specialization: MA 894, MA 895, & MA MA 896 Studio Specialization 3.00 MA 705 Internship 3.00 896 as independent studies in their field, plus MA Computer Graphic Imaging: Digital Design, MA 705 Internship 3.00 704 Independent Study. Notes: Studio Credits in Areas of Concentration Animation & Interactive Media Photography: Traditional, Digital & vary from area to area. Check with your advisors MA 575 Digital Communication 3.00 Experimental for the studio/production classes that apply. Design MA 555 Photography 3.00 Interdisciplinary Studio must be production classes MA 576 Motion graphics 3.00 MA 556 Digital Photography 3.00 outside of your Area of Concentration. M.A. Production Thesis credits are not transferable to the M.F.A.
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The M.F.A. Seminars are 1 credit classes offered the predetermined deadlines. every semester, and all 3 are required for the M.F.A. Your 9 credit M.F.A. Thesis can be The M.F.A. in Writing and Producing for entirely Production based, or 3 credits Theory, and Television is a full-time, 48-credit program, 6 credits production. For additional questions, running two years; consisting of the following contact the M.F.A. in Media Arts Program courses. Coordinator: Professor Marjan Moghaddam ([email protected]). Semester One WPT 610 Writing and Development 6.00 M.F.A. in Writing and - The Television Series Producing for Television WPT 611 The History Of 3.00 Television The M.F.A. in Writing and Producing for WPT 612 The Writer's Table 3.00 Television is a writing intensive program that uses (January/Winter a unique teaching and learning approach that Intensive) mimics the real world of contemporary television. In particular, the notion of work done in collaboration as a cohort is the hallmark of this Semester Two program since television demands that its writers WPT 620 Television Series & 6.00 work as a unit. The M.F.A. in Writing and Programs - Writing And Producing for Television is a full-time program. Pre-Production Classes are held during the day, and therefore, WPT 622 New Media: An 3.00 students must be able to commit to studying on a Introduction full-time basis. Students also must be able to work collaboratively in an environment that requires the WPT 698 Individual Episode 3.00 exchange of ideas and the highest level of Writing professional courtesy. Most classes are held at WPT 699 Internship 0.00 Steiner Studios, located at the Brooklyn Navy Yard. Students are expected to arrange their own transportation for those classes being held at Semester Three Steiner as well as those held at LIU Brooklyn. WPT 630 Television Series & 6.00 Admissions Requirements Programs - Writing and The M.F.A. in Writing and Producing for Production Television is a highly competitive program, which WPT 631 Single Camera Film-Style 3.00 seeks to recruit 20-25 students each year, who Video Production exhibit the ability to express themselves clearly and creatively in the written form. Applicants need WPT 632 Location Production 3.00 not have a background in writing for TV or film, (Winter Intensive) however, they will be required to submit, as part of WPT 699 Internship 0.00 the admissions process (see below), writing samples that demonstrate the potential required to write for the television medium. Semester Four To be admitted to this program you must WPT 642 Post Production 3.00 submit: WPT 643 Intellectual Property And 3.00 • An application for admission Cutting The Deal • An original dramatic or comedic script written for film, TV or theater, or a sample of creative WPT 621 Genre Theory and 3.00 writing that reflects your story-telling ability. Writing the Pilot • Two written recommendations: one WPT 700 Capstone Course 3.00 professional and one academic. Include contact
information. • An up-to-date bio or CV In addition, applicants must: • Have earned an undergraduate degree at an accredited college or university • Complete a personal interview, which will be scheduled once the writing samples have been reviewed Continued enrollment in this program is contingent upon: • Regularly attending classes (no more than three missed classes will be allowed). • Submitting projects and writing assignments by
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Media Arts Courses 800 is required. course, students deepen their theoretical Credits: 3 understanding of how mythic constructs, belief On Demand systems and ideologies function within film MA 500 Media Aesthetics narrative. In particular, this course explores how An exploration of problems and issues related to MA 514 History of the Still Image: Photography definitions of myth, legend, fairytale or fable are theories of applied media aesthetics - from cave and CGI often conflated within post-modern contemporary paintings to virtual reality. Through screenings and Prerequisite: Media Arts 500 or 501 or permission film idiom to reveal new meanings. Topics include: readings, students analyze the language and of instructor. pastiche and satire, Magic Realism, science fiction meaning of visual culture and develop their own and gender, the eco-disaster movie. interpretations. Topics include the psychology of This course traces the history of the still image from The pre-requisite or co-requisite of MA 500 or MA perception, the construction of reality, creativity, its earliest chemically-based photographic form to 800 is required. history of technology, mass culture and consumer the contemporary digital computer graphic image. Credits: 3 engineering. Must be taken within the first year of Aesthetic theories of imaging, visual representation On Occasion study. and veracity will be examined. Credits: 3 The pre-requisite or co-requisite of MA 500 or MA MA 528 Production Management Every Fall and Spring 800 is required. This course surveys the nuts and bolts of Credits: 3 production management in photography, film, MA 501 Media Theory On Occasion television, and contemporary digital media. Topics A foundation course that acquaints the student include: entertainment and copyright laws, with the multitude of theories that together MA 515 Class, Crime & Film Noir programming, operations, scheduling, hiring, constitute Contemporary Media Theory. The An exploration of the history of those dark, seedy budgeting and media management. Students course is a bridge between the multiple disciplines crime films that came to prominence in Hollywood complete an entire Production Handbook as their that have been used to examine the media, in the late 1940s (The Maltese Falcon, Blue Dahlia) semester long assignment. including psychology, linguistics, history and in a style that has become nearly the dominant in The pre-requisite or co-requisite of MA 500 or MA sociology and the aesthetic considerations of film, Hollywood today. The course examines noir's pre- 800 is required. television and popular recording. The course traces history in the gangster film (Scarface, I Was A Credits: 3 the broad outlines in the evolution of each branch Fugitive From a Chain Gang), its development into On Occasion of Contemporary Media Theory including a full blown validation of the sympathetic male and semiotics, psychoanalysis, feminism and theories of female fugitive outside the law (Out of the Past, MA 532 Contemporary Documentary ideology. Considerable attention is also paid to Desperate), its brief flowering in the 70s An exploration of the changing form and style of students developing a sense of how to place the (Chinatown) and its reemergence under Reagan the documentary in the context of the media object in its historical and cultural context. and Bush (Bad Lieutenant, The Last Seduction). democratization of access to information Must be taken within the first year of study. Topics include: femme fatales (Double Indemnity), technologies and globalization. Topics include: the The pre-requisite or co-requisite of MA 500 or MA international noir (Italy's Bitter Rice), black noir (A mockumentary, guerilla documentary, the video 800 is required. Rage in Harlem). memoir, experimental and avant garde Credits: 3 The pre-requisite or co-requisite of MA 500 or MA documentary. Every Fall and Spring 800 is required. The pre-requisite or co-requisite of MA 500 or MA Credits: 3 800 is required. MA 502 Media: Race Gender, Class On Occasion Credits: 3 An examination of how race, gender and class are Annually constructed in the visual media and how they MA 520 Artistic and Literary Movements and the interact. Students become versed in the major Visual Media MA 533 Asian Cinema historical and contemporary arguments and explore This course focuses on the aesthetic conventions A focus on cinema as a unique cultural product in how those arguments apply to various media and philosophical underpinnings of one of many which artistic sensibilities are mobilized to address, formations, ranging from film noir to the African- 20th century movements in the fine arts and and thus reflect, significant aspects of contemporary American gangster film to the independent feminist literature, including Expressionism, society. Through a range of feature films from the film. The course concludes with studies of media Constructivism, Dada and Surrealism, Literary region, this course examines these cultural products conjunctions in which class, race and gender Modernism, Poetic Realism, Magic Realism, as collective expressions of some enduring concerns relations are encoded in the same media formation. Abstract Expressionism, Pop Art and Structuralism. in modern Asian societies. (Same as Sociology 526) The pre-requisite or co-requisite of MA 500 or MA Visual media artists include Luis Bunuel, Sergei The pre-requisite or co-requisite of MA 500 or MA 800 is required. Eisenstein, David Lynch, Fritz Lang, Jean Renoir, 800 is required. Credits: 3 and Nam Jun Paik. (This course may be taken Credits: 3 On Occasion more than once for credit). Cross-Listings: MA 533, SOC 526 The pre-requisite or co-requisite of MA 500 or MA On Occasion MA 504 Indie Sex 800 is required. This new course investigates the counter-politics Credits: 3 MA 535 Global Net Art and aesthetic of how sex and gender are On Occasion This course explores the position, the process and represented in the narratives of contemporary the works of cultural producers in the global terrain (mostly non-American) independent film. Analyzing MA 522 Myth and Media of digital production and distribution. Investigating films through the lens of globalism and its cultural How do humans relate to the great forces of life the fusion of the private and the local into the contexts, students study a variety of genres and death, male and female, creation and global through the net raises critical questions including: documentary, hard-core art, horror, destruction, light and darkness? Movies along with about the production of artworks in a borderless animation and experimental forms. all the other arts, have embraced myth; for story virtual context, and about the relationship between The pre-requisite or co-requisite of MA 500 or MA lines, to explain mysteries and for a deeper these artworks and traditional representational influence in structure, motifs and style. In this spaces. The seminar explores these questions and
Page 59 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013 their implications for the emerging discourse of communications and control sytems in animals, Cross-Listings: ENG 525, MA 552 universal citizenship. Lectures, readings, discussion humans and machines, connects the fields of On Occasion and analysis of cultural products. Final projects will robotics, artificial intelligence, evolutionary biology, be in the form of digital works. Three credits. neuroscience, psychology, etc., and has been a MA 557 Experimental Photography Prerequisite: MA 500 or MA 501 or permission of longtime preoccupation in cinema, as seen in: An examination of the relationship between instructor. This course has an additional fee. Metropolis (1927), Frankenstein (1931), 2001: A technique and creative vision in photography. Offered on occasion. Space Odyssey (1968), Blade Runner (1982), Students experiment using processes designed to The pre-requisite or co-requisite of MA 500 or MA Artificial Intelligence (2001), Minority Report expand the creative approaches available to the 800 is required. (2002), I, Robot (2004), etc. Through screenings, photographic artist, including alternative chemical Credits: 3 cyber-interactions, readings of cyber-SciFi, and processes (cyanotype, vandyke brown sald, On Occasion discussions, this class probes such topics as gender platinum, gum), nontraditional mediums (wood, guises in cyberspace, what it means to be human, glass, sculpture), and alternative image sources. MA 537 Comparative Film Directors consciousness, etc. Particular emphasis is placed on the relationship A focus on the work of either a single The pre-requisite or co-requisite of MA 500 or MA between process and image and how invention and director/writer or on a comparative analysis of two 800 is required. artistic interpretation are entwined in the directors/writers. Names include Katherine Credits: 3 photographic context. Bigelow, Ousmane Sembene, Stanley Kubrick, On Occasion The pre-requisite or co-requisite of MA 556 is David Lynch, Fritz Lang, Spike Lee, Alfred required. Hitchcock/Claude Chabrol, Douglas Sirk/R.W. MA 548 Cinema of India Credits: 3 Fassbinder. (This course may be taken more than The film industry in India releases more films per On Occasion once for credit.) year than any other country in the world and is The pre-requisite or co-requisite of MA 500 or MA rapidly finding a global market, second only to MA 558 The Business of Freelance 800 is required. Hollywood. This course examines the The course will explore aspects of working freelance Credits: 3 phenomenon by means of in-depth analysis of a in the media fields of graphic arts, photography, On Occasion wide range of national and regional Indian films. film and video production. The class will enable Topics include: The Merchant/Ivory effect; students to develop the skills necessary for a MA 538 All About ... relationship of Indian mythology, literature and art successful career using self-promotional tools and This course involves an intense study of a single to story construction; Bollywood influence on business practices involved in freelance work. media object, including the works that led up to it contemporary western movies and audiences: The pre-requisite or co-requisite of MA 500 or MA and the works that were subsequently influenced by Indian women filmmakers; regional language 800 is required. it. Studies Include: Bonny and Clyde, 2001: A cinemas. Credits: 3 Space Odyssey; Blue Velvet. (This course may be The pre-requisite or co-requisite of MA 500 or MA On Occasion taken more than once for credit.) 800 is required. MA 559 Studio Photography The pre-requisite or co-requisite of MA 500 or MA Credits: 3 This course is primarily about light and its control 800 is required. On Occasion Credits: 3 in the process of creating photographs. Students On Occasion MA 551 The Screenplay will be introduced to the fundamentals of studio An intermediate course where students complete lighting with an emphasis on practical applications MA 539 History of Special Effects their own full-length screen/teleplay. Weekly for portraiture and still life photography. In-class This seminar provides a historical and theoretical writing groups provide feedback and evaluation. demonstrations will cover the use of electronic flash overview of special effects from their earliest Workshops for directing actors/readers; guest equipment, portable flash equipment, tungsten inception in theatrical, photographic and cinematic speakers. (This course may be taken more than lights, and the modification of light. Students will productions to their current utilization in once for credit.) learn to consider the direction of light, proper contemporary media arts. This class surveys the The pre-rquisite or co-requisite of MA 550 is exposure, and the effect on contrast and color ubiquity of special effects used as either obvious required. balance. Students must submit a self-published tropes in visualizing the fantastical, or as invisible Credits: 3 body of work as a final portfolio, and complete a amplifiers in simulating a more plausible reality. Rotating Basis research project. The class also examines the relationship of SFX to The pre-requisite or co-requisite of MA 556 is both narrative realism, and to the fabrication of the MA 552 Playwriting Workshop required. simulacrum, by tracing the semiotic use SFX to This course begins with an introduction to the Credits: 3 both propel a narrative, and to maintain narrative history and basics of dramatic writing, starting with On Occasion coherence in what might otherwise be impalpable Aristotle''s Poetics and assessing sections of two and disjointed exaggerations. different texts and approaches to writing for the MA 560 Digital Video Imaging I The pre-requisite or co-requisite of MA 500 or MA theater: The Art of Dramatic Writing by Lejos Egri An exploration, using state-of-the-art digital cameras 800 is required. and David Ball''s Backwards and Forwards. The and nonlinear editing systems, of all aspects and Credits: 3 second phase of the course focuses on scene and stages of the video production process from pre to On Occasion character development, through a series of written post. Working as individuals or in small production exercises and assignments, as each student begins teams, students complete a video project of their MA 546 CyberCinema drafting a one-act play. The final section of the own design. Three credits. Prerequisite: MA 500 or As the moving image continues to morph into course is devoted to work-shopping each student professional/undergraduate video production numerable metaforms of digital signals and play-in-progress.(Same as ENG 525.) experience or permission of instructor. electronic transmissions, (and is trademarked as The pre-rquisite or co-requisite of MA 550 is The pre-requisite or co-requisite of MA 500 or MA cyber-cinema), this graduate seminar explores all required. 800 is required. things cyber in cinema. Cyber - short for Credits: 3 Credits: 3 cybernetics - an interdisciplinary study of Every Fall
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animation. We will look at how light creates mood, On Occasion MA 561 Multi-Camera Production I depth and an emotional experience within the An intensive exploration of the art and science of media. This is a hands-on production class, which MA 575 Digital Communications Design multi-camera production. Students work requires that each student have competency in his A Communications Design class using industry cooperatively at an accelerated pace on projects of or her form of media. Most projects will be standard digital tools for media production. their own design and examine various remote and delivered in a media form of the students choosing. Students learn and work with graphics for print, studio technologies, directorial strategies, and We will learn to work with natural light, lighting video, film and web combining graphics, production techniques. kits, and in some cases create our own lighting illustration and text. Special emphasis is placed on The pre-requisite or co-requisite of MA 560 is instruments to work with a variety of lighting styles, resolution, color, and design principals for various required. and shooting conditions. We will examine the media. Credits: 3 additive and subtractive color modes and bring all The pre-requisite or co-requisite of MA 500 or MA On Occasion of these tools together in a final project. 800 is required.
The pre-requisite of MA 560 is required. Credits: 3 MA 562 DV Intensive Credits: 3 Rotating Basis Students join forces to complete a DV project in On Occasion five days from inception to final end screen credits MA 576 Motion Graphics Production with original music. Students write, pre-produce, MA 570 Digitial Sound Design I An introductory level class in Motion Graphics direct, shoot, edit, insert graphics, add music and A survey course that introduces students to the production for Video, Film and the web using turn in a final copy of a ten-to- fifteen minute technologies behind current audio production for industry standard software. Students work with narrative or mockumentary in a particular genre music and sound design throughout media arts. basic motion design for graphics, live action, and and film style. This course takes skills acquired in Topics include microphones, mixers, multitrack text elements, in addition to special effects. previous courses and applies them in a way that DAT recorders, MIDI samplers, computer-based The pre-requisite or co-requisite of MA 575 is most emulates the conditions of actual production. sequencing, hard disk recording, digital mixing and required. The pre-requisite or co-requisite of MA 560 is processing (Digital Performer and Pro tools). Also Credits: 3 required. examined are output and production On Occasion
Credits: 3 considerations for CD, CD-ROM, DVD video, MA 577 3D Computer Graphics Every Summer digital video, film 5-1 surround, Internet An introductory level class in 3D modeling, distribution, Web pages and motion graphics. MA 565 Directing the Screen Actor I surfacing, texturing, lighting, rendering, special The pre-requisite or co-requisite of MA 500 or MA A hands-on workshop exploring how to direct an effects and basic digital cinematography. Students 800 is required. actor and how to write dialog for actors to speak in create 3D objects and renderings for film, video, Credits: 3 front of the camera. Students also learn how to web and print. Annually meet the creative demands of their projects as a The pre-requisite or the co-requisite of MA 575 is producer, how an actor creates a part and drops MA 571 Sound For Visual Media required. into that internal place on camera that makes the This introductory course in sound for film, Credits: 3 viewer really believe she/he is that character, to do television and multi-media covers audio post- Every Fall pre-production script analysis. production for video, film and other multimedia MA 579 Computer Graphics I The pre-requisite or co-requisite of MA 500 or MA formats with a focus on sound design, SFX editing, An introductory level class in Computer Graphics 800 is required. Foley, and ADR (dialog replacement). This class for print, screen and the web using Adobe Credits: 3 will provide an emphasis on sound and its effects Photoshop. Students learn and work with with Annually on the dramatic impact and overall tone of visual basic illustration, graphics, photo- imagery. MA 567 Art of the Edit illustration/retouching and typography. Additional The pre-requisite or co-requisite of MA 570 is This course explores the aesthetics and topics include basic image acquisition and input required implementation of effective editing. It surveys with digital cameras and scanners for graphics Credits: 3 examples of the craft in various iterations of its production. On Occasion genre and modern forms of its application: The pre-requisite or co-requisite of MA 575 is theatrical narrative, commercial, montage, MA 573 Music for Visual Media required. documentary, trailer, industrial and web-episodes. This course focuses on music for visual media Credits: 3 The class learns the in's and out's of story telling including film, television, gaming and multimedia. Cross-Listings: MA 579, NMP 579 through the sequencing of shot and images, as well Topics include the psychology of music, music and On Demand as gain a technical understanding of Codex's, trans- emotions, music composition and the roles music MA 580 Independent Producer coding, output formats, mixing and basic DVD plays in video, film, or other multimedia formats. A hands-on approach to the production authoring. This class takes a hands-on approach, The class will include an emphasis on storytelling management tasks of the independent producer of balanced by the theoretical underpinnings of good through sound as well as on how sound can affect film, video or multimedia. Topics include: script cinema and offers students applicable skills in the the dramatic impact and overall tone of images, breakdown, scheduling, budgets, writing the grammar of editing. helping to create a total artwork. Students will business plan, marketing and distribution. Students The pre-requisite of MA 560 is required. learn about a variety of approaches to music will complete a production handbook and mock Credits: 3 placement in media. In addition, class assignments business plan as their final projects. On Occasion give students a hands-on approach to music The pre-requisite or co-requisite of MA 500 or MA placement. MA 568 Lighting for Visual Media 800 is required. The pre-requisite or co-requisite of MA 570 is At the heart of the expression of visual media is Credits: 3 required. light. This course will explore the nature, content, On Occasion Credits: 3 and the uses of light in film/video, stills, and
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MA 581 Music Entrepreneurship use in times of peace and war. the representation of the border, be it physical, This course provides an overview of how to succeed The pre-requisite or co-requisite of MA 500 or MA social, racial, or sexual. This course explores how in today's changing music industry. The rules have 800 is required. visual artists have consistently crossed borders changed and now more than ever each individual Credits: 3 erected by their societies and how they have has the opportunity to take their careers into their On Occasion persistently been interested in questioning the own hands, making it a time for the entrepreneur. notion of the border. Throughout this course, emphasis will be given to MA 622 Globalization and the Media The pre-requisite or co-requisite of MA 500 or MA the various aspects of the music business such as An exploration of globalization as discourse, as a 800 is required. Contracts, Copyright Law, Business Plans, Music social and economic event and as a contested Credits: 3 Publishing, Royalties, Performing Rights terrain. Analysis of media conglomeration; changes On Occasion Organization, Niche Marketing Promotion, in local communities as depicted in films, television Creative Strategies for Marketing and Distribution, and popular music; the role of global institutions MA 631 Global Documentary Online Presence and New Business Models. In such as the World Trade Organization, the The complex processes of globalization have addition, the class spends time developing the LIU International Monetary Fund, the World Bank; occasioned a number of international co- record label and showcase featuring LIU artists. and the anti-global movement. productions of filmmakers intent on explaining The pre-requisite or co-requisite of MA 500 or MA The pre-requisite or co-requisite of MA 500 or MA those processes. The course will also study the 800 is required. 800 is required. financing of these documentaries and will consider Credits: 3 Credits: 3 as well the alter-globalist movement which also On Occasion On Occasion works through this medium. The course will in addition consider "documentary-like" fiction films MA 585 Music Marketing MA 623 Corporate Structure of the Media that use these techniques to tell personal stories Marketing is an essential part of being successful in This course acquaints the student with the business with a global impact. The rich treasure trove of the music industry. This course explores topics environment in contemporary media institutions, documentaries on this process includes: related to current marketing techniques including both as workplace and as economic formation. It Argentina's "Social Genocide" and "The Take", identifying and connecting with a target audience, explores the history and current changes in China's "West of the Rails." and Jamaica's "Life and effective approaches to promotion and publicity Hollywood studios and independent and foreign Debt." Prerequisites: MA 500 or MA 501 or and branding within a focused niche. Creative production, in network television, in the recording permission of instructor. strategies for successful marketing are also explored, industry and in the Internet. The emphasis is on The pre-requisite or co-requisite of MA 500 or MA including online and non-traditional approaches. how these changes in media ownership affect the 800 is required. Students who are interested in promoting their own media artist and how they may be seen to be Credits: 3 music projects will benefit from this course as well expressed directly in media objects such as films, On Occasion as students who are interested in expanding their television series, music videos, urban contemporary knowledge of marketing in the entertainment music and in the flow and design of the Internet. MA 632 Topics in Visual Aesthetics industry as a whole. The pre-requisite or co-requisite of MA 500 or 800 This course deals with various topics in visual The pre-requisite or co-requisite of MA 570 is is required. aesthetics, outlining the history of the style or required. Credits: 3 aesthetic formation, explaining its technological, Credits: 3 On Occasion industrial and cultural development, and
On Occasion encompassing its use in the media of film, MA 624 Media Bodies television and video. Topics include: The Long MA 595 Music Production I This course in visual culture explores the Take, Hollywood Narration, The Experimental This is an intensive class, which covers the various representation of the body in art, cinema, Film. stages of creating a professional music project, photography an don stage from the Renaissance to The pre-requisite or co-requisite of MA 500 or MA including composing, producing, recording, and the present. Topics include: ways of seeing, 800 is required. mixing. Within a highly collaborative ethnographic and gender-based icons, semiotic and Credits: 3 environment, students apply previously acquired aesthetic interpretations, history as represented by On Occasion technical skills to enact the roles of music image and imagination. producers, composers and recording engineers The pre-requisite or co-requisite of MA 500 or MA MA 633 Media Genres as they write and produce background music and 800 is required. This course offers intense study in a single media lyrics. Emphasis is on organizational techniques, Credits: 3 genre. Genres include: Television Genres, the Post- production details and deadline management as key On Occasion Modern Musical, Road Movies. (This course may aspects of the professional recording industry. This be taken more than once for credit.) MA 625 Sex, Gender, Media course is in Studios A and C and the media The pre-requisite or co-requisite of MA 500 or MA This course explores the representation of sexuality classroom, with Avids ProTools, Apples Logic 800 is required. in the media as well as the contribution made to Audio and Propellerheads Reason as creative tools. Credits: 3 the understanding of the media by gender theorists. The pre-requisite or co-requisite of MA 500 or MA On Occasion Topics include: homosexuality, heterosexuality, 800 is required. polymorphous sexuality, repression and MA 634 Genre Theory: Film, Television, Music Credits: 3 sublimation. A reconstruction of theories of genre as proposed On Occasion The pre-requisite or co-requisite of MA 500 or MA from literary sources followed by an examination of MA 610 History of the Documentary 800 is required. those theories as applied to the cinema and This course traces the history of the documentary Credits: 3 television as well as to the recently theorized field of from its silent beginnings tot he present, examining Every Fall popular recording. Students explore the such questions as the relation of the documentary transformations of genres and analyze those MA 626 Crossing Borders to the fiction film, its claims to truth, and its social transformations through discussions, short written One of the key questions in contemporary media is assignments, a long research paper and a group
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 62 LIU Brooklyn presentation. genre. (This course may be taken more than once Writers, Animators, Cinematographers, Editors, The pre-requisite or co-requisite of MA 500 or MA for credit.) Storyboard Artists, New Media Artists and 800 is required. The pre-requisite and or co-requisite of MA 550 is Producers, will increase their understanding of how Credits: 3 required. and why a film with all the right stuff falls flat or a On Occasion Credits: 3 project with little going for it can become a On Occasion powerful and influential visual statement. MA 635 Global Cinema The pre-requisite or co-requisite of MA 560 is This course explores world cinema as an alternative MA 656 Conceptual Digital Photography required. to Hollywood. The modes of production of three This course introduces students to the creative Credits: 3 different cinemas are spotlighted with careful study world of conceptual photography. Using On Occasion of how each local cinema both defines its own photographic reference and Adobe Photoshop to aesthetic and interests and how it often defines create photographic illustrations, students will MA 666 Cinemagraphic Directing those interests in relation and opposition to create conceptual imagery assembled for a variety of In this advanced production class in directing, Hollywood. The modes include: Dogma, begun in sources. This course covers additional students work collaboratively to develop projects as Denmark but now a global phenomenon; Iran and photographic lighting and imaging techniques, a team while focusing on the form and structure of its cinema which through its extended use of the digital scanning, image enhancement and all the stages of production. Through a hands-on long take counters current Hollywood editing assembling, and digital printing. Hands-on approach, This class covers aesthetics, drama, the strategies; and Africa where cinema production calls activities and shooting assignments will enable each shooting script, working with actors, mood lighting attention to questions of a continuing colonialism student to discover, explore, and understand the framing,shot sequencing, editing and finishing. and the problems of post-colonialism. Franco- applications of conceptual "photo-illustration." In The pre-requisite or co-requisite of MA 560 is Belgium Working Class Cinema; New Argentine addition, there will be discussion and presentations required. Cinema; and Chinese Anti-Globalist Cinema. introducing some of today's professional conceptual Credits: 3 The pre-requisite or co-requisite of MA 500 or MA photographers. On Occasion 800 is required. The pre-requisite or co-requisite of MA 556 is Credits: 3 required. MA 667 Single Camera Film-Style Video On Occasion Credits: 3 Production On Occasion This is a joint endeavor. WPT and MA Production MA 636 Alternative Media and Media Management students will become An exploration of different forms of media which MA 660 Digital Video Imaging II familiar with all phases of pre-production. This will exist as an alternative to mainstream, corporate Expanding on the knowledge and experience include breaking down the script, casting, location media systems. Topics include impact of new gained in MA 560, students use state-of-the-art scouting, determining budgets, discussing the style technology, access to the information highway, digital cameras and nonlinear editing systems to in which this production will be shot, etc. WPT digital images and democracy, underground radio, complete an advanced level video project of their will make decisions as to which scenes to shoot. guerrilla video, independent cinema and the Web. own design. This hands-on experience will allow students to The pre-requisite or co-requisite of MA 500 or MA The pre-requisite or co-requisite of MA 560 is learn what it is to actually produce a film from the 800 is required. required. ground up. Credits: 3 Credits: 3 The pre-requisite or co-requisite of MA 560 is On Occasion Every Spring required. Credits: 3 MA 638 The Photo Mural MA 663 Digital imaging Team Portfolio I Cross-Listings: MA 667, WPT 631 The course will explore the history and cultural This advanced studio class allows students to Every Fall influences incorporated in the art form now known develop and complete work on a highly specialized as the Photo Mural. The class is a production- and involved Digital production. Students will work MA 668 Location Production oriented workshop where students explore several as a team (no-less than three) to create a project that This joint ten (10) day Intensive is part two of the avenues involved in the making of mural images - is of "A" festival quality. The team will submit a production phase. During this phase, the scenes tile printmaking, wall cover billboard and fresco proposal to the instructor before class begins. And selected from the scripts written for the Central type photo images. Students use a variety of if accepted they will take their project from Project will be shot at locations in Brooklyn. WPT substances including canvas, vinyl, Tyvek, treatment to festival submission. This course will and MA students will work from WPT watercolor paper and silk fabric to produce their cover how to utilize a team to maximize creativity, 631/MA667's pre-production plan. This course images. Advanced Photoshop techniques and production value and presence in the market place. takes the production on location where a High printing using Color burst rip software is included This is a two part course followed by Digital Definition project will be completed. Students will in the class. Students are required to complete imaging Team Portfolio II. occupy crew and on-call writing positions, according several murals and install them at designated The pre-requisite of MA 560 is required or to their respective skill sets. This is a hands-on locations through out the campus or community. professional / undergraduate documentary learning experience where students will have the The pre-requisite or co-requisite of MA 556 is experience or permission of Instructor. opportunity to hear the thoughts of both Director required. and DP. (January/Winter Intensive) Credits: 3 MA 664 Components of Visual Storytelling The pre-requisite or co-requisite of MA 560 is On Occasion This advanced courses is designed to explore the required. power and impact of visual elements that control Credits: 3 MA 650 Writing Genre the audience's experience of two-dimensional Cross-Listings: MA 668, WPT 632 An advanced course in writing scripts for a variety imagery. We will look at Space, Line, Shape, Tone, Every Fall of genres: Hollywood formula, independent film, Color, Rhythm and Movement, breaking down situation comedy, mystery/thriller/suspense, soap these visual components then recombining them to MA 677 Computer Graphics Imaging Portfolio opera, television drama, animation, commercials. create a more dynamic project that is visually and An advanced portfolio class in Computer Graphics Students complete at least one script in a chosen emotionally engaging. This class, for Directors, focusing on the conceptualization, production and
Page 63 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013 output of portfolio pieces for video, film, print and Development, students integrate newly learned media-based presentations. Class activities include the web using industry standard software. All skills in a professional environment. A written writing exercises, media art surveys, statement/bio students finish professional portfolios at the end of critique is the final project. Prerequisite: surveys, class critiques and class media the class consisting of several projects for various Completion of 18 credits of course work or presentations. media. permission of instructor. The pre-requisite of MA 801 is required. Credits: 3 Credits: 1 Credits: 1 On Occasion On Demand Rotating Basis
MA 695 Logo Animation MA 707 Integrated Thesis Project I (Theory) MA 803 MFA Seminar III An introductory level class in 3d logo animation for The Integrated Thesis Project (ITP) consists of both The MFA Seminar III is designed to help students film, video and the web. Students learn basic 3d MA 707 (theory) and MA 708 (production) develop ideas and concepts for their MFA Thesis modeling of text and logo elements, texturing of whereby students create a culminating project projects through survey, critique and discussion logo elements, lighting, animating and rendering of integrating the two modes. Media Arts 707 is the activities. Students develop Thesis proposal basic logos. Other topics include basic special writing of a traditional research paper i.e., a packages during this seminar. All Students are effects, and integration of live action. significant piece of writing on a topic related to required to complete MFA Seminar II prior to The pre-requisite or co-requisite of MA 579 is media theory. Students are guided on research taking their final Thesis credits. required. resources and methods, thesis structure and writing The pre-requisite of MA 802 is required. Credits: 3 organization. Credits: 1 On Occasion Credits: 3 Rotating Basis Every Semester MA 696 3D Modeling I MA 894 Studio Specialization I An introductory level class focusing on 3d MA 708 Integrated Thesis Project II (Production) Introductory level graduate study in an area modeling using Autodesk Maya. Students learn The Integrated Thesis Project (ITP) consists of both required for MFA study and specialization not basic modeling techniques for organic and MA 707 (theory) and MA 708 (production) and is supported by our existing studio or production class inorganic objects for film, video, web, print and designed to enable students to create a culminating structures, either due to its technological or video games. project combining the two modes, linked by a aesthetic innovation, interdisciplinary approach, or The pre-requisite or co-requisite of MA 678 is common theme. Media Arts 708 is the completion other unique requirements. Students will work with required. of a production in a chosen medium for exhibition an Independent Study structure with the Credits: 3 or demonstration purposes. Students are guided on appropriate faculty member best qualified for On Occasion process, resources and technique. A public supervision of this specialized study. exhibition of work is required. Pre-requisites: Permission of Faculty Supervisor for MA 703 Independent Study I (Theory) Credits: 3 the Studio Specialization. This course allows the student to complete a Every Semester Credits: 3 research paper to be arranged in close association Every Fall, Spring and Summer with the student adviser. MA 800 Applied Contemporary Media Theory Credits: 3 This required foundation theory course recognizes MA 895 Studio Specialization II Every Semester the role that Contemporary Media Theory plays not This is a Studio Specialization Intermediate level only in defining media in an era of convergence but graduate study in an area required for MFA study MA 704 Independent Study II (Production) also in some ways in shaping the form and theme of and specialization not supported by our existing This course allows the student to complete a media. This course is designed to acquaint the studio or production class structures, either due to production project, to be arranged in close student both with select theories and theorists and its technological or aesthetic innovation, association with the student adviser. to show how those theories either illuminate the interdisciplinary approach, or other unique Credits: 3 work, or been used to shape the blend of feminism, requirements. Students will work with an Every Semester Marxism, psychoanalysis, linguistics, semiotics, Independent Study structure with the appropriate
philosophy, sociology, political economy and faculty member best qualified for supervision of this MA 705 Field Work Experience aesthetics that comprises Contemporary Media specialized study. As an alternative to a production course, students Theory. Should be taken by students within their Credits: 3 may undertake advanced field work experience first year of study. Every Fall, Spring and Summer (approximately 10 hours per week) with a media Credits: 3 organization or company. Under the guidance of Annually MA 896 Studio Specialization III the Media Arts Director of Professional This is a Studio Specialization Advanced level Development, students integrate newly learned MA 801 MFA Seminar I graduate study in an area required for MFA study skills in a professional environment. A written The MFA Seminar I is designed to introduce and specialization not supported by our existing critique is the final project. Prerequisite: students to the curricular, scholarly, technological studio or production class structures, either due to Completion of 18 credits of course work or and creative concepts and standards employed in its technological or aesthetic innovation, permission of instructor. their MFA studies. Students are encouraged to interdisciplinary approach, or other unique Credits: 3 explore their artistic concepts in the Media Arts requirements. Students will work with an Every Semester through various different class activities. Independent Study structure with the appropriate
Credits: 1 faculty member best qualified for supervision of this MA 706 Internship Every Fall specialized study. As an alternative to a production course, students Credits: 3 may undertake an advanced field work experience MA 802 MFA Seminar II Every Fall, Spring and Summer (approximately 10 hours per week) with a media The MFA Seminar II is designed to help students organization or company. Under the guidance of better develop and articulate their media art MA 897 MFA Thesis I the Media Arts Director of Professional concepts as written Artist Statements and Bios, and The MFA Thesis is the culmination of a student's
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MFA study and consists of an artistic project in Through a practical discussion of the new media Media Form for public exhibition or screening, of landscape, the students will be led through the the highest technical, aesthetic and conceptual Writing and Producing for digital series development process resulting in the merit as defined by the department's MFA Thesis writing of a viable web series pilot. Committee for each concentration. A total of 9 Television Courses Credits: 3 credits are required for the MFA Thesis, in one of Every Spring two Formats, as either a Full MFA Studio Thesis WPT 610 Writing and Development - The WPT 630 Television Series and Programs - consisting entirely of an artistic project to be Television Series Writing and Production executed with all 9 credits, or an integrated Studio An introduction to the basics and complexities of During this course, students see their words and and Theory option to consist of 3 credits of a television script writing, and the seamless images come alive as the creative process transitions scholarly Thesis level research paper and 6 credits integration of the written script into the from the page to the screen. of an artist media project. development phase of the television production Credits: 6 Credits: 3 process. Students begin work on the Central Project Every Fall Every Fall, Spring and Summer pilot script.
Credits: 6 MA 898 MFA Thesis II WPT 631 Single Camera Film-Style Video Every Fall Production The MFA Thesis is the culmination of a student''s This is a joint endeavor. WPT and MA Production MFA study and consists of an artistic project in WPT 611 The History of Television and Media Management students will become Media Form for public exhibition or screening, of An examination of the development and evolution familiar with all phases of pre-production. This will the highest technical, aesthetic and conceptual of television as a creative medium, with an include breaking down the script, casting, location merit as defined by the department's MFA Thesis emphasis placed on the role of the writer and scouting, determining budgets, discussing the style Committee for each concentration. A total of 9 producer. How did we get from the dawn of the in which this production will be shot, etc. WPT credits are required for the MFA Thesis, in one of medium of TV to the digital age? Influential TV will make decisions as to which scenes to shoot. two Formats, as either a Full MFA Studio Thesis programs will be screened and technological This hands-on experience will allow students to consisting entirely of an artistic project to be advances will be highlighted. Important TV scripts learn what it is to actually produce a film from the executed with all 9 credits, or an integrated Studio of historical and contemporary importance will be ground up. and Theory option to consist of 3 credits of a studied. The pre-requisite or co-requisite of MA 560 is scholarly Thesis level research paper and 6 credits Credits: 3 required. of an artist media project. Every Fall Credits: 3 Credits: 3 Every Fall, Spring and Summer WPT 612 The Writers' Table - Revising and Cross-Listings: MA 667, WPT 631 Delivering the Pilot Every Fall
MA 899 MFA Thesis III Students enter the inner sanctum of the creative WPT 632 Location Production The MFA Thesis is the culmination of a student''s television scripting world, the writers table. During This joint ten (10) day Intensive is part two of the MFA study and consists of an artistic project in this course students revise and complete a draft of production phase. During this phase, the scenes Media Form for public exhibition or screening, of the Central Project pilot script. (January/Winter selected from the scripts written for the Central the highest technical, aesthetic and conceptual Intensive) Project will be shot at locations in Brooklyn. WPT merit as defined by the department's MFA Thesis Credits: 3 and MA students will work from WPT Committee for each concentration. A total of 9 Every Fall credits are required for the MFA Thesis, in one of 631/MA667's pre-production plan. This course two Formats, as either a Full MFA Studio Thesis WPT 620 Television Series and Programs - takes the production on location where a High consisting entirely of an artistic project to be Writing and Pre-Production Definition project will be completed. Students will executed with all 9 credits, or an integrated Studio The completed draft of the Central Project has occupy crew and on-call writing positions, according and Theory option to consist of 3 credits of a been submitted. Students will start to explore the to their respective skill sets. This is a hands-on scholarly Thesis level research paper and 6 credits intricacies of production as the pilot moves from learning experience where students will have the of an artist media project. the development stage into pre-production. opportunity to hear the thoughts of both Director Credits: 3 Credits: 6 and DP. (January/Winter Intensive) Every Fall, Spring and Summer Every Spring The pre-requisite or co-requisite of MA 560 is required. WPT 621 Genre Theory and Writing the Pilot Credits: 3 This course will examine the concept and theory of Cross-Listings: MA 668, WPT 632 genre as it applies to well-known television and film Every Fall forms. In conjunction with this, the ongoing development of the students individual TV pilots, a WPT 642 Post Production component of the Capstone project, will be Students will expand upon the knowledge and skill supervised and guided on a one-on-one basis. sets they acquired in WPT 631 and 632 as they Credits: 3 delve into the world of High Definition video On Occasion editing or post-production. Topics to be covered include: Non-linear editing systems (Avid, Final- WPT 622 The New Media: An Introduction Cut, Vegas), SFX generation, color correction, This introductory course deals with the tectonic audio sweetening techniques and aesthetics, impact that the internet, New Media and the New advanced shooting for the edit techniques, Distribution Technologies have had on the advanced editing aesthetics, motion graphics and television industry and the resulting phenomenon motion capture. of digital television programing and the web series. Credits: 3
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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, working with a producer, with network executive and, ultimately, getting a job. Class will explore the how-to of obtaining an agent, working with an agent, as well as a manager and lawyer. Collaboration is a necessary aspect of screenwriting, whether it is working with a writing team, a writing partner, a producer or studio/network executive. Guest speakers will include screenwriters, producers, agents, 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 cable network. A completed individual episode script must be submitted by the end of the first month of the coming Fall Term. Students will submit their individual episode scripts and begin to prepare their treatments for an original TV series together with a verbal pitch that could be made to a broadcast or cable network. Credits: 3 Every Spring
WPT 699 Internship Students will have the opportunity to do a prestigious internship placement at a media production company, or media organization. Internship placements must be cleared in advance with MFA Advisor. Credits: 0 Every Semester
WPT 700 The Capstone Portfolio The Capstone project will consist of the following elements: 1) The Central Project Pilot Script. 2) An individual four act episodic script of at least sixty (60) properly formatted pages in length. 3) A treatment for an original TV series including the premise, character breakdowns and story synopsis. 4) A verbal network “pitch.” 5) A half hour genre script of at least 25 properly formatted pages. Credits: 3
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DEPARTMENT OF exam. Normally the entire program takes two URB 604 Urban Government and 3.00 years to complete. Students in the United Nations Politics POLITICAL SCIENCE Certificate Program also can earn a master’s URB 705 Internship in Public 3.00 degree after consultation with the Department. Professors: Ehrenberg (Chair), McSherry, Stevens Affairs and Policy Haynes, Sánchez M.A. in Political Science degree Administration Professors: Emeriti DiMaio, Werner requirements URB 706 Internship in Public 3.00 Assistant Professors: Sheppard, Fahmy M.A. in Political Science Core Requirements: Affairs and Policy Adjunct Faculty: 6 POL 505 Foundations of Political 3.00 Administration The Political Science Department’s central Theory mission is to help students become informed Comparative Politics and Political Theory citizens and effective professionals. We offer a POL 613 Comparative Politics 3.00 PM 768 Contemporary 3.00 comprehensive curriculum that examines domestic Nationalism POL 630 The American 3.00 and international power structures, socioeconomic Constitution and Political POL 508 Seminar on Political 3.00 relations, and the building blocks of public life — System Theory government, ideas and activity — in their domestic, international, comparative, geographic POL 638 International Relations 3.00 POL 509 Comparative Revolutions 3.00 and theoretical dimensions. We seek to further the SSC 511 Theories, Ethics and 3.00 POL 606 Marxism 3.00 University’s vision of “a learning community Applications of Research POL 664 Contemporary Latin 3.00 dedicated to empowering and transforming the Across Social Science American Politics lives of its students to effect a more peaceful and Disciplines humane world that respects differences and POL 668 Contemporary 3.00 URB 511 Theories, Ethics and 3.00 cherishes cultural diversity; improving health and Nationalism the overall quality of life; advancing social justice Applications of Research and protecting human rights; reducing poverty; Across Social Science POL 670 Third World Politics 3.00 Disciplines celebrating creativity and artistic expression; URB 670 Third World Politics 3.00 rewarding innovation and entrepreneurship; Political Science Concentration: International Relations honoring education and public service; and Students should develop concentrations in at least PM 767 International 3.00 managing natural resources in an environmentally two of the following subject fields: Organization, The United responsible, sustainable fashion.” American Political Institutions and Practices Nations and its Affiliated PM 781 Urban Government and 3.00 Agencies Politics M.A. in Political Science POL 547 Human Rights in World 3.00
POL 521 The Electoral Process: 3.00 Politics Political Science traditionally is divided into Parties, Interest Groups four major subfields. Students pursuing the Master and Voter Behavior POL 577 Problems in American 3.00 of Arts degree take a core course in each of them: Foreign Policy POL 522 Concepts of the American 3.00 American Politics: Studies in the origins and Presidency POL 578 Problems of Military 3.00 operation of the U.S. constitutional order. Strategy and World Subfields might include political parties; POL 575 Concepts of the American 3.00 Security campaigns and elections; the media; and race and Presidency: Executive gender. Leadership and Power POL 640 Public International Law 3.00 International Relations: The study of both POL 604 Urban Government and 3.00 POL 642 International 3.00 classical global politics – the balance of power Politics Organization, The United among states – and the rise of non-state actors in Nations and its Affiliated an increasingly complex world, from transnational POL 605 Conflict Resolution 3.00 Agencies corporations to transnational terrorist groups. POL 637 The Legislative System 3.00 Comparative Politics: Compares and contrasts POL 644 Small States, United 3.00 forms of government and political organization, POL 674 Community Politics 3.00 Nations, and International such as institutions (militaries, political parties) or Politics POL 705 Internship in Public 3.00 types of political systems (democracies, Public Affairs, Criminal Justice and Policy Affairs and Policy autocracies). Analysis Administration Political Theory: From Socrates to John Rawls, PM 704 Policy/Program 3.00 an examination of the ideas and influence of the POL 706 Internship in Public 3.00 Evaluation great schools of thought on history, politics and Affairs and Policy society. Administration POL 510 State Violence and 3.00 The remaining eight courses are electives, Terrorism SOC 705 Internship in Public 3.00 chosen in consultation with the faculty adviser and Affairs and Policy POL 571 Public Administration and 3.00 reflecting the student’s particular area of interest. Administration Public Policy At the end of the 12-course, 36-credit course of study, students must pass the Department’s SOC 706 Internship in Public 3.00 POL 572 Decision Making in the 3.00 comprehensive examination in two of the four Affairs and Policy Public Service subfields. Students who choose to write an M.A. Administration POL 605 Conflict Resolution 3.00 thesis do not have to take the comprehensive
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POL 673 Policy/Program 3.00 POL 508 Seminar on Political 3.00 POL 706 Internship in Public 3.00 Evaluation Theory Affairs and Policy Administration POL 705 Internship in Public 3.00 POL 509 Comparative Revolutions 3.00 Affairs and Policy POL 706 Internship in Public 3.00 POL 510 State Violence and 3.00 Administration Affairs and Policy Terrorism Administration POL 706 Internship in Public 3.00 POL 521 The Electoral Process: 3.00 Affairs and Policy SOC 705 Internship in Public 3.00 Parties, Interest Groups Administration Affairs and Policy and Voter Behavior Administration SOC 705 Internship in Public 3.00 POL 522 Concepts of the American 3.00 Affairs and Policy SOC 705 Internship in Public 3.00 Presidency Administration Affairs and Policy POL 547 Human Rights in World 3.00 Administration SOC 706 Internship in Public 3.00 Politics Affairs and Policy SOC 706 Internship in Public 3.00 Administration POL 571 Public Administration and 3.00 Affairs and Policy Public Policy Administration URB 510 State Violence and 3.00 Terrorism POL 572 Decision Making in the 3.00 SOC 706 Internship in Public 3.00 Public Service Affairs and Policy URB 572 Decision Making in the 3.00 Administration Public Service POL 575 Concepts of the American 3.00 Presidency: Executive URB 510 State Violence and 3.00 URB 673 Policy/Program 3.00 Leadership and Power Terrorism Evaluation POL 577 Problems in American 3.00 URB 572 Decision Making in the 3.00 URB 705 Internship in Public 3.00 Foreign Policy Public Service Affairs and Policy Administration POL 578 Problems of Military 3.00 URB 604 Urban Government and 3.00 Strategy and World Politics URB 706 Internship in Public 3.00 Security Affairs and Policy URB 670 Third World Politics 3.00 Administration POL 604 Urban Government and 3.00 URB 673 Policy/Program 3.00 Politics A minimum of 30 credits in Political Science Evaluation plus 6 credits of thesis are required for the POL 605 Conflict Resolution 3.00 URB 705 Internship in Public 3.00 Master of Arts in Political Science degree with POL 606 Marxism 3.00 Affairs and Policy the thesis option. Administration M.A. in Political Science Thesis POL 637 The Legislative System 3.00 URB 705 Internship in Public 3.00 Requirement POL 640 Public International Law 3.00 Students must complete the following courses: Affairs and Policy POL 642 International 3.00 POL 707 Research Methods/Thesis 3.00 Administration Organization, The United Seminar URB 706 Internship in Public 3.00 Nations and its Affiliated Affairs and Policy POL 708 Research Methods/Thesis 3.00 Agencies Seminar Administration POL 644 Small States, United 3.00 URB 706 Internship in Public 3.00 A minimum of 36 credits are required for the Nations, and International Affairs and Policy Master of Arts in Political Science degree with Politics the non-thesis option. Administration M.A. in Political Science Non-Thesis POL 664 Contemporary Latin 3.00 American Politics Option Students must complete an additional six (6) POL 668 Contemporary 3.00 credits and pass the Department's Nationalism comprehensive examination. POL 670 Third World Politics 3.00 PM 704 Policy/Program 3.00 Evaluation POL 673 Policy/Program 3.00 Evaluation PM 767 International 3.00 Organization, The United POL 674 Community Politics 3.00 Nations and its Affiliated POL 705 Internship in Public 3.00 Agencies Affairs and Policy PM 768 Contemporary 3.00 Administration Nationalism POL 705 Internship in Public 3.00 PM 781 Urban Government and 3.00 Affairs and Policy Politics Administration
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Political Science Courses practices; policy formation and programs; and economic, social and cultural aspects of budget and personnel issues. Case studies are urbanization as a worldwide development, with reviewed. particular emphasis on selected great cities and POL 505 Foundations of Political Theory Credits: 3 their regions and on regional urban/suburban A graduate-level survey of the threads of continuity On Occasion interaction. (Same as URB 601.) and the sources of change in the development of Credits: 3 political philosophy from Socrates through Marx. POL 575 Concepts of the American Presidency: On Occasion Required of all candidates for the M.A. in Political Executive Leadership and Power Science. An examination of the theories and practices of the POL 604 Urban Government and Politics Credits: 3 American presidency, incorporating case studies A study of the management and organization of Alternate Years comparing executive power in other countries. American cities; politics and changing Consideration is given to constitutional factors, constituencies; and the impact on community POL 508 Seminar on Political Theory party politics, modes of executive leadership in light participation, city management and mayoralty. A focus on selected topics in political theory. of new technology, and the evolving role of (Same as Urban Studies 604 and Public Credits: 3 federalism and globalism. Administration 781). On Occasion Credits: 3 Credits: 3 On Occasion Cross-Listings: PM 781, POL 604, URB 604 POL 510 State Violence and Terrorism On Occasion An examination of individual terrorism - its origins POL 577 Problems in American Foreign Policy and theories offered to explain it - and the forms of A consideration of selected topics in the analysis of POL 605 Conflict Resolution state coercion known as state terror, which is often the shaping, determination and conduct of An examination of the theories and methods of prompted by perceived domestic or foreign threats American foreign policy since World War II, conflict resolution in a variety of settings, such as to survival, authority or national interest. including domestic, institutional and global factors. labor relations, criminal justice, community and the Underlying conditions such as civil strife, separatist Credits: 3 international arena. movements, racial cleavages and ideological On Occasion Credits: 3 rationales are examined. Examples of both On Occasion categories of terrorism are drawn from history and POL 580 International Politics of Middle East from different world regions and are analyzed via A study of the regional and international politics of POL 613 Comparative Politics theories learned in the course. the Middle East. A basic introduction to theoretical frameworks, Credits: 3 Credits: 3 concepts, approaches and methodologies in the Cross-Listings: POL 510, URB 510 On Occasion field of comparative politics. The course explores
On Occasion contending perspectives, foreign viewpoints and POL 581 Iraq War: Causes and Consequences comparative case studies. The development of POL 521 The Electoral Process: Parties, Interest This courses will examine the background process, distinctive political systems in the industrialized Groups and Voter Behavior and implications of the US led invasion of Irag and world and the developing world and the utility of A study of the continuity and changes in the its aftermath. This course will review Iraqi history, comparative theories to explain similarities and American electoral system. Consideration is given state-building, colonialism and the rise of Saddam differences are considered. Required of all to the structure and nature of parties, the impact of Hussein to power, with special emphasis on both candidates for the M.A. in Political Science. interest groups, and select issues affecting voter his domestic politics and foreign policy. Emphasis Credits: 3 behavior, including modern technology. (Same as will be placed on systemic and structural changes in Alternate Years URB 520.) international relations, the role of international Credits: 3 institutions and the new ways that power is being POL 630 The American Constitution and On Occasion reproduced in world affairs. Political System Credits: 3 A study of the U.S. Constitution, its historical and POL 547 Human Rights in World Politics On Occasion political background and its relationship to major An examination of the impact of human rights on political institutions and practices. Required of all state policies, theories of human rights, cross- POL 582 Geopolitics candidates for the M.A. in Political Science. cultural perspectives of human rights, and the This course will introduce the basic principles Credits: 3 question of universality. Also considered are the behind the concept of geopolitics in order to help Alternate Years five categories of rights recognized by the students gain a better understanding of the international community, negative and positive environmental and geological forces that have POL 637 The Legislative System rights, the three generations of rights and the shaped the political, economic and social An in-depth study of the legislative process at the evolution of international human rights and the trajectories of human societies throughout recorded local, state and national levels. Focus is on legal instruments and covenants designed to protect history. It will examine how our ongoing legislative analysis, including the study of legislative them. Case studies of major human rights abuses interaction with these forces continues to shape our histories, lobbying, the role of unions, elected and the efforts by the international community to world today and ask whether modern science and officials, the media and the general public. (Same as deal with them - the role of the United Nations, technology has altered this balance or if the same URB 637). particular states, nongovernmental organizations patterns are simply repeating themselves on a larger Credits: 3 and individuals - are reviewed. scale. On Occasion
Credits: 3 Credits: 3 POL 638 International Relations On Occasion On Occasion An intensive survey of major theoretical POL 571 Public Administration and Public POL 601 Capital Cities and Politics: Comparative perspectives and conceptual frameworks in Policy International Urbanization international relations as well as a historical A study of administrative history, theories and An examination of the political, physical, grounding in major recent and contemporary issues
Page 69 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013 in world politics. Topics covered include realism, Credits: 3 class with a faculty coordinator to focus on specific liberalism, Marxism and dependency, world systems Cross-Listings: PM 768, POL 668 questions relating to their organizations. In theory, U.S. foreign policy, the role of the United On Occasion addition, students are expected to keep logs of their Nations and international organizations, and field work experiences and to complete a seminar- globalization. Required of all candidates for the POL 674 Community Politics length paper analyzing a specific problem of their M.A. in Political Science. An examination of citizen policy making and its particular agency or organization. Prerequisite: Credits: 3 impact on present systems. Charter reports on New Approval of the Department of Political Science. Alternate Years York City are examined; trends are discussed. Credits: 3 (Same as Urban Studies 674 and Public Cross-Listings: POL 706, SOC 706, URB 706 POL 639 International Political Economy Administration 786). Every Spring A comprehensive study of political economy in the Credits: 3 global system: the complex interactions between On Occasion POL 707 Research Methods/Thesis Seminar politics and economics, power and wealth. Students A year-long development of a research thesis. In the examine key theories, specific contemporary POL 685 Approaches to Political Inquiry first semester, advanced study of scientific method problems and major issues in political economy, This course is a comprehensive survey of modern in the discipline of political science, together with including Third World development, the economic research techniques and methods in political the preparation of a master's thesis proposal. In the restructuring of former Communist countries, science. It reviews the competing approaches to second semester, the actual writing of the thesis. foreign aid, regional cooperation, the role of research in political science and evaluates the Pass/Fail only. Open only to matriculated Masters transnational corporations and the International strengths and weaknesses of alternative methods of students. Monetary Fund, and the relationship between dealing with various research problems. Students Credits: 3 democracy and free markets. will be trained in the proper methods of political Every Fall Credits: 3 inquiry for all subfields. These include building Alternate Years salient research questions, testing hypotheses, and POL 708 Research Methods/Thesis Seminar evaluating theory. This course introduces students A year-long development of a research thesis. In the POL 642 International Organization, The United to both quantitative and qualitative methods of first semester, advanced study of scientific method Nations and its Affiliated Agencies research and offers useful training in writing in the discipline of political science, together with A study of the theories, origins, functions and analytically and thinking logically. the preparation of a master's thesis proposal. In the operations of international organizations. The Credits: 3 second semester, the actual writing of the thesis. principal organs of the United Nations, with On Occasion Pass/Fail only. Open only to matriculated Masters emphasis on the General Assembly and the Security students. Council, are examined. (Same as PM 767.) POL 700 Independent Study Credits: 3 Credits: 3 The development of selected topics in conjunction Every Spring Cross-Listings: PM 767, POL 642 with a faculty adviser. Prerequisite: Approval of the On Occasion Department. Credits: 3 POL 664 Contemporary Latin American Politics All Sessions An examination of the history, politics and economics of Latin America and an analysis of POL 705 Internship in Public Affairs and Policy theories offered to explain Latin American Administration development (or underdevelopment). The region's An internship designed to provide direct exposure uneven development and political turmoil are to and experience in the operation of a public charted as the course traces the historical roots of affairs/service organizations. The student is the complexities of Latin America: history of expected to engage in a supervised placement Spanish colonialism; U.S. hegemonic power; activity in a selected institution. Students will revolutions, both liberal and socialist; military generally meet at least once every two weeks as a coups and regimes; and recent transitions to class with a faculty coordinator to focus on specific democracy. The political-economic impact of the questions relating to their organizations. In current embrace of free-market capitalism is addition, students are expected to keep logs of their considered. Case studies of major Latin American field work experiences and to complete a seminar- countries and regional processes and length paper analyzing a specific problem of their transformations are reviewed. particular agency or organization. Prerequisite: Credits: 3 Approval of the Department Political Science. On Occasion Credits: 3 POL 668 Contemporary Nationalism Cross-Listings: POL 705, SOC 705, URB 705 An analysis of the phenomenon of nationalism: its Every Fall historical roots in Europe; the emergence of new POL 706 Internship in Public Affairs and Policy states in the Third World and the post-Cold War Administration period; and the struggle of states to achieve national An internship designed to provide direct exposure identities and cultural, economic and political to and experience in the operation of a public independence. Nonviolent as well as revolutionary- affairs/service organizations. The student is nationalist patterns are discussed as are the expected to engage in a supervised placement difficulties of achieving viable state-directed activity in a selected institution. Students will national societies in the global order. (Same as PM generally meet at least once every two weeks as a 768)
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DEPARTMENT OF minimum of 24 credits of course work per year meet the academic requirements for licensure in during the first three years of residence, although psychology as set by the New York State PSYCHOLOGY students in the first year of the program are Education Department. expected to take a minimum of 17 credits of Admission to the Ph.D. Program Professors Duncan, Fudin, Hurvich, Kose coursework each semester.* Students in the fourth All applicants should ordinarily have completed (Director, M.A. Program), Magai, Papouchis year are expected to work full time on their a minimum of 18 undergraduate credits in (Director, Ph.D. Program), Penn (Director, LIU doctoral dissertations. The number of students in psychology, including courses in experimental Psychological Services Center), Ramirez, each entering class averages between 15 and 17. psychology and statistics. Minimal requirements Samstag, Schuman A candidate for the Ph.D. may also elect to for consideration for admission to the Ph.D. Professor Emeriti Allen, Mcguire, Ritzler qualify for the Master of Arts degree by program include an undergraduate grade-point Associate Professors Kudadjie-Gyamfi (Chair), completing the requisite 36 credits of course work. average of 3.2 and a grade-point average in Wong Program Philosophy and Goals psychology of 3.4. All applicants are also required Assistant Professors Haden, Meehan, Saunders, The philosophy of the Ph.D. program is that a to submit scores on the Graduate Record Cain clinical psychologist is a psychologist first, and Examination (including the Advanced Test in Adjunct Faculty: 10 subsequently a specialist. That philosophy is based Psychology). Each applicant should ask at least The Psychology Department offers education on the assumption that all the skills and services a three professors to submit letters of and training in understanding emotions and clinician may develop are founded upon, and recommendation. behavior, at the undergraduate, master’s and critically evaluated from, the science of The deadline for all applicants is January 5, doctoral levels. The department is comprised of 16 psychology. The training model followed might although applications will be formally reviewed full-time faculty members, with specialties best be described as a scholar practitioner model. beginning on December 1st. Applicants are including personality assessment, mentalization The primary goal of such a model is to prepare strongly encouraged to submit their applications as and reflective functioning, emotional regulation, students to be clinical psychologists who are early as possible. Students whose applications are psychotherapy process and outcome, cultural and carefully grounded and competent in the scientific favorably reviewed will be interviewed for the ethnic issues, community violence, the aspects of psychology. To achieve that goal, a program at the end of January and beginning of development of aggression, abuse and trauma, variety of clinical courses, seminars and practicum February. Notification of the final decision of the racial stereotypes and prejudice, psychological experiences are available to students to develop Admissions Committee will usually take place by problems with political refugees and their knowledge and skills in the areas of the end of February or the beginning of March but psychodynamic and cognitive-behavioral models psychopathology, assessment and the no later than April 1. In accordance with APA of treatment. Full-time faculty members teach at fundamentals of a variety of intervention standards, acceptance of an offer to the Ph.D. all levels of the department. techniques. 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 accepted from the LIU Brooklyn Candidates for any graduate degree in psychology statistics and basic principles of research design M.A. program will receive 6 credits of selected may be terminated at any time by reason of weak are offered in the first year of training. Students doctoral courses with the approval of the Director academic performance, professional unsuitability, are then expected to begin to develop independent of the doctoral program. or failure to progress at a satisfactory rate. research projects, the Second Year Research Applicants not accepted into the Ph.D. program
Project, under close faculty supervision in the will have their applications automatically Spring semester of the first year. The research forwarded to the M.A. program for review and Ph.D. in Clinical Psychology projects should be completed no later than the possible admission.
beginning of the third year. Advanced courses in The Admissions Process and the Current The Doctor of Philosophy degree in clinical research design are part of the required curriculum Student Body psychology is offered to a small and highly select in the second year of training. Students also have In recent years the Psychology Department has group of full-time matriculated students. the opportunity to participate in other faculty received approximately 250 completed The program has been continuously accredited research projects as part of the coursework in both applications each year. Evaluation of application by the American Psychological Association since the clinical and general/experimental areas. materials by the Admissions Committee results in 1974, and offers high-quality clinical and research Theoretical Orientation interviewing approximately 100 of the original training. Its most recent accreditation took place in The theoretical orientation of the Ph.D. pool of applicants. 2007. Students in the Ph.D. program are prepared program is strongly influenced by the spectrum of Acceptances into the program are offered until to function as clinical psychologists in a variety of the various psychodynamic approaches to therapy. an incoming class of 15 to 17 students has been settings and are carefully trained in the Cognitive-behavioral approaches are also filled. The admissions committee accepts development of research skills through coursework emphasized. Students are trained in intervention applicants solely on the basis of qualifications. and mentoring by program faculty members who modalities such as individual, group and family Among all doctoral students currently enrolled the help them to develop and carry out original therapy. There are also opportunities for students age range covers the early 20s to the mid-40s; research projects. The Ph.D. program operates the interested in child clinical/developmental issues to women account for 70% of the group; 15% of the Psychological Services Center, in which members receive more specialized training in that area. students are members of minority groups; and 1% of the Campus community can receive Clinical courses and practicum experiences are handicapped. psychological assessment and treatment at no cost. over the first three years of training are designed to Admission to Ph.D. Candidacy Students complete courses and supervised familiarize the student with a variety of Admission to Ph.D. candidacy is determined by clinical work in a variety of selected practicum approaches to conceptualizing and assessing the successful completion and presentation of the settings. Courses are offered in the daytime. psychopathology and therapeutic intervention second-year project and the submission of the Students are expected to maintain steady, full-time techniques. Thus, graduates are well prepared to clinical qualifying examination paper to the progress toward the degree by completing a function as practicing clinical psychologists and to Director of the Ph.D. program.
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Degree Requirements and Time Limits departments of the University through the office of PSY 630B Introduction to Clinical 3.00 Ordinarily, completion of the requirements for the Graduate Dean. Information about such Interviewing and Practice the Ph.D. degree in Clinical Psychology will entail assistantships is available at the time of admission I a minimum of five years of full-time academic to the program. There are also full tuition- Clinical Practice II study. The first three years in residence usually remission scholarships given to three minority One Course Required involve full-time course work, while the fourth students in each entering class, while qualified PSY 631A Introduction to Clinical 3.00 involves full-time work on the doctoral advanced students may receive paid Teaching Interviewing and Practice dissertation before the clinical internship. Full- Fellowships. II time work on the dissertation often occupies the Housing year after the internship as well. There is an eight- The best sources of housing information are PSY 631B Introduction to Clinical 3.00 year time limit on the completion of all current doctoral students, local real estate agents, Interviewing and Practice requirements. The average time for completing the and the real estate section of The New York II program has been 6.3 years over the past six years. Times, particularly the Sunday edition. There is Clinical Practice III During this same time period, approximately one also new graduate housing provided by the One Course Required third of each class has completed the program University. PSY 635A Advanced Clinical 3.00 within five years. Psychological Counseling Interviewing III The degree requirements in Clinical The New York City metropolitan area is Psychology include a minimum of 90 credits of saturated with possibilities for low-cost PSY 635B Advanced Clinical 3.00 graduate courses, completion of the second-year counseling, psychotherapy and psychoanalysis, Interviewing III project, one full year of clinical internship at an whether through neighborhood clinics or the Clinical Practice IV approved installation, satisfactory performance on clinical services attached to the various One Course Required the clinical qualifying examination paper and oral postdoctoral training institutes that abound in the PSY 636A Advanced Clinical 3.00 exam, and the presentation and satisfactory city. Doctoral students are not required to be in Interviewing IV defense of a doctoral dissertation that represents an psychotherapy, but such self-exploration is original contribution to psychology. encouraged if it is at all possible. PSY 636B Advanced Clinical 3.00 Students who have completed 36 credits Interviewing IV receive the M.A. degree in Psychology. Ph.D. in Clinical Psychology Clinical Practice V The internship for Clinical Psychology students Requirements One Course Required ordinarily encompasses one full year of training at A Minimum of 90 Credits Required PSY 691A Clinical Practice V 3.00 an installation approved by the Department. Required Course Work for the Ph.D. in Clinical Further regulations concerning maintenance of Psychology plan. PSY 691B Clinical Practice V 3.00 good standing in the programs will be found in the PSY 600 Research Design I 3.00 Clinical Practice VI Graduate Student Handbook issued by the One Course Required PSY 603 Contemporary 3.00 Psychology Department. Psychological Theories PSY 692A Clinical Practice VI 3.00 Academic Counseling All faculty are willing and available to aid PSY 606 Statistics in Psychology I 4.00 PSY 692B Clinical Practice VI 3.00 students encountering specific difficulties in their Clinical Internship PSY 607 Professional Ethics and 3.00 academic studies. In addition, the Director of Standards PSY 840 Clinical Internship 0.00 Clinical Training meets with each class in residence on a once-a-month basis to discuss PSY 620 Tests and Measurements 4.00 PSY 841 Clinical Internship 0.00 issues relevant to students’ academic and clinical Dissertation Courses PSY 625 Psychological 4.00 experience. Students are also assigned to a specific Assessment I PSY 850 Doctoral Thesis 3.00 faculty member who serves as their faculty adviser Supervision during their time in the program. In courses such PSY 655 Psychopathology I 3.00 as Statistics and Psychological Assessment, PSY 851 Doctoral Thesis 3.00 PSY 660 Intervention Techniques I 3.00 advanced students with special skills hold teaching Supervison assistantships and work with students in laboratory PSY 671 Dynamic Psychotherapy I 3.00 PSY 852 Doctoral Thesis 3.00 sections. In courses such as Research Design, PSY 676 Psychological 4.00 Supervison students have ample opportunity to work in a Assessment II tutorial relationship with the professor, especially PSY 853 Doctoral Thesis 3.00 on preparation of designs for research projects. In PSY 700 Research Design II 3.00 Supervison connection with clinical activities, the program PSY 706 Statistics in Psychology II 4.00 PSY 854 Doctoral Thesis 3.00 ensures that all treatment and diagnostic activities Supervision are supervised. PSY 710 Psychotherapy Research 3.00 Graduate Assistantships PSY 855 Doctoral Thesis 3.00 PSY 755 Psychopathology II 3.00 Assistantships are available to students in the Supervision PSY 771 Dynamic Psychotherapy 3.00 doctoral program during the first three years. PSY 856 Doctoral Thesis 3.00 II Teaching Assistantships, usually reserved for Supervision second- and third-year students, carry a $2,400 Clinical Practice I PSY 857 Doctoral Thesis 3.00 stipend and tuition remission. Research One Course Required Assistantships within the Department carry half- Supervision PSY 630A Introduction to Clinical 3.00 tuition remission and a stipend and require eight to Interviewing and Practice PSY 858 Doctoral Thesis 3.00 ten hours of work per week. Students may also I Supervision receive assistantships available in other
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M.A. in Psychology M.A. in Psychology Plan Requirements M.A. in Psychology Core Course Requirements Students enrolled in the M.A. in Psychology Twelve (12) Credits Required. receive a mix of theoretical and applied PSY 603M Contemporary 3.00 coursework. The program is designed to provide a Psychological Theories broad grounding in psychological principles and PSY 616M Statistical and Research 3.00 practice that ready the student for work in related Methodology I fields or for continued education at the doctoral level. PSY 617M Stastistical and Research 3.00 Admission to the M.A. Program Methodology II Applicants to the M.A. program must have PSY 665M Professional Issues and 3.00 completed at least 12 undergraduate credits of Ethics in Psychology psychology, including statistics, with a grade-point average of at least 2.75. In addition, they must M.A. in Psychology Course Requirements submit letters of recommendation from two At least Twenty-seven (27) Credits From professors. Admission to the M.A. program in no Psychology Masters Courses way implies acceptance into the Ph.D. program. M.A. in Psychology Non-Thesis Option Nonetheless, outstanding master’s degree Thirty Six (36) Total Credits Required candidates are admitted into doctoral courses with Non-Thesis Option the permission of the directors of both programs, Six (6) Additional Credits in Psychology and some M.A. graduates are accepted into the Written Comprehensive Examination Ph.D. program. Both graduate programs are M.A. in Psychology Thesis Option committed to increasing the enrollment of aspiring Thirty Three (33) Total Credits Required minority students. Thesis Option All applicants to the Ph.D. program who were Three (3) Credits From Psychology 709M 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 Psychology Department must be approved by the Master’s Program Director and will be limited to a maximum of six credits. Curriculum for M.A. Degree The typical curriculum for the M.A. degree consists of 600-level courses designated by the letter M, which are offered in weekday late afternoon, evening or weekend classes. Some Psychology courses are open to both M.A. and Ph.D. students without prerequisite. The following core courses are required for all M.A. degree candidates: Psychology 616M, 617M Statistical and Research Methodology I, II Psychology 603M Contemporary Psychological Theories Psychology 665M Professional Issues and Ethics in Psychology
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consideration of the application of social Psychology Courses PSY 606 Statistics in Psychology I psychology to contemporary human problems; for A look at estimation and hypothesis testing and the example, personality development and adjustment, PSY 600 Research Design I power of a test and introduction to parametric ethnic attitudes and conflicts, social movements, An introduction to the basic theories issues, statistics, multiple correlations and simple analysis and propaganda. concepts and constructs of what constitutes sound of variance. Three hours lecture; one hour Credits: 3 psychological research. Students are expected to laboratory. Prerequisite: Undergraduate course in Annually develop the capacity to critically evaluate research, psychological statistics and to formulate research proposals on their own. Credits: 4 PSY 614 Cross-Cultural Issues in Psychology Students complete a proposal for their second-year Annually An examination of key issues and concepts in cross- research project as part of the course requirement. cultural psychology as a growing area within PSY 607 Professional Ethics and Standards Prerequisite: Psychology 606 psychology. A major goal of the course is to have An examination of the broad spectrum of Credits: 3 students gain an appreciation of the impact of contemporary ethical issues encountered by Annually cultural factors on attitudes and behavior of those psychologists as teachers, researchers and who are recipient of services as well as the service PSY 601M Human Sexuality practitioners and a forum for increased ethical provider. Emphasis is placed on clinical and A survey of sexual behaviors (both normal and awareness and analysis. Pass/Fail only. community psychology constructs and applications. deviant), with emphasis on the dynamics of Credits: 3 African-American and Latino groups get special motivations. Developmental aspects: myths, Every Fall attention. fallacies and taboos associated with sex: and Credits: 3 PSY 609M Independent Study modern concepts based on research and clinical Annually Prerequisites: Completion of the 12-credit core, at studies are all studied. least one required course in the area of Credits: 3 PSY 614M Introduction to Consultation and specialization, and other courses as determined by On Occasion Community Mental Health the faculty supervisor. This course offers an introduction to the major PSY 602 Developmental Psychology concepts and strategies of community intervention: A consideration of developmental issues from An opportunity for practicum experience or an situation analysis and case conceptualization, empirical research, interpersonal-psychoanalytic independent project for the advanced student. The program development and implementation. theory and cognitive theory. Major theorists course and its specific requirements are under the Emphasis will be placed on community discussed include Piaget, Bowlby, and others. The supervision of a faculty member. Successful mobilization, collaboration, and program aim of the course is to look at developmental issues completion requires submission of a final paper sustainability. Required for specialization in from differing points of view and to examine points documenting the process and outcome. Requires Community-Industrial Psychology. of convergence and divergence. the permission of the Chair of the Department and Credits: 3 Credits: 3 the Dean. May be repeated; maximum six credits. On Occasion Annually The pre-requisites of PSY 603M, 616M, 617M and 665M are required. PSY 615 Personality Theory PSY 603 Contemporary Psychological Theories Credits: 3 A systematic examination of a variety of theoretical A survey of the transformation of psychological Every Semester views of personality. Empirical ramifications of such thought from nineteenth century philosophy, theories and their implications for the psychology physiology and medicine to modern psychology as a PSY 611 Cognitive and Affective Issues in of individual differences are considered. scientific discipline. Implications for behavioral Psychology Credits: 3 science and its variety of disciplines and schools of This course will examine contemporary issues in Annually thought are examined with an emphasis on history psychology centering on emotion and motivation in and systems of current psychological theories. cognition. Topics will include basic emotion PSY 615M Personality Credits: 3 research from social, cognitive, and neuroscientific A critical examination of the leading theories of Annually perspectives, as well as research relevant to personality, with the purpose of evolving a understanding emotion and motivation in an comprehensive conceptualization. Required for PSY 603M Contemporary Psychological Theories applied context. Core topics will be examined, specialization in Clinical Psychology. A survey of the transformation of psychological during which participants will be exposed to Credits: 3 thought from nineteenth century philosophy, essential questions and dimensions about: basic On Occasion physiology and medicine to modern psychology as a emotions; basic emotions and neuroscience; scientific discipline. Implications for behavioral cognitive appraisals; unconscious emotional PSY 616M Statistical and Research Methodology I science and its variety of disciplines and schools of processes; repression-dissociation; the intersection A study of how to design and conduct experiments, thought are examined. Required of all candidates of self, culture, and emotion; emotion in interpret obtained results, and refine the succeeding for the M.A. in Psychology. psychotherapy; and other similar topics. The design and procedures, as well as how to read and Credits: 3 course will draw upon primary sources, and will be critique a problem, design and execute a small- Every Semester conducted in a composite seminar-lecture style that sample experiment, and interpret and critique the encourages active participation in integrating the outcome. Required of all candidates for the M.A. in PSY 605M Family Dynamics current literature with individual scholarly interests. Psychology. An examination of the family: its structure and Credits: 3 Credits: 3 functions, its members and their interactions, the Annually Every Fall institutions of society that influence it, and how familial pathology is defined and treated. PSY 613 Social Psychology PSY 617 Freudian Theory Credits: 3 An analysis of fundamental concepts in A study of the basic principles and evolution of On Occasion interpersonal and group relations, with Freudian theory and empirical examinations of that
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 74 LIU Brooklyn theory and later Neo-Freudian theories. experience,role playing or observation of other students clinical experience. The empirical Credits: 3 students clinical experience. The empirical literature on psychotherapy outcome studies is also On Occasion literature on psychotherapy outcome studies is also presented as well as cultural and ethnic factors presented as well as cultural and ethnic factors affecting the clinical process. Issues related to the PSY 617M Stastistical and Research Methodology affecting the clinical process. Issues related to the identification and reporting of child abuse and II identification and reporting of child abuse and maltreatment are also addressed. Pass/Fail only. This course is the second in the series for Statistical maltreatment are also addressed. Pass/Fail only. Credits: 3 and Research Methodology. See description for PSY Credits: 3 Every Spring 616M (the first in the series). Required of all Every Fall candidates for the M.A. in Psychology Prerequisite: PSY 631M Practicum 616M must be taken before 617M. PSY 630B Introduction to Clinical Interviewing Supervised experience in an area that relates to The pre-requisite of PSY 616M is required. and Practice I students' interests or specialization. On-site Credits: 3 An introduction to clinical interviewing techniques experiences are employed during the weekly Every Spring and didactic material across a range of intervention seminar to focus on students' concerns and basic strategies, with a focus on cognitive-behavioral issues of ethics, theory and practice. Students must PSY 618M Modalities of Therapeutic Intervention techniques. The seminar also addresses ethical find their own placements. A discussion of various therapeutic strategies and issues in clinical practice and offers students the Credits: 3 tactical alternatives in a variety of settings. opportunity to learn through direct practicum On Occasion Credits: 3 experience,role playing or observation of other On Occasion students clinical experience. The empirical PSY 635A Advanced Clinical Interviewing III
literature on psychotherapy outcome studies is also An intensive case seminar taken in conjunction PSY 620 Tests and Measurements presented as well as cultural and ethnic factors with a two-day per week practicum placement. The A consideration of the principles of psychometric affecting the clinical process. Issues related to the seminar uses the practicum experiences to focus on theory. Issues of test construction, validity and identification and reporting of child abuse and issues in clinical interviewing, therapeutic alliance reliability are discussed. Principles of maltreatment are also addressed. Pass/Fail only. building, treatment planning and psychotherapy as administration, scoring and interpretation of the Credits: 3 well as empirically supported therapies. Topical Stanford-Binet, the Wechsler series, and a survey of Every Fall readings related to each of these areas are assigned personality inventories, occupational tests and regularly for discussion as well as cultural and neurocognitive tests are covered. Cultural PSY 630M Practica ethnic factors affecting the clinical process. Issues differences related to test biases and performances Supervised experience in an area that relates to related to the identification and reporting of child are covered. Three hours lecture; one hour students' interests or specialization. On-site abuse and maltreatmentare also addressed. laboratory. experiences are employed during the weekly Pass/Fail only. Credits: 4 seminar to focus on students' concerns and basic Credits: 3 Every Fall issues of ethics, theory and practice. Students must Every Fall
find their own placements. PSY 621M Tests and Measurement Credits: 3 PSY 635B Advanced Clinical Interviewing III An introduction to concepts of psychological test On Occasion An intensive case seminar taken in conjunction construction and evaluation. Principles of ethical with a two-day per week practicum placement. The conduct, administration and interpretation are PSY 631A Introduction to Clinical Interviewing seminar uses the practicum experiences to focus on illustrated for standardized tests commonly used in and Practice II issues in clinical interviewing, therapeutic alliance vocational counseling, employment practices and An introduction to clinical interviewing techniques building, treatment planning and psychotherapy as clinical assessment. and didactic material across a range of intervention well as empirically supported therapies. Topical Credits: 3 strategies, with a focus on cognitive-behavioral readings related to each of these areas are assigned On Occasion techniques.The seminar also addresses ethical issues regularly for discussion as well as cultural and
in clinical practice and offers students the ethnic factors affecting the clinical process. Issues PSY 625 Psychological Assessment I opportunity to learn through direct practicum related to the identification and reporting of child A study of the basic principles of assessment, experience,role playing or observation of other abuse and maltreatment are also addressed. including interviewing and psychological testing, students clinical experience. The empirical Pass/Fail only. with an emphasis on individual differences. literature on psychotherapy outcome studies is also Credits: 3 Introduction is made to the Rorschach and other presented as well as cultural and ethnic factors Every Fall projective tests, as well as continued work with affecting the clinical process. Issues related to the neurocognitive tests. Three hours lecture; one hour identification and reporting of child abuse and PSY 636A Advanced Clinical Interviewing IV laboratory. Cultural differences are covered. maltreatment are also addressed. Pass/Fail only An intensive case seminar taken in conjunction Corequisite: Psychology 620 or its equivalent Credits: 3 with a two-day per week practicum placement. The Credits: 4 Every Spring seminar uses the practicum experiences to focus on Annually issues in clinical interviewing, therapeutic alliance
PSY 631B Introduction to Clinical Interviewing building, treatment planning and psychotherapy as PSY 630A Introduction to Clinical Interviewing and Practice II well as empirically supported therapies. Topical and Practice I An introduction to clinical interviewing techniques readings related to each of these areas are assigned An introduction to clinical interviewing techniques and didactic material across a range of intervention regularly for discussion as well as cultural and and didactic material across a range of intervention strategies, with a focus on cognitive-behavioral ethnic factors affecting the clinical process. Issues strategies, with a focus on cognitive-behavioral techniques. The seminar also addresses ethical related to the identification and reporting of child techniques. The seminar also addresses ethical issues in clinical practice and offers students the abuse and maltreatment are also addressed. issues in clinical practice and offers students the opportunity to learn through direct practicum Pass/Fail only. opportunity to learn through direct practicum experience,role playing or observation of other Credits: 3
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Every Spring On Occasion PSY 665M Professional Issues and Ethics in PSY 636B Advanced Clinical Interviewing IV PSY 654 Research in the Study of Anxiety Psychology An intensive case seminar taken in conjunction A review of theories and research in the area of A seminar devoted to discussions and the with a two-day per week practicum placement. The anxiety. evaluation of various theoretical and practical issues seminar uses the practicum experiences to focus on Credits: 3 in psychology. Problems of ethics and the roles of issues in clinical interviewing, therapeutic alliance On Occasion the psychologist receive particular attention. building, treatment planning and psychotherapy as Required of all candidates for the M.A. in well as empirically supported therapies. Topical PSY 655 Psychopathology I Psychology. readings related to each of these areas are assigned A study of the symptomatology, etiology and Credits: 3 regularly for discussion as well as cultural and dynamics of the major mental disorders. The Every Fall ethnic factors affecting the clinical process. Issues classification of functional disorders is also related to the identification and reporting discussed in the context of social and cultural PSY 668M Ethnic Cultural, and Minority Issues of child abuse and maltreatment are also addressed. factors. in Psychology Pass/Fail only. Credits: 3 An examination of the impact upon gender, racial, Credits: 3 Every Fall ethnic, religious and other minorities of
Every Spring stereotyping, discrimination, and efforts to ignore PSY 655M Psychopathology differences or compel uniformity. PSY 643 Teaching Seminar in Psychology A study of the genesis, course, conceptualization, Credits: 3 This course is designed to prepare psychology diagnosis and treatment of mental illness. Required On Occasion graduate students for the teaching of psychology at for specialization in Clinical Psychology. the undergraduate level and as teaching assistants. Credits: 3 PSY 670M Seminars in Special Topics The course involves syllabus preparation, selection On Occasion Consideration of special areas of interest in of instructional material, testing, evaluation, and psychology at the master's level by intensive study in PSY 657 Childhood Psychopathology demonstration lectures. Also included in the a seminar format. A study of the essentials for understanding the course is a discussion of classroom management Credits: 3 diagnosis of childhood psychopathology and its strategies and techniques, as well as other practical On Occasion assessment. The empirical literature of a range of and theoretical issues relating to the teaching of diagnostic categories is reviewed as well as the PSY 671 Dynamic Psychotherapy I psychology. impact of cultural factors. Prerequisite Psychology This course examines the theory and techniques of Credits: 0 655 dynamic psychotherapy with the neurotic and Annually Credits: 3 character disordered individual. The emphasis is on PSY 644M Group Processes and Techniques Annually the beginning phase of treatment, the therapeutic
An examination of groups and of such group alliance, transference, resistance and other key PSY 658 Psychotherapy of Children techniques that may be used for treatment, issues in dynamic psychotherapy. While focusing An in-depth study of the theory and practice of promotion of growth, or improvement of on common principles shared by varied schools of child psychotherapy. Emphasis is on relationships in diverse settings. The format of the dynamic psychotherapy, we will also look at areas of psychodynamic approaches as well as some course may be both didactic and experiential. The difference between schools, at empirically application of behavioral management and family empirical literature is considered. supported techniques, and at treatment issues systems theory. The empirical literature in this area Credits: 3 raised by clients with diverse cultural backgrounds. is also examined. On Occasion Concurrent supervised experience (Clinical Practice Credits: 3 III) is required. Prerequisite: Psychology 655 PSY 646 Cognitive Behavior Modifcation I Annually Corequisite: Psychology 635
An introduction to the theory and practice of The pre-requisite of PSY 655 is required and the co- PSY 660 Intervention Techniques I behavior modification and cognitive-behavioral requisite of PSY 635A is required and is only open This course is designed to orient students to current modification. Emphasis is placed on the to students in the PhD program. theory and research in intervention techniques, assessment of maladaptive behavior from a Credits: 3 including cognitive behavioral models, cognitive-behavioral perspective and on developing Annually psychodynamic models, interpersonal models, and and implementing behavioral and cognitive- humanistic models with a particular emphasis on behavioral intervention strategies with diverse PSY 671M Topics In Cognition short-term psychotherapies. This course will populations. This course will study the history and development elucidate why (or for what purpose) therapists of The pre-requisite of PSY 646 is required. of Cognitive psychology in the late twentieth different orientations use certain intervention Credits: 3 century. This course will also review contemporary techniques as opposed to others and will focus on On Occasion research on perception, language, concept areas of convergence as well as discrepancies formation, imagery, and reasoning. PSY 648M Developmental Psychology I: between the various models. Finally, this course Credits: 3 Childhood and Adolescence will provide an overview of important issues facing On Occasion A consideration of issues that concern the contemporary clinical psychologists, including development of the individual from conception to cultural competence, psychotherapy integration, PSY 672 Communty Mntl Health late adolescence. Theories of development are and empirically supported treatments. Corequisite: The major issues in community mental health are surveyed. Attention is given to the impact of Psychology 655 examined with an emphasis on the impact of social biological and social factors that influence the Credits: 3 and community issues on mental health. course of development. Required for specialization Every Fall Intervention strategies for addressing these issues in Developmental Psychology. are examined with a special emphasis on social Credits: 3 psychological interventions.
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Credits: 3 conceptions of the physiological basis of abnormal involves a detailed examination of methods used in On Occasion behaviors, and related topics are presented. experimental psychology that have implications for Credits: 3 conducting research related to psychodynamic PSY 672M Forensic Psychology Annually theory and treatment. Drawing upon specific This graduate course considers a range of topics studies in social, cognitive, and clinical psychology, that are of concern to both psychologists and PSY 679 Family Therapy participants will examine a variety of approaches members of the legal profession. In this course, we A study of a variety of conceptual approaches to that rely on explicit and/or implicit methods. In will investigate how psychology works with the legal family therapy. These approaches include, but are doing so, participants will examine different topics, system as social scientists, consultants, and expert not limited to, structural systems theory and object including: self/self-descriptions, object relations, witnesses. We will examine how psychological relations approaches to family therapy practice. The unconscious processes, attachment, and personality. theories, research data, techniques and methods empirical literature evaluating such approaches is Emphasis is placed on learning practical skills both can enhance and contribute to our understanding discussed as are ethnic and cultural differences. to assess existing studies, and to develop future of the judicial system. In addition to offering an Credits: 3 studies (including a doctoral dissertation research introduction to the field of forensic psychology, this Annually proposal). Prerequisites: Psychology 600 and 706 graduate course will focus on: 1) psychological Credits: 3 PSY 680 Neuropsychological Assessment assessment of competency, malingering, and Annually criminal responsibility, 2) jury selection process and An examination of the variety of assessment jury decision making, and 3) psychological techniques designed to evaluate and interpret PSY 701 Seminar and Readings in Contemporary treatment for crime victims and perpetrators. neuropsychological functions. It is recommended Psychology Credits: 3 that this course follow Psychology 678. The reading and criticism of more recent literature On Occasion Credits: 3 in psychology including significant books and Annually articles on personality, perception, learning theory,
PSY 674 Psychology of Gender theory construction, and application in such fields PSY 691A Clinical Practice V An introduction to the psychological study of as development psychology, clinical psychology, An intensive case seminar taken in conjunction gender. A study of the traditional perspectives of social psychology and personality theory. with a two to two-and-a-half day per week practicum gender, means by which psychologists attempt to Credits: 3 placement. This advanced seminar utilizes student study gender, the relationship of gender to On Occasion traditional issues in psychology, causes of sex practicum experiences to focus on more complex differences and similarities, and how biological and clinical issues in psychodynamic psychotherapy PSY 703 Current Issues in Clinical Psychology cultural factors influence the development of primarily through specific clinical case and Psychopharmacology gender roles and identities. Understand how presentations. The empirical literature on clinical A review of current readings in clinical psychology stereotypes of masculinity and femininity affect our supervision is also discussed as are empirically and psychopharmacology. lives. supported therapies. Pass/Fail only Credits: 1 Credits: 3 Credits: 3 On Occasion On Occasion Every Fall PSY 704 Advanced Personality Theory PSY 676 Psychological Assessment II PSY 691B Clinical Practice V A review of a variety of new empirical and The purpose of this course, which is a continuation See the description for Psychology 691A for a full theoretical developments in the psychology of of Psychology 625, is to provide participants with description of this clinical case seminar. Pass/Fail personality. Conceptual topics include neo-analytic, the theoretical knowledge and practical skills only. cognitive-developmental, and factorial models of necessary to conduct an individual, comprehensive Credits: 3 personality organization. Study of research in those psychological assessment in a mental health setting. Every Fall spheres of personality psychology is central to
Participants will learn about test selection, as well as course work, including examination of the content PSY 692A Clinical Practice VI approaches to working with a multi-method test and methodological issues that are unique to this This case seminar is a continuation of Psychology battery. Tests covered will include cognitive (e.g., area of psychology. 691A. Pass/Fail only WAIS-IV), self-report personality tests (e.g., MMPI- Credits: 3 Credits: 3 2), and projective (or performance-based) On Occasion Every Spring personality tests (e.g., TAT; Rorschach). While PSY 706 Statistics in Psychology II participants will learn test administration and PSY 692B Clinical Practice VI A study of correlation analysis, analysis of variance, scoring, a major goal of the course will be on This clinical case seminar is continuation of analysis of covariance, advanced multiple interpretation and integration of findings in the Psychology 691B. Pass/Fail only. regression, non-parametric methods and other context of writing a comprehensive report for use in Credits: 3 selected techniques for treatment of data. Three diverse clinical settings. The course will consist of Every Spring weekly class meetings in a composite lecture- hour lecture; one hour laboratory. Prerequisite: seminar format, and weekly lab meetings. Three PSY 699 Sec Yr Rsrch Project Psychology 606 hours lecture; one hour laboratory. Prerequisite: This seminar may be enrolled in when working on Credits: 4 Psychology 625 a Second Year Research Project and may be taken Annually
Credits: 4 only once. Pass/Fail only. The one credit may not PSY 707 Issues in Trauma Research and Annually be used toward the 90 credits required for Treatment graduation. A review of the theoretical and methodological PSY 678 Clinical Neuropsychology Credits: 1 approaches to the investigation and treatment of An introduction into the interrelation between On Occasion human biology, physiology, neurology and human trauma. Ethical issues are discussed. behavior. The literature and research concerned PSY 700 Research Design II Credits: 3 with the assessment of organicity or pathology, This seminar, an extension of Psychology 600, On Occasion
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PSY 761 Borderline and Narcissistic Psychology Pass/Fail only. No credit. This course has an PSY 709M Master's Thesis Supervision A review of the historical background of borderline additional fee. Master's degree candidates receive assistance in and narcissistic syndromes. Key literature is Credits: 0 completing their theses. discussed, and differential diagnostic and Every Fall Prerequisite: Permission of the Chair of the therapeutic issues are extensively considered as is Department. Pass/Fail only. the efficacy of empirically supported techniques. PSY 841 Clinical Internship Credits: 3 Credits: 3 Each candidate for the doctorate in clinical Every Semester On Occasion psychology must spend one year full time or two years half time as an intern in an approved PSY 710 Psychotherapy Research PSY 765 Object Relations Theory installation, such as a mental hospital or mental An examination of the history of psychotherapy An in-depth study of the contributions of the major hygiene clinic. Services performed concentrate on research that focuses on such major topics as British object-relations theorists and the place of diagnostic testing and staff conferences, and therapeutic alliance, alliance ruptures and such theory in psychoanalytic thought. The supervised individual or group psychotherapy. treatment failures, common versus specific factors, empirical support for these theories is also Pass/Fail only. No credit. This course has an and differential treatment outcome. Significant discussed. additional fee. psychotherapy research studies and programs (e.g., Credits: 3 Credits: 0 the NIMH depression study), and empirically On Occasion Every Spring validated treatments are reviewed. A number of psychotherapy research assessment instruments that PSY 771 Dynamic Psychotherapy II PSY 842 Second-Year Internship measure different change mechanisms in therapy A study of the way in which principles of Available to those students who wish to pursue a are demonstrated using vignettes of videotaped psychodynamic psychotherapy may be applied to second year of clinical internship. Not required for sessions. Students interested in pursuing severe psychopathology and to short-term therapies. the doctorate. Pass/Fail only. No credit. psychotherapy research are thus provided some The application of such principles to the psychoses, Prerequisite: PSY 840-841. This course has an hands-on experience with a number of measures. and borderline conditions is discussed. The additional fee. This course is the equivalent of Research and empirical literature related to such Credits: 0 Design II. Prerequisite: Psychology 600 psychotherapeutic issues is discussed as are the Every Fall Credits: 3 interactions with cultural and ethnic factors. Annually Empirically supported therapies for these more PSY 843 Second-Year Internship severe disorders are also discussed. Concurrent Available to those students who wish to pursue a PSY 750 Individual Research I supervised clinical practice is required. Three second year of clinical internship. Not required for Individual research projects under supervision. credits. Prerequisite: Psychology 671 the doctorate. Pass/Fail only. No credit. Pass/Fail only. Prerequisites: Psychology 600 and Credits: 3 Prerequisite: PSY 840-841. This course has an 700 or 710. Annually additional fee. Credits: 3 Credits: 0 Annually PSY 775 Seminars in Special Topics Every Spring An intensive study in special areas of interest in PSY 751 Individual Research II Clinical Psychology (not necessarily the same topics PSY 849A Dissertation Topic Seminar Individual research projects under supervision. each year). Examples of topics are computer Students develop the conceptual rationale and Pass/Fail only. Prerequisites: Psychology 600 and research technology, brain and behavior methodology for their dissertation topics. Each 700 or 710. relationships, psychopharmacology, issues of social student has the opportunity to present his or her Credits: 3 stress, special statistical techniques, and the study of own research proposal, to receive feedback from Annually anxiety. One to three credits each semester. Offered other students and the instructor, and to critique
every semester the proposals of other students. Students may PSY 755 Psychopathology II Credits: 3 register for this course for one or more semesters. A study of contemporary theory and research of Annually Required of those students in their fourth year who psychopathology, with special emphasis on are not yet in dissertation committee. Pass/Fail developmental etiological factors, symptom PSY 776 Special Topics only. Psychology 849A offered every Fall; formation and maintenance and the rationale for An intensive study in special areas of interest in Psychology 849B offered every Spring; Psychology different interventions. Psychodynamic and Clinical Psychology (not necessarily the same topics 849C offered every Summer. cognitive behavioral theories are emphasized as is each year). Examples of topics are computer Credits: 3 the interaction with cultural factors. Prerequisite: research technology, brain and behavior Every Fall Psychology 655 relationships, psychopharmacology, issues of social Credits: 3 stress, special statistical techniques, and the study of PSY 849B Dissertation Topic Seminar Every Spring anxiety. One to three credits each semester Students develop the conceptual rationale and
Credits: 1 to 3 methodology for their dissertation topics. Each PSY 760 Ego Functions On Occasion student has the opportunity to present his or her A focus on the definition of the major ego own research proposal, to receive feedback from functions as described in psychoanalytic literature. PSY 840 Clinical Internship other students and the instructor, and to critique Those functions include reality testing, impulse Each candidate for the doctorate in clinical the proposals of other students. Students may control, defensive functioning, object relations and psychology must spend one year full time or two register for this course for one or more semesters. synthesis. Emphasis is given to assessment, years half time as an intern in an approved Required of those students in their fourth year who therapeutic implications and empirical research. installation, such as a mental hospital or mental are not yet in dissertation committee. Pass/Fail Credits: 3 hygiene clinic. Services performed concentrate on only. Psychology 849A offered every Fall; On Occasion diagnostic testing and staff conferences, and Psychology 849B offered every Spring; Psychology
supervised individual or group psychotherapy. 849C offered every Summer.
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Credits: 3 Every Spring PSY 854 Doctoral Thesis Supervision Each doctoral candidate conducts doctoral thesis PSY 849C Dissertation Topic Seminar research under the guidance of a committee, which Students develop the conceptual rationale and may be a standing committee or one assembled methodology for their dissertation topics. Each with consent of the clinical director. The student has the opportunity to present his or her enrollment and fee for this course registration is own research proposal, to receive feedback from repeated as long as the study is in active progress. other students and the instructor, and to critique Pass/Fail only. Students receive an Incomplete until the proposals of other students. Students may the dissertation is completed. register for this course for one or more semesters. Credits: 3 Required of those students in their fourth year who Every Fall and Spring are not yet in dissertation committee. Pass/Fail only. PSY 855 Doctoral Thesis Supervision Credits: 1 Each doctoral candidate conducts doctoral thesis On Occasion research under the guidance of a committee, which may be a standing committee or one assembled PSY 850 Doctoral Thesis Supervision with consent of the clinical director. The Each doctoral candidate conducts doctoral thesis enrollment and fee for this course registration is research under the guidance of a committee, which repeated as long as the study is in active progress. may be a standing committee or one assembled Pass/Fail only. Students receive an Incomplete until with consent of the clinical director. The the dissertation is completed. enrollment and fee for this course registration is Credits: 3 repeated as long as the study is in active progress. Every Fall and Spring Pass/Fail only. Credits: 3 PSY 856 Doctoral Thesis Supervision Annually Each doctoral candidate conducts doctoral thesis research under the guidance of a committee, which PSY 851 Doctoral Thesis Supervison may be a standing committee or one assembled Each doctoral candidate conducts doctoral thesis with consent of the clinical director. The research under the guidance of a committee, which enrollment and fee for this course registration is may be a standing committee or one assembled repeated as long as the study is in active progress. with consent of the clinical director. The Pass/Fail only. Students recieve an Incomplete until enrollment and fee for this course registration is the dissertation is completed. repeated as long as the study is in active progress. Credits: 3 Pass/Fail only. Students receive an Incomplete until Every Fall and Spring the dissertation is completed. Credits: 3 PSY 857 Doctoral Thesis Supervision Annually Each doctoral candidate conducts doctoral thesis research under the guidance of a committee, which PSY 852 Doctoral Thesis Supervison may be a standing committee or one assembled Each doctoral candidate conducts doctoral thesis with consent of the clinical director. The research under the guidance of a committee, which enrollment and fee for this course registration is may be a standing committee or one assembled repeated as long as the study is in active progress. with consent of the clinical director. The Pass/Fail only. Students receive an Incomplete until enrollment and fee for this course registration is the dissertation is completed. repeated as long as the study is in active progress. Credits: 3 Pass/Fail only. Students received an Incomplete Every Fall and Spring until the dissertation is completed. Credits: 3 PSY 858 Doctoral Thesis Supervision Every Fall and Spring Each doctoral candidate conducts doctoral thesis research under the guidance of a committee, which PSY 853 Doctoral Thesis Supervison may be a standing committee or one assembled Each doctoral candidate conducts doctoral thesis with consent of the clinical director. The research under the guidance of a committee, which enrollment and fee for this course registration is may be a standing committee or one assembled repeated as long as the study is in active progress. with consent of the clinical director. The Pass/Fail only. Students receive an Incomplete until enrollment and fee for this course registration is the dissertation is completed. repeated as long as the study is in active progress. Credits: 3 Pass/Fail only. Students receive an Incomplete until Every Fall and Spring the dissertation is completed. Credits: 3 Every Fall and Spring
Page 79 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013
SOCIAL SCIENCE M.S. in Social Science Social Science Courses Professor Wilson (History), Director; 718-488-
1041 LIU's multidisciplinary Graduate Social Science SSC 512 Readings in the Social Sciences Professors Dorinson (History), Ehrenberg Program is designed for professionals seeking to Intensive readings in themes in the social sciences. (Political Science), Hendrickson enhance their career opportunities within their Focus is on such global issues as religion, race and (Sociology/Anthropology), Ramirez (Psychology), respective fields. Students receive a Master of racial attitudes, class, and social change. Rodriguez (Economics), Sanchez (Urban Studies), Science in Social Science degree following Credits: 3 Warmund (History) completion of twelve courses (thirty-six credits) in a variety of related disciplines. Depending on a Annually
student’s particular career aspirations, a course of SSC 611 Independent Study study, determined in consultation with the program Prerequisite: Approval of the Department director, will provide the appropriate academic and Credits: 3 analytical background for professionals in the On Demand chosen field. In all courses, writing skills will be emphasized. LIU Career Services counselors will be available upon request. SSC 707 Thesis Supervision Degree requirements are as follows: The selection, supervision and completion of the 1. Twelve credits (four courses) in a social science thesis topic. Pass/Fail only. Three credits per (anthropology, economics, history, political semester. science, psychology, sociology, UN studies, Credits: 3 urban studies); Every Semester 2. Six credits (two courses) in a second social science; SSC 708 Thesis Supervision 3. Three credits in research methods or statistics; The selection, supervision and completion of the 4. Comprehensive exam. thesis topic. Pass/Fail only. Three credits per Each semester, in consultation with the program semester. advisor, students may select courses in the social Credits: 3 sciences listed above. Every Semester
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SPEECH-LANGUAGE PATHOLOGY
See Communication Sciences and Disorders.
Page 81 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013
SOCIOLOGY Cross-Listings: POL 705, SOC 705, URB 705 Every Fall Sociology Courses
Professor Hittman SOC 706 Internship in Public Affairs and Policy Professors Emeriti Carden, Rosenberg SOC 526 Asian Cinema Administration Associate Professors Hendrickson (Chair), Kim, A focus on cinema as a unique cultural product in An internship designed to provide direct exposure Barton, Ali, Juwayeyi which artistic sensibilities are mobilized to address, to and experience in the operation of a public Associate Professor Emeriti Gritzer, Harwood and thus reflect, significant aspects of contemporary affairs/service organizations. The student is Assistant Professor Emeritus Sherar society. Through a range of feature films from the expected to engage in a supervised placement Adjunct Faculty: 8 region, this course examines these cultural products activity in a selected institution. Students will The Master of Arts degree in Sociology is not as collective expressions of some enduring concerns generally meet at least once every two weeks as a offered at this time, but graduate courses in in modern Asian societies. (Same as Sociology 526) class with a faculty coordinator to focus on specific sociology are offered as part of other departments The pre-requisite or co-requisite of MA 500 or MA questions relating to their organizations. In and programs including the United Nations 800 is required. addition, students are expected to keep logs of their Graduate Program, Urban Studies and Social Credits: 3 field work experiences and to complete a seminar- Science. Cross-Listings: MA 533, SOC 526 length paper analyzing a specific problem of their On Occasion particular agency or organization. Prerequisite:
Approval of the Department of Political Science. SOC 601 Readings in Sociology Credits: 3 Independent reading, research and study under the Cross-Listings: POL 706, SOC 706, URB 706 guidance of a sociology faculty member; topic to be Every Spring mutually agreed upon in advance.
Credits: 3
On Occasion
SOC 651 Urban Economics An analysis of economic problems arising in the modern urban areas of the United States. Discussion centers around the causes of such problems and possible alternative solutions. Relationships among city and state governments and the federal government receive due consideration. Credits: 3 Cross-Listings: ECO 651, PM 788, SOC 651, URB 651 On Occasion
SOC 654 Methods of Social Research An examination of the range of research methods employed in social science. Topics include selection of research designs, sampling and data collection, quantitative and qualitative approaches, and the ethics of social research. Students are expected to apply such research strategies throughout the semester. Credits: 3 On Occasion
SOC 705 Internship in Public Affairs and Policy Administration An internship designed to provide direct exposure to and experience in the operation of a public affairs/service organizations. The student is expected to engage in a supervised placement activity in a selected institution. Students will generally meet at least once every two weeks as a class with a faculty coordinator to focus on specific questions relating to their organizations. In addition, students are expected to keep logs of their field work experiences and to complete a seminar- length paper analyzing a specific problem of their particular agency or organization. Prerequisite: Approval of the Department Political Science. Credits: 3
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UNITED NATIONS primarily in Manhattan, at 225 East 43rd Street UN 708 Seminar, Non- 3.00 (Lyceum Kennedy). They are scheduled during Governmental GRADUATE PROGRAM evening hours and meet once a week, Monday Organizations through Thursday. For further information: UN 709 Seminar, Issues in 3.00 Professor Lester Wilson (History), Director www.liu.edu/un. 718-488-1041 International Ethics Professors: Rainer Braun (Adjunct Lecturer, Freie Requirements for the Advanced UN 712 Advanced Seminar: 3.00 Universität Berlin), Beng Yong Chew [Deputy Certificate, United Nations Studies Plan Topics to be Determined Directory, Political Affairs Department, United Twelve (12) Credits Required. Nations, Ret.; Special Adviser to the Director- UN 713 The UN and Preventive 3.00 POL 642 International 3.00 General of UNIDO (United Nations Industrial Diplomacy Organization, The United Development Organization); Ret.], Qazi Shaukat Nations and it's Affiliated UN 714 UN and International 3.00 Fareed [Special Adviser to the Director-General of Agencies Security: Disarmament UNIDO (United Nations Industrial Development and Non-Proliferation Organization), Ret.]; Jacques Fomerand (Head, HIS 632 The World Since 1945 3.00 United Nations University Office in North UN 715 Seminar: The United 3.00 UN 710 Research Methods 3.00 America), Akira Kusukawa (Director, European Nations and Council United Nations Fund for Population UN 711 Research Seminar 3.00 Peacebuilding Activities, Ret.), Phyllis J. Lee (Secretary, High- UN 717 The United Nations and 3.00 Level Committee on Programmes, UN System Twelve (12) Credits of Electives Required. Global Terrorism Chief Executives Board), Joseph J. Stephanides ELECTIVE COURSES (Offered on Occasion) (Director, Security Council Affairs Division, U.N. ECO 626 Problems of Economic 3.00 Secretariat, Ret.), James Sutterlin (Director, Office United Nations Courses Development of the UN Secretary-General, Ret.)
The Institute for the Study of International ECO 661 International Economic 3.00 UN 692 Modern Diplomacy Organizations Relations A comprehensive overview of contemporary The Institute for the Study of International HIS 626 The United States since 3.00 international diplomacy considered as art, science, Organizations builds on the unique instructional 1914 craft, practice, institution and process. Topics of methodology and specialized research conducted discussion include the nature and development of in the United Nations Advanced Certificate POL 547 International Human 3.00 diplomacy; diplomatic practice, methods, and Program and its related master’s degree Rights techniques; types of diplomacy (with special opportunities and provides for further development POL 605 Conflict Resolution 3.00 emphasis on multilateral diplomacy); diplomatic of advanced studies and research in international privileges and immunities; the role and function of organizations. The Institute coordinates research POL 640 Public International Law 3.00 diplomats; the diplomat as a foreign affairs projects dealing with the United Nations system POL 670 Politics of Developing 3.00 professional; and the contribution of diplomacy and nongovernmental organizations, with regional Nations toward maintaining world order. organizations, and with other international Credits: 3 groupings. SOC 553 World Social 3.00 On Occasion
Development
UN 694 Management of International SOC 606 Sociology of Population 3.00 United Nations Graduate Organizations and Demography Certificate Program A focus on structural and managerial issues within UN 691 Global Issues and 3.00 international organizations and an examination of The United Nations Advanced Graduate Interdependence the tools needed to function within such an Certificate Program at LIU offers a unique UN 692 Modern Diplomacy 3.00 environment. opportunity to students seeking to enter or advance Credits: 3 in careers in international organizations or related UN 693 Future World Orders 3.00 Cross-Listings: PM 761, UN 694 institutions. Because of the uniqueness of the UN 694 Management of 3.00 On Occasion program, it appeals to students from a variety of International UN 700 Independent Study disciplines—communications, health, education, Organizations Development of selected topics, in conjunction political science, psychology, etc. The student UN 695 Statistics for the Social 3.00 with faculty adviser. body reflects a mix of mid-career professionals, Scientist Prerequisite: Approval of the Department. UN staffers, diplomats from Permanent Missions Credits: 3 and traditional graduate students. UN 700 Independent Study 3.00 On Occasion The 24-graduate credit program combines an UN 704 Issues in International 3.00 extensive study of the UN system as a whole with Labor 1919 - Present UN 701 The United Nations and Human Security rigorous individualized research, particularly in the The course will focus on such global/cross border Specialized Agencies and in social and economic UN 705 Internship 3.00 and interrelated threats as poverty, population development. After completing the program, UN 706 International 3.00 growth and migration, global warming, energy and students may choose to pursue a master’s degree in Humanitarian Assistance water scarcity, "failed states", terrorism and weapons Social Science (12 additional credits), Political of mass destruction and the denial of human rights. Science (12 additional credits) or Public UN 707 Population Displacement 3.00 The ''new dimensions" of these threats to human Administration (16 additional credits). and Migration security will be explored and assessed, along with UN Graduate Certificate courses are offered
Page 83 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013 the range of global governance instruments that Nations in conflict prevention. More specifically, Students learn about the national priorities of the might be used by the international community to drawing from history and on the basis of case country and , dependent upon the iterest of the meet the challenges that they pose. material, the seminar will seek to explain the Government, also meet with government officials, Credits: 3 concept and evolving practice of prevention by the at the hosted event and/or separately. The student On Occasion United Nations with particular attention to the is also expected to keep a log of all fieldwork institutions involved and the modalities and impact experience and contribute to a formal report to be UN 706 International Humanitarian Assistance of their interventions. submitted to the DPI/Executive Committee, the A review of the evolution of the concept and Credits: 3 UN Country Coordinator and the NGOs recruited practice of humanitarian assistance. The course On Occasion for association. covers the interface between humanitarian Credits: 3 assistance and peacekeeping operations, the UN 715 The UN and Peacebuilding On Demand continuum between emergency assistance and This seminar will examine the role of the United economic/social development, the role of Nations in peacebuilding, with specific reference to UN 799 Internship in International Organizations humanitarian assistance in peace building, the role selected problem areas in developing countries. A course designed to provide direct exposure to and of nongovernmental organizations in the provision Credits: 3 experience in the work of a UN department or UN- of humanitarian assistance, and the evolving On Occasion related agency. The student engages in a supervised international legal concepts of dealing with the placement activity and is expected to meet at least right to humanitarian assistance. The course UN 716 United Nations and The Middle East once every two weeks with a faculty coordinator. focuses on case studies of actual emergency The seminar will examine the events that led to the The student is also expected to keep a log of all assistance operations. initial involvement and continued engagement of fieldwork experience and complete a seminar-length Credits: 3 the United Nations in the Middle East. Starting paper analyzing a specific problem of the agency or Annually with the Balfour Declaration through the department. independence of Israel followed by the various Credits: 3 UN 708 United Nations Nongovernmental Security Council and General Assembly resolutions On Demand Organizations on the situation to the present "road map," the A study of the premises and functions of private student will explore the role of the United Nations voluntary organizations in the UN non- in the Israel/Palestine questions. The seminar will governmental organizations (NGO) structure. also discuss the impact of the Golf War, the recent Student-initiated research in the functions of intervention in Iraq, and the current challenges selected groups of NGOs is conducted. facing the United Nations in the fields of Multidisciplinary and analytical discussions of democratization, disarmament, and human rights research progress reports on NGO activities and in the region. interactions with international organizations are Credits: 3 held. On Occasion Credits: 3 Annually UN 717 United Nations and Global Terrorism This course explores these questions with particular UN 710 Research Methods attention to the novel features of the threat posed An introduction to research techniques in the by terrorism to international peace and security, the social sciences. Students are required to research a effectiveness of applicability of traditional models major function or principal concern within the UN and mechanisms for dealing with the security system. Based on their research, students make challenges posed by terrorism and addressing its formal presentations and defend policy proposals root causes, and what can be done through the drawn from their research. United Nations to contain and suppress terrorism. Credits: 3 Credits: 3 Annually On Occasion
UN 711 Research Seminar UN 798 Internship in Non-Governmental Cornerstone of the United Nations Program, a Organizations: Field Experience in Central research seminar that provides training in policy America making and requires preparation of a major study This course is designed to provide direct exposure on a specific area of UN operations. Students write to what it means to represent the United Nations a research paper on a major function or principal abroad. The Chair of the UN DPI/NGO Executive concern within the UN system. Committee formally designates students as Credits: 3 ambassadors on the Committee's behalf to recruit Annually NGOs for association with the UN Department of Public Information. Students work closely as a UN 712 Advanced Seminar team in preparing all aspects of the field trip, An exploration of selected United Nations issues including hosting a major event with the through intensive study in a seminar format. participation of the heads of 60 ormore NGOs and Credits: 3 hosting bilaterla meetings with NGO's at their On Occasion headquarters and/or visiting their projects.
Students work closely with the UN Country Team, UN 713 The UN and Conflict Prevention whose Resident Coordinator opens the recruitment This seminar will explore the role of the United event, and research its in-cpountry programs.
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 84 LIU Brooklyn
URBAN STUDIES PROGRAM full-time students. It offers a multidisciplinary PM 795 Race Relations and 3.00 graduate course of study leading to a Master of Intergroup Tensions Professor Jose R. Sanchez (Political Science), Arts in Urban Studies. Courses at the 500-level are SOC 666 Race Relations and 3.00 Chair; 718-488-1057; e-mail: available to qualified undergraduates in their Intergroup Tensions [email protected] junior and senior years. Professors: Dorinson (History), Wilson (History) The M.A. in Urban Studies is more than a URB 608 The Role of Ethnicity in 3.00 Associate Professor: Kim (Sociology) narrow professional degree. It provides a broad the Metropolis Adjunct Faculty: 4 exposure to the essential elements of urban studies URB 666 Race Relations and 3.00 The Urban Studies Program provides students while developing skills in writing, research and Intergroup Tensions with a behind-the-scenes look at urban critical analytical thinking that prove necessary Of the following courses only one is required: administration, economics, government, history, and valuable in a wide range of professional fields. management, planning and sociology. It offers a Graduates can look forward to a wide range of PM 783 Principles and Practices 3.00 comprehensive curriculum for administrators, career opportunities. Planning and GIS skills are of City Planning always in demand by government and non-profit economists, managers and planners in unrelated URB 614 Principles and Practices 3.00 organizations as well as private companies. There fields, who are interested in career change or in of City Planning working in urban agencies, in addition to those are also many opportunities in real estate, already employed in the field, who lack the education, non-profit management, economic URB 629 Community Planning and 3.00 academic credentials needed to advance development, international development, Metropolitan Economic professionally. neighborhood/community development, health Development care, social services, and public administration. Faculty members are experts in their areas of Of the following courses only one is required: Admission to Degree Program specialization and provide fascinating insight and ECO 507 Quantitative Methods for 3.00 Applicants to the program leading to the Master an insider's perspective into the daily business, the Social Sciences politics and economics of urban life and of Arts in Urban Studies, must meet these administration. Guest lecturers from public and requirements: PM 780 Computer Technology 3.00 private agencies visit the classroom often, offering • Have a bachelor's degree or its equivalent Application to their commentary on a wide range of urban-related • Have at least 24 semester hours of advanced Metropolitan Affairs undergraduate work in the social sciences topics. SOC 507 Quantitative Methods for 3.00 (economics, history, political science, the Social Sciences psychology, sociology and anthropology) or the M.A. in Urban Studies equivalent. SSC 511 Theories, Ethics and 3.00 • Students who were not undergraduate social Applications of Research The M.A. in Urban Studies provides a general science majors must have at least a B- Across Social Science and technical understanding of the metropolis, undergraduate average in such required social Disciplines surrounding regions and world urbanization for science courses as have been taken and may be URB 507 Quantitative Methods for 3.00 persons interested in such areas as administration, required to take up to 12 credits of the Social Sciences economics, government, history, housing, undergraduate courses, which will not be management, planning, geographic information credited toward the degree, in order to URB 511 Theories, Ethics and 3.00 systems and sociology. compensate for any deficiencies in preparation. Applications of Research The program’s faculty members are drawn Across Social Science from the fields of urban studies, economics, M.A. in Urban Studies Plan Requirements Disciplines history, political science and sociology. They Of the following courses only one is required: URB 605 Computer Technology 3.00 include adjunct faculty selected for their HIS 583 The History of the City of 3.00 Application to knowledge and experience in professional practice New York Metropolitan Affairs in such matters as administration, management, URB 504 The Development of the 3.00 geographic information systems (GIS) and URB 7071 Metropolitan Areas 3.00 American Metropolis planning. Guest lecturers from public and private Research Methods agencies also contribute to courses that deal with URB 583 The History of the City of 3.00 Seminar specialized subjects. New York The following are the course requirements for the The program will interest persons who have Of the following courses only one is required: Urban Studies, Master of Arts plan. Either Option varied interests and experiences: those seeking PM 781 Urban Government and 3.00 A (the Thesis) or Option B (the Project) must be new career paths in such fields as administration, Politics completed. management, planning and public history; those Completion of the following course is required: working in a city or suburban agency but without POL 604 Urban Government and 3.00 URB 7072 Metropolitan Areas 3.00 previous concentrated academic education in the Politics Research Seminar field; those seeking an intermediate degree as a URB 601 Capital Cities and 3.00 Completion of the Thesis/Project course is stepping-stone to further academic or professional Politics: Comparative required: goals; and those interested in a graduate degree in International Urbanization urban studies with elective courses exploring URB 708 Thesis Project Seminar 3.00 various aspects of the metropolis including URB 604 Urban Government and 3.00 A maximum of 12 units are permitted of Brooklyn studies, city planning, community Politics appropriate graduate work in related disciplines for planning and New York City history. Of the following courses only one is required: the Urban Studies, Master of Arts plan. The master’s program in urban studies is PM 787 The Role of Ethnicity in 3.00 The minimum unit requirement of 36 units mostly an evening program and is designed for the Metropolis must be completed for the Urban Studies, Master working professionals as well as part-time and of Arts plan.
Page 85 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013
Credits: 3 Credits: 3 Urban Studies Courses On Occasion Cross-Listings: PM 787, URB 608 On Occasion URB 560 The City through Film URB 500 Introduction to Urban Theory An examination of how film has shaped the public's URB 619 Planning in Developing Nations An introductory course that centers on readings in view of the city as well as the role the city has played An exploration of the social, environmental and urban history and sociology in order to give in film. Particular films are screened and analyzed. cultural elements of the comprehensive planning graduate students a grasp of the language and Credits: 3 process at various levels of government in literature of urban studies. Alternate Years developing nations. Credits: 3 Credits: 3 Alternate Years URB 583 The History of the City of New York On Occasion A chronological and topical review of the political URB 503 Brooklyn's Community Tradition and social development of New York City from URB 623 Independent Research A focus on the growth of Brooklyn in terms of such Dutch settlement to the present. Emphasis is placed Selection and completion, under supervision, of a specific communities as Brooklyn Heights, on the development of the city as a great financial, research project. Brownsville, Flatbush, Fort Greene and Park Slope. intellectual and cultural center. (Same as Urban Credits: 3 Special emphasis is given to noted architectural and Studies 583). On Demand environmental features of those communities. Credits: 3 Course is supplemented by guided walking tours of Cross-Listings: HIS 583, URB 583 URB 624 Independent Research related neighborhoods. On Occasion Continuation and completion, under supervision, Credits: 3 of a research project. Every Summer URB 601 Capital Cities and Politics: Comparative Credits: 3 International Urbanization On Demand URB 504 The Development of the American An examination of the political, physical, Metropolis economic, social and cultural aspects of URB 629 Community Planning and A study of the development of the American urbanization as a worldwide development, with Metropolitan Economic Development metropolis from the period of settlement to today. particular emphasis on selected great cities and A study of the principles and systems of community Special emphasis is placed on the relationship of their regions and on regional urban/suburban planning as methods of sustaining and promoting physical development to the various factors that interaction. (Same as Political Science 601) economic growth. Course includes selected topics affect urban growth and change. (Same as History Credits: 3 such as community boards, government and private 504) Alternate Years agencies and departments, zoning, special Credits: 3 legislation, and programs pertaining to economic Alternate Years URB 603 Urban Ministry incentives. An historical and sociological course on the special Credits: 3 URB 506 The Geography of New York City role of religious institutions in cities. A broad range On Occasion A field-based course that explores the relationships of literature exposes students to the religious between the physical, economic and social ideologies and movements that have responded to URB 651 Urban Economics geography of the city's development. and defined urban problems. An analysis of economic problems arising in the Credits: 3 Credits: 3 modern urban areas of the United States. On Occasion On Occasion Discussion centers around the causes of such problems and possible alternative solutions. URB 510 State Violence and Terrorism URB 604 Urban Government and Politics Relationships among city and state governments An examination of individual terrorism - its origins A study of the management and organization of and the federal government receive due and theories offered to explain it - and the forms of American cities; politics and changing consideration. state coercion known as state terror, which is often constituencies; and the impact on community Credits: 3 prompted by perceived domestic or foreign threats participation, city management and mayoralty. Cross-Listings: ECO 651, PM 788, SOC 651, to survival, authority or national interest. (Same as Urban Studies 604 and Public URB 651 Underlying conditions such as civil strife, separatist Administration 781). On Occasion movements, racial cleavages and ideological Credits: 3 rationales are examined. Examples of both Cross-Listings: PM 781, POL 604, URB 604 URB 680 Education Issues Inner-City Family categories of terrorism are drawn from history and On Occasion This course explores the ability of New York City to from different world regions and are analyzed via adapt its educational policy to the growing theories learned in the course. URB 605 Computer Technology Application to economic and cultural diversity of its student Credits: 3 Metropolitan Affairs population. The course's literature and assignments Cross-Listings: POL 510, URB 510 The use of computer technology in metropolitan allow for an in-depth exploration of social and On Occasion matters. An overview of general applications with educational issues facing urban families and specific attention to geographic formation systems. schools. URB 550 The Ghetto from Venice to Harlem Credits: 3 Credits: 3 An intensive examination of the primary and Cross-Listings: PM 780, URB 605 On Occasion secondary literature on a modern phenomenon: the On Occasion ghetto. The course is intended to give students a URB 705 Internship in Public Affairs and Policy broad understanding of the physical uses and URB 608 The Role of Ethnicity in the Metropolis Administration processes of ghettoization on an international scale. A consideration of the roles played by some of New An internship designed to provide direct exposure The course also examines the racial, religious and York City's ethnic, cultural and national groups in to and experience in the operation of a public cultural ideologies that govern ghettos. the development of urban neighborhoods. affairs/service organizations. The student is
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 86 LIU Brooklyn expected to engage in a supervised placement activity in a selected institution. Students will generally meet at least once every two weeks as a class with a faculty coordinator to focus on specific questions relating to their organizations. In addition, students are expected to keep logs of their field work experiences and to complete a seminar- length paper analyzing a specific problem of their particular agency or organization. Prerequisite: Approval of the Department Political Science. Credits: 3 Cross-Listings: POL 705, SOC 705, URB 705 Every Fall
URB 706 Internship in Public Affairs and Policy Administration An internship designed to provide direct exposure to and experience in the operation of a public affairs/service organizations. The student is expected to engage in a supervised placement activity in a selected institution. Students will generally meet at least once every two weeks as a class with a faculty coordinator to focus on specific questions relating to their organizations. In addition, students are expected to keep logs of their field work experiences and to complete a seminar- length paper analyzing a specific problem of their particular agency or organization. Prerequisite: Approval of the Department of Political Science. Credits: 3 Cross-Listings: POL 706, SOC 706, URB 706 Every Spring
URB 708 Thesis Project Seminar Completion of a master's thesis or project, research and writing of the thesis or development and presentation of the project. Pass/Fail only. Prerequisite: URB 7072 and Departmental permission Credits: 3 Annually
URB 7072 Metropolitan Areas Research Seminar Development of a research thesis or terminal project proposal, urban methods, demographic data, bibliographical research, research design, and writing. Prerequisite: Departmental permission. Credits: 3 Every Spring
Page 87 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013
SCHOOL OF BUSINESS, PUBLIC ADMINISTRATION AND INFORMATION SCIENCES
The School of Business, Public Administration and Information Sciences at LIU Brooklyn prepares students for professional careers in business and government. In addition to excellence in teaching, the depth and variety of academic study options and professional enrichment offerings combine to create a dynamic learning environment that provides students with the stimulation, networking opportunities, diversity and inspiration required for true academic success and professional development. Students are engaged and challenged by an internationally recognized faculty. Small classroom environments allow students to better gain knowledge, skills and ethical values in their study areas, as well as to develop the ability to evaluate current and emerging global issues and opportunities. Students’ experiential learning includes multidisciplinary teamwork, case studies and consulting projects, all of which have helped our students gain national recognition and placement in top firms and government agencies. The School of Business, Public Administration and Information Sciences offers the degrees of Associate in Applied Science in Business Administration; Bachelor of Science in Accounting, Computer Science, Computer Information Systems, Finance, Management, and Marketing; Accelerated Bachelor of Science/Master of Science in Accounting; Master of Business Administration (M.B.A.) with concentrations in Finance, Management, International Business, Management Information Systems, Human Resource Management, and Marketing; Master of Business Administration in Accounting (M.B.A. Accounting); Master of Science in Accounting; Master of Science in Human Resource Management; Master of Science in Taxation; Master of Science in Computer Science; Master of Public Administration (M.P.A.) with tracks in Public Administration and Health Administration; Advanced Certificates in Gerontology Administration, Human Resource Management and Non-Profit Management; and a collaborative program leading to the United Nations Advanced Certificate and Master of Public Administration. The School consists of four academic units which offer graduate degrees: Department of Accounting, Taxation and Law; Department of Computer Science; Department of Managerial Sciences; and Public Administration. For information, please contact the Dean’s Office at 718-488-1130, fax 718-488-1125, email us at [email protected], or visit the website at www.liu.edu/brooklyn/business.
Mohammed Ghriga Dean [email protected]
Linette Williams Assistant Dean [email protected]
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 88 LIU Brooklyn
Mission Statement Dean approves an extension in writing. M.B.A. Waiver Policy DEPARTMENT OF Students with undergraduate or graduate The mission of the School of Business, Public ACCOUNTING, TAXATION Administration and Information Sciences at LIU business administration work may have courses Brooklyn is to academically and professionally waived in the general business core of the M.B.A. AND LAW prepare undergraduate and graduate students for program. Students must have received grades of at successful lives in a global society, as well as for least 3.0 (B) in two undergraduate courses or one Professor Fischman (Chair) meaningful careers in business, commerce, public graduate course with the same academic content Professors Emeriti Canavan, Lee, Rochlin, service and technology. for each general business core course to be Wolitzer The goal of undergraduate education is to waived. Students must submit transcripts at the Associate Professor Scerbinski provide a systems approach to academic time of application to be considered for waiver. Assistant Professor Morgan-Thomas preparation in fields related to the conduct of Catalog descriptions may be requested. Adjunct Faculty: 11 business including: accounting, management, Probation/Unsatisfactory Grades Accountants provide financial information for marketing, finance, banking and computer science. Students are expected to maintain at least a 3.00 evaluating the present and planned activities of At the graduate level, the goal is to provide cumulative grade-point average in any of the companies and organizations. Accounting prepares advanced knowledge preparation to address the graduate programs of the School. Students who do those planning a career in business with a solid, challenges of the global economy and to furnish not maintain this standard will be placed on yet versatile professional background. The field the skill sets and research tools needed for probation. The Academic Standing Committee will offers employment opportunities in a wide variety management positions as well as for those make a recommendation to the Dean concerning of areas. Every company, regardless of its size or positions that call for professional responsibility in the student’s potential to successfully complete the structure, has an accounting function and employs the private, public and non-government program. The Dean will make the final disposition the services of certified public accountants, organization sectors of the world economy. of the case. auditors, tax advisors, financial managers and To support its mission, the School of Business, Plagiarism consultants. According to the U.S. Department of Public Administration and Information Sciences Plagiarism is a practice that is not only Labor’s Bureau of Labor Statistics, accounting has developed a learning environment that unacceptable, but which is to be condemned in the jobs are expected to grow nearly 22% by 2018. promotes the globalization of both undergraduate strongest terms possible on the basis of moral, Accountants evaluate past performances of and graduate curricula, such that graduates are educational and legal grounds. Under University companies and make recommendations for prepared for local, national and global policy, plagiarism may be punishable by a range of improved performance. It’s the accountant’s opportunities. penalties up to and including failure in an responsibility to devise effective cost-cutting The School of Business also strongly supports individual course and/or expulsion from the strategies aimed at improving an organization's students in the integration of appropriate School of Business, Public Administration and overall performance. They are essential to the technologies, enabling them to use computer Information Sciences and the University. effective operations of businesses, government software applications, online services and the Application for Degree agencies and not-for-profit organizations. internet to facilitate knowledge acquisition, A candidate for graduation is expected to file a The Department of Accounting, Taxation and communication, and research and analysis that is degree application well in advance of Law offers the accelerated Bachelor of relevant to business, government and professional Commencement and to notify the Registrar of his Science/Master of Science in Accounting, Master pursuits. or her expected date of graduation by the deadline of Business Administration in Accounting specified in the Academic Calendar. (M.B.A. Accounting), Master of Science in Academic Policies Academic Advisement and Career Counseling Accounting, and Master of Science in Taxation. The School of Business, Public Administration,
Transfer Credits and Information Sciences provides professional A maximum of 6 credits, earned at an academic advisement and career counseling to Master of Business accredited college or university graduate program, assist all students in academic planning and career Administration (M.B.A.) in may be transferred to the master programs. A preparation for all programs of the School. The maximum of 12 credits may be transferred to the School of Business, Public Administration and Accounting
Master of Public Administration program. Grades Information Sciences Advisement Office can be The M.B.A. in Accounting is a master's degree earned for transfer credits are not included in reached by phone at 718-488-1121 or e-mail at in business administration with an advanced calculation of the cumulative grade point average. [email protected]. The advisers are located in concentration in accounting. The accounting focus In all instances, transfer credits will not be granted the Humanities Building 700. is designed to expand the knowledge of students where the grade is less than 3.00. Transfer credit preparing to work in the fields of financial will be accepted only for courses taken within the management and control to enter or to advance in last five years preceding enrollment in a School of the field of professional accounting in corporate, Business, Public Administration, and Information government and not-for-profit organizations. The Sciences graduate degree program. Courses taken degree is ideal for career advancement in the areas at another university after admission to LIU of accounting and financial management. Brooklyn may not be used for transfer credit Admission Requirements: unless prior written permission is obtained from The standards for admission as a fully matriculated the Dean. student in the M.B.A. program are as follows: Time Limits 1. A bachelor’s degree with a minimum 3.0 Work for the master’s degree must be cumulative grade-point average from an completed within five years from the date of accredited institution. admission to the graduate program (exclusive of 2. Results of the Graduate Management time spent in the U.S. armed forces), unless the Admission Test (GMAT) or Graduate Record
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Exam (GRE) unless the applicant already holds MBA 625 Management of 3.00 earn CPE credits. State boards of accountancy a master’s or a J.D. degree from an accredited Innovation and have final authority on the acceptance of institution or holds a Certified Public Technology individual courses for CPE credits. Complaints Accountant license. regarding registered sponsors may be addressed to MBA 626 Risk Management 3.00 3. Official transcripts from all colleges and the National Registry of CPE Sponsors, 150 universities previously attended (foreign Accounting Specialization Requirements: 12 Fourth Avenue North, Suite 700, Nashville, TN, documents must be accompanied by a certified Credits 37219-2417. Website: www.nasba.org. English translation). ACC 741 Budgeting and 3.00 Students graduating from an approved 4. Official score report of the TOEFL examination Controllership undergraduate program in accounting or in for applicants with degrees from foreign business administration who aspire to become ACC 742 Financial Statement 3.00 colleges and universities. CPAs in New York State are required to meet the Analysis 5. A written statement outlining applicant’s 150 hours of education which must include a total objectives for seeking admission into the ACC 770 International Accounting 3.00 of 33 credits in Accounting and a total of 36 program. credits in Business and one year of experience. TAX 716 Federal Income Tax 3.00 6. A current résumé. M.S. degree courses taken should include one Principles 7. Two letters of recommendation. course in each of the following: economics, 8. A completed application submitted to the Capstone Courses - 6 Credits quantitative measurements, finance, taxation, Office of Admissions. MBA 800 Business Policy I 3.00 advanced auditing, and accounting and reporting I. Limited Matriculation Status In consultation with an adviser, the program of MBA 801 Business Policy II 3.00 A student admitted with technical or academic study can be made to fulfill the above deficiencies is granted limited matriculation in the Total Degree Credit Requirement: 36-60 requirements. For those individuals who wish to program. A student with limited matriculation may Credits depending on course waivers sit for the New York State CPA licensing exam enroll for a maximum of six credits per semester and who do not hold an undergraduate degree in for the first 12 credits before being considered for M.S. in Accounting accounting, consult with the department chair or full matriculation. If full matriculation status is not your adviser. attained after 12 credits, the student may not enroll The 36-credit M.S. in Accounting is designed Admission Requirements: for any additional credits in the degree program. for students and professionals who have completed In addition to the admission requirements in In addition, a student admitted with pending an undergraduate accounting degree (or Section Admission Requirements for the M.B.A. GMAT or GRE scores is granted limited equivalent*) and who seek to enhance their Accounting degree, a bachelor’s degree with major matriculation for a maximum of one semester. The technical and professional skills through in accounting or its equivalent; CPA license or a receipt of the official GMAT or GRE scores by the completion of an advanced degree in accounting. J.D. is required. Office of Admissions is a prerequisite for *To establish the equivalency requirements, continued enrollment in the program. applicants with degrees other than accounting must M.S. in Accounting Plan Requirements fulfill the following undergraduate courses: A minimum of 36 units is required. Accounting M.B.A. Plan Requirements • 1-year sequence of the principles of Accounting Must complete eighteen (18) units from below. Must Complete The Following Requirements: (Or Graduate Financial Accounting) ACC 712 Accounting Information 3.00 General Business Core: 24 Credits • Intermediate Accounting I Systems GBA 510 Financial Accounting 3.00 • Intermediate Accounting II • Managerial or Cost Accounting ACC 720 Not-for- 3.00 GBA 511 Corporate Financial 3.00 • Advanced Accounting Profit/Governmental Management • Auditing Accounting GBA 512 Principles of Management 3.00 In today’s complex world, the impact of ACC 735 Internal Auditing 3.00 and Leadership accounting plays a crucial role in how companies ACC 737 Advanced 3.00 structure business transactions. The M.S. in GBA 513 Marketing Management 3.00 Cost/Managerial Accounting provides a body of knowledge of the Accounting GBA 514 Money Banking and 3.00 principles and the doctrines of accounting that Capital Markets prepare graduates to participate in the business ACC 741 Budgeting and 3.00 decision-making process. The program stresses Controllership GBA 515 Managerial 3.00 real-world learning that prepares you to become a Communications ACC 742 Financial Statement 3.00 knowledgeable and well-rounded accounting Analysis GBA 516 Business Statistics 3.00 professional. Instruction is delivered by professors who are experienced and respected professionals ACC 752 Advanced Auditing 3.00 GBA 517 Fundamentals of 3.00 and who bring their day-to-day experiences to the Management Information ACC 760 Fiduciary Accounting 3.00 classroom. Students interested in becoming Systems certified public accountants should consult the ACC 765 Accounting and 3.00 Advanced Business Core: 18 Credits chair of the department. Reporting I MBA 612 Marketing Strategy 3.00 The M.S. in Accounting is registered with the ACC 766 Accounting and 3.00 New York State department of Education and the MBA 613 Organizational Behavior 3.00 Reporting II National Association of State Boards in MBA 620 Behavioral Finance 3.00 Accountancy (NASBA). Certified Public ACC 770 International Accounting 3.00 Accountants can earn Continuing Professional MBA 621 Service and Operations 3.00 Must complete six (6) units from below. Education (CPE) credits by enrolling in 700-level Management TAX 716 Federal Income Tax 3.00 graduate accounting courses. All 700-level Principles accounting and taxation courses at LIU Brooklyn
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TAX 722 Corporate Taxation 3.00 TAX 724 Partnerships, 3.00 Corporations and Limited TAX 723 Planning and 3.00 Liability Entities Administration TAX 725 Federal Estate and Gift 3.00 TAX 724 Partnerships, 3.00 Taxation Corporations, LLP *Plus an additional twelve (12) credits of electives TAX 726 Business Tax Decision 3.00 to be determined in conjuntion with your TAX 729 State and Local Taxation 3.00 departmental advisor. TAX 730 Corporate 3.00
Reorganizations Total Degree Credit Requirement: 36 credits TAX 745 International Taxation 3.00
M.S. in Taxation TAX 750 Current Developments in 3.00
Taxation The 36-credit M.S. in Taxation provides students with a comprehensive understanding of TAX 760 Tax Practice and 3.00 the sources of federal taxes and the ways in which Procedure to apply tax laws in all types of business scenarios. TAX 761 Tax Practice from the IRS 3.00 Graduates of this program greatly enhance their Perspective career options, whether they are already in a tax- related position or are in any other business TAX 780 Fundamentals of 3.00 venture, by gaining a solid foundation in how to Qualified Employee comply with the rules and regulations of taxation Benefit Plans and how to apply them. TAX 781 Advanced Problems in 3.00 In today’s complex world, the impact of Qualified Employee taxation plays a crucial role in how companies Benefit Plans structure business transactions. The M.S. in Taxation provides a body of knowledge of the TAX 783 Plan Benefit Concepts 3.00 principles and the doctrines of taxation that and Funding prepare graduates to participate in the business Requirements decision-making process. TAX 785 Disclosure Requirements 3.00 The program, which is registered with the New of Employee Benefit York State Education Department and the National Plans Association of State Boards of Accountancy, stresses real-world learning that prepares you to TAX 787 Employee Benfit 3.00 become a knowledgeable and well-rounded tax Programs professional. You will learn from professors who A total of 6 credits in Advanced Taxation are experienced and respected professionals and or Accounting courses are required. who bring their day-to-day experiences to the A total of 6 credits are required from the classroom. In addition, CPAs can earn Continuing following group. Professional Education (CPE) credits by enrolling in Graduate Taxation Courses. ACC 712 Accounting Information 3.00 Admission Requirements: Systems In addition to the admission requirements in ACC 742 Financial Statement 3.00 Section Admission Requirements for the MBA Analysis Accounting degree, a bachelor’s degree; ACC 752 Advanced Auditing 3.00 Accounting 501 and Taxation 716 or equivalent; or CPA license or a J.D. is required. ACC 765 Accounting and 3.00 Reporting I M.S. in Taxation Plan Degree *Plus an additional twelve (12) credits of electives Requirements to be determined in conjunction with your A minimum of 36 units is required for the deparemental advisor. Master of Science Degree
M.S. in Taxation specialization Total Credit Requirement: 36 Credits requirements is a total of 18 credits. A total of 18 credits are required from the following group. TAX 716 Federal Income Tax 3.00 Principles
TAX 722 Corporate Taxation 3.00
TAX 723 Tax Planning and 3.00 Administration
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On Occasion required. Accounting Courses Credits: 3 ACC 741 Budgeting and Controllership On Occasion ACC 501 Financial Accounting An examination of the practice of controllership in A study of basic accounting concepts and methods general and of dealing with budgets and business ACC 765 Accounting and Reporting I and their significance to management and to the costs in particular. The installation and operation A review and exploration of the concepts and financial analyst. Topics include an introduction to of budget systems for managerial control is developments relating to financial accounting and financial statement analysis the measurement of considered as is the advance planning of operating reporting for business enterprises. SFAS''s and income and capital, accounting for fixed assets, goals with subsequent study of actual results. (45 other recent pronouncements are analyzed in inventory costing and price level changes, CPE credits) depth; problem-solving is stressed. (45 CPE credits) measuring and accounting for corporate debt, The pre-requisite of ACC 501 or equivalent is The pre-requisite of ACC 501, and ACC 742 or corporate investment in securities, and computer required. permission of the Department chair, are required. applications in accounting. This course does not Credits: 3 Credits: 3 require previous training in accounting. Cross-Listings: ACC 741, PM 724 Every Fall
Credits: 3 Every Spring ACC 766 Accounting and Reporting II Cross-Listings: ACC 501, GBA 510 ACC 742 Financial Statement Analysis An in-depth study of advanced subject matter, Every Fall and Spring An analysis of financial trends and corporate including recent professional qualifying ACC 712 Accounting Information Systems reports for solvency, quality of earnings and examinations. Topical material focuses on income An examination of accounting systems from the forecasting implications. Analytical techniques for taxes, not-for-profit accounting, managerial point of view of their objectives: effective internal financial analysis and their use in development of accounting and cost concepts. Individual research is control and integration with the total information capital markets and instruments are reviewed and encouraged. (45 CPE credits) system. Includes a review of computer-based discussed, as are the principles and practices of the The pre-requisite of ACC 501, and ACC 737 or information systems and their applications to new Securities and Exchange Commission. (45 CPE permission of the Department chair, are required. or revised systems of accounting. (45 CPE credits) credits) Credits: 3 The pre-requisite of ACC 501 or equivalent is The pre-requisite of ACC 501 or equivalent is Every Spring required. required. ACC 770 International Accounting Credits: 3 Credits: 3 Insight into the international accounting Every Fall Cross-Listings: ACC 742, PM 727 Every Fall and Spring environment from the viewpoint of the U.S.-based ACC 720 Not-for-Profit/Governmental multinational organization.(45 CPE credits) Accounting ACC 752 Advanced Auditing The pre-requisite of ACC 501 or equivalent is A study of budgetary and fund accounting systems; A study of auditing concepts and methods required. preparation of significant reports for nonprofit embodying standard auditing procedures as well as Credits: 3 organizations; and case studies and problem departures. Audit evidence, sampling, diagnostic Cross-Listings: ACC 770, IBU 770 materials to use in governmental entities such as analysis, internal control evaluation and its effect Every Fall municipalities or school districts. (45 CPE credits) on test of transactions, and problems encountered The pre-requisite of ACC 501 or equivalent is in statement preparation are reviewed and Law Courses required. discussed. (45 CPE credits)
Credits: 3 The pre-requisites of ACC 142 or equivalent and LAW 790 Commercial Law I Cross-Listings: ACC 720, PM 723 ACC 501 are required. A study of the subjects required to pass the law Every Spring Credits: 3 Every Spring portion of the CPA examination. Introduction is ACC 735 Internal Auditing made to the law and the legal system, torts, An examination of the principles of internal ACC 754 Fraud Examination contracts, agency, personal property, real property, auditing as they apply to large corporate enterprise. The nature of fraud, elements of fraud, fraud partnerships and corporations. This is the first of (45 CPE credits) prevention, fraud detection, fraud investigation, two required law courses for CPA students, and it is The pre-requisite of ACC 501 or equivalent is design and use of controls to prevent fraud, and recommended for all graduate business students as required. methods of fraud resolution are examined in this an elective. Credits: 3 course. The role of fraud examination to perform a Credits: 3 Cross-Listings: ACC 735, PM 726 variety of antifraud and forensic accounting On Occasion
On Occasion engagements including, but not limited to investigating suspected fraud, investigating LAW 791 Commercial Law II ACC 737 Advanced Cost/Managerial Accounting assertions of fraud, developing fraud loss estimates A consideration of the study of legal topics covered Selected cases and problems provide the forum for and performing acquisition due diligence are also in the CPA examination. The course covers sales, the discussion of current cost concepts and their considered. (45 CPE credits). secured transactions, commercial paper, estates and applications and limitations. The aim is to develop Credits: 3 trusts, antitrust law, securities regulation, students¿ ability to analyze business problems and Every Fall employment law, accountants, professional to make decisions concerning the appropriateness responsibilities, bankruptcy, suretyship and of cost-accounting methods in specific situations. ACC 760 Fiduciary Accounting insurance. (45 CPE credits) A study of the laws and procedures of estates and Pre-requisite of LAW 790 is required. The pre-requisite of ACC 501 or equivalent is trusts as seen from the accountant's perspective. Credits: 3 required. The case method of instruction is used. (45 CPE On Occasion
Credits: 3 credits)
Cross-Listings: ACC 737, PM 722 The pre-requisite of ACC 501 or equivalent is
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and their effects on estate planning; the role of On Occasion Tax Courses trusts in estate planning; and estate planning methods available to reduce tax liabilities. (45 CPE TAX 760 Tax Practice and Procedure credits) A review of the organization of the Internal TAX 716 Federal Income Tax Principles Pre-requisite of ACC 501/GBA 510 and TAX 722 Revenue Service. Selection of returns for audit, A study of the determination of income, deductions are required. protests and conference rights, tax fraud, statute of and exemptions in computing taxable income and Credits: 3 limitations, and claims for refund are studied. In tax liability of individuals, including the general On Occasion addition, research techniques such as the use of tax rules applicable to all tax entities. Ordinary income, services, court decisions and rulings are capital assets, gains and losses, involuntary TAX 726 Business Tax Decision emphasized. (45 CPE credits) conversions and tax-free exchanges, depreciation An examination of federal income tax and other Pre-requisites of ACC 501/GBA 510 and TAX 716 methods, passive activities, portfolio income, and business taxes that influence management are required. alternative minimum tax are all examined. decisions. Consideration is given to the major Credits: 3 Credits: 3 types of business transactions affected, including On Occasion Every Fall and Spring financing of a corporation, acquisitions and dispositions, and the purchase, leasing and TAX 761 Tax Practice from the IRS Perspective TAX 722 Corporate Taxation maintenance of plant equipment. (45 CPE credits) An insight into IRS examination practices and an A study of the following: choice of entity for Pre-requisites of ACC 501/GBA 510 and TAX 716 opportunity to exchange views with IRS personnel, conducting business; taxation of corporations, are required. who will serve as participating faculty. The course partnerships, and¿s corporations; tax accounting Credits: 3 includes topics such as auditing through the methods and taxable years; tax credits; alternative On Occasion corporate balance sheet, coordinated examination minimum tax, and reconciliation of book and programs, computer audit techniques, bankruptcy, taxable income; and corporate redemptions and TAX 729 State and Local Taxation and IRS authority to obtain information and liquidations. An overview of corporate An analysis of state and local taxes affecting documents. (45 CPE credits). reorganizations is included. Three credits. (45 CPE individuals and businesses in the tristate area (New Credits: 3 credits) York, New Jersey and Connecticut). Included is a On Occasion Pre-requisites of ACC 501/GBA 510 and TAX 716 study of issues involving residency and non- are required. residency, domicile, and sources of income taxed in TAX 780 Fundamentals of Qualified Employee Credits: 3 each jurisdiction. New York State income, sales and Benefit Plans Every Fall and Spring general business taxes, rent taxes, and franchise An introduction to employee benefit plans that taxes are covered. (45 CPE credits) covers the analysis of types of plans that can be TAX 723 Tax Planning and Administration Pre-requisites of ACC 501/GBA 510 and TAX 716 established by the employer; reviews tax rules An advanced course in current tax practices and are required. involving participation, vesting, deduction planning methods, with emphasis on planning, Credits: 3 limitations, benefit limitations and other formation, operation and liquidation of corporate On Occasion requirements for plan qualification; and considers entities. Some topics considered are the effects of group insurance, flexible benefit plans, IRAs and tax-free incorporation, personal holding companies, TAX 730 Corporate Reorganizations simplified employee pensions (SEPs). (45 CPE professional corporations, accumulated-earnings tax A study of reorganizations, recapitalizations, stock credits) and collapsible corporations. (45 CPE credits) redemptions, acquisition and disposal of assets, Pre-requisites of ACC 501/GBA 510 and TAX 716 Pre-requisite of ACC 501/GBA 510, and TAX 722 mergers, divisive reorganizations, and corporate are required. or permission of the Professor, are required. liquidations. (45 CPE credits) Credits: 3 Credits: 3 Pre-requisite of ACC 510/GBA 510, and TAX 722 On Occasion On Occasion or the equivalent, are required. Credits: 3 TAX 781 Advanced Problems in Qualified TAX 724 Partnerships, Corporations and Limited On Occasion Employee Benefit Plans Liability Entities A study of the taxation of distributions from An advanced course in the provisions governing the TAX 745 International Taxation qualified plans, including alternate methods of taxation of partnerships, corporations, limited A study of U.S. corporations doing business in payment of plan benefits; loans from plans and liability entities and their partners/shareholders. foreign countries; U.S. taxation of foreign income constructive receipt problems; advantages and Tax compliance and tax reporting for such pass- and foreign tax credits; allocation of income among disadvantages of lump-sum distribution from plans; through entities are covered. The tax advantages, related entities; and tax treaties. (45 CPE credits) the interrelationship between plan death benefit the opportunities inherent in the choice of such Pre-requisite of ACC 501/GBA 510, and TAX 723 distributions and estate taxation; IRS audits of entities, and the detriments and traps for the or the equivalent, are required. qualified plans; plan disqualification and its impact unwary are reviewed. (45 CPE credits) Credits: 3 on the employer and the employee; plan Pre-requisite of ACC 501/GBA 510, and TAX 722 Cross-Listings: IBU 745, TAX 745 termination rules and government regulation of are required. On Occasion plan termination; and IRS rulings and tax cases Credits: 3 involving plan distributions and plan On Occasion TAX 750 Current Developments in Taxation disqualification. (45 CPE credits) An analysis of current trends in federal taxation. Pre-requisite of ACC 501/GBA 510, and TAX 780 TAX 725 Federal Estate and Gift Taxation Tax cases, rulings and new developments are or the equivalent are required. A study of tax-related factors that enter into the examined for their significance to the tax Credits: 3 planning of estates for various types of taxpayers, practitioner. (45 CPE credits) On Occasion such as those with closely-held businesses, investors, The pre-requisite of TAX 722 or the equivalent is professional persons and corporate executives. required. Included are studies of federal estate and gift taxes Credits: 3
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TAX 783 Plan Benefit Concepts and Funding Requirements This course covers: design of plan benefit formulas including actual case studies; Social Security integration of pension and profit sharing plans; plan funding requirements, funding deficiencies, funding penalties and hardship waivers, role of the enrolled actuary and actuarial concepts and terminology; actual preparation of IRS pension returns and an overview of financial accounting for pension costs. (45 CPE credits) Pre-requisite of ACC 501/GBA 510 and TAX 780 are required. Credits: 3 On Occasion
TAX 785 Disclosure Requirements of Employee Benefit Plans This course covers: plans governed by the reporting and disclosure requirements under the Employee Retirement Act of 1974 (ERISA); Summary Plan Descriptions, Summary Material Modification and Updated Summary Plan Descriptions; annual reports and triennial reporting, accountants'' reports and Summary Annual Reports; disclosure information available to plan participants; fiduciary responsibility and liability; claims procedure and participant-rights prohibited transactions; exemptions and fiduciary insurance. (45 CPE credits) The pre-requisite of TAX 780 is required. Credits: 3 On Occasion
TAX 787 Employee Benfit Programs This course covers: non-qualified deferred compensation arrangements; life insurance, medical and dental plans, prepaid legal plans, stock options, thrift plans, stock purchase plans, ESOPs, 401k plans, cafeteria plans, VEBAs, Educational Benefit Trusts and other employee fringe-benefit programs. (45 CPE credits) Pre-requisite of ACC 501/GBA 510 and TAX 780 are required. Credits: 3 On Occasion
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DEPARTMENT OF follows: CS 641 Computer Architecture 3.00 1. A bachelor's degree from an accredited CS 643 Operating Systems 3.00 COMPUTER SCIENCE institution 2. An undergraduate grade-point average of 3.0 CS 645 Computer 3.00 Professor Rodriguez 3. A written statement outlining applicant’s Communications and Professors Emeriti Edelson,Vasilaky objectives for seeking admission into the Networking Associate Professors Ghriga (Dean), P. Chung program CS 649 Database Management 3.00 (Chair), League 4. A current résumé Systems Adjunct Faculty: 9 5. Two letters of recommendation In the global marketplace, no company or 6. A completed application submitted to the CS 666 Artificial Intelligence 3.00 organization can exist without computers and Office of Admissions Master of Science in Computer Science Elective technology. Companies rely on highly skilled and Candidates meeting the admission requirements Requirement: 9 to 12 Credits technically adept people to maintain software and will be placed into one of the following two tracks Three (3) Advanced Computer Science Courses hardware and provide support. New uses for depending upon the candidate’s undergraduate with Thesis Option computers emerge continuously and the potential degree and background in fundamentals of Four (4) Advanced Computer Science for technology is unlimited. The outlook for computer science and programming. Other Courses with Software Development Project continued technological development is positive, evidence of competence may be required to grant a Thesis Option Requirement: 6 credits especially in the fields of communication, limited matriculation status in the program. transportation, biotechnology, and service Track 1 – Candidates admitted into Track 1 will CS 698 Computer Science Thesis 3.00 industries. Wireless technology, broadband and have a bachelor’s degree in computer science or CS 699 Computer Science Thesis 3.00 security technology are all growing fields and management information systems and will begin Software Development Project Option: 3 technology skills are still in high demand in the their program with the required core courses. government and military, health care and Track 2 – Candidates without a bachelor’s degree credits pharmaceuticals. As computer applications in computer science or management information CS 690 Software Development 3.00 expand, jobs for system analysts, computer systems will be admitted into Track 2 and required Project scientists, and database and network administrators to demonstrate proficiency in computer OR are expected to be among the fastest growing programming and foundations by passing the CS 691 Software Development 3.00 occupations. The Department’s primary goal is to competency waiver exam or completing two Project instill in students sound analytical reasoning in the preparation courses: Computer Science 601 and latest technologies so that they have long, 605 or their equivalents. successful careers in fields that are continually Computer Science Background Requirements Total Degree Credit Requirement: 36 credits evolving and that offer a broad array of A candidate who is not proficient in the C professional opportunities. programming language must take CS 601 (no The Department of Computer Science offers credits toward Computer Science master’s degree). the Master of Science in Computer Science. A candidate who does not have sufficient
background in computer science foundations (i.e., operating systems, computer architecture, discrete M.S. in Computer Science structures, advanced programming) must take CS
605 (3 credits). Candidates who successfully The 36-credit M.S. in Computer Science complete both CS 605 and CS 601 will get three provides students with the knowledge and skills to (3) elective credits for CS 605. become successful leaders in the field of computer Transfer Credits science. It is open to students from all Students are permitted to transfer a maximum undergraduate fields. The program provides the of six (6) graduate Computer Science credits from foundations and advanced applications with an other institutions with the approval of the emphasis on the design and development of large Department chair. Industry training courses that software systems. meet time and content requirements may, with the Required courses cover what is commonly approval of the chair, qualify for transfer credits. accepted by the Association for Computing Competency Equivalencies Machinery (ACM) as the core of graduate Students who can demonstrate competency in computer science. The inclusion of small core courses may request that the course(s) be implementation projects and/or computer waived. The student will substitute an elective programming exercises in most courses provides course, with the approval of the Department chair. experience in the practical aspects of the software development cycle M.S. in Computer Science Plan This program is offered in a NEW blended Requirements learning format, where nearly half of the course M.S. in Computer Science Core Requirement: will be delivered online and the balance will be 21 Credits offered in a traditional classroom setting. Please The following seven (7) courses are required: speak with a representative from the Office of Admissions or the School of Business Advisement CS 631 Algorithms and Data 3.00 Office about this option. Structures Admission Requirements: CS 633 Structured System 3.00 The standards for admission to the program are as Analysis and Design
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Every Fall inheritance, polymorphism, dynamic binding, Computer Science Courses reusability and aspects of software quality CS 643 Operating Systems modularity. Students are required to complete CS 601 Principles of Computer Science and An introduction to the algorithms and data projects with C++. Structured Programming C structures of operating systems and their Pre-requisite of CS 601 or knowlege of the C A study of the fundamentals of structured program performance in various environments. Topics language is required. design using a block-structured language such as C, include CPU scheduling, memory management, Credits: 3 functions and file organization, and processing. virtual memory, mutual exclusion and deadlock On Occasion Students are required to design and run multiple concurrent processes, and protection and security. programs for problem solving on a computer. Not Credits: 3 CS 664 Compiler Theory and Design credited to M.S. in Computer Science. Every Spring A study of the following: compiler organization -
Credits: 3 symbol table, lexical analysis, syntactic analysis, CS 645 Computer Communications and Every Fall and Spring semantic analysis, object code generation and code Networking optimization techniques; polish notation, triples, CS 605 Fundamentals of Computer Science and An introductory course in computer networks, with trees; the translation of arithmetic expressions and Systems Programming emphasis on the physical and logical design of programming constructs; the impact of various A study of the fundamental concepts of machine computer networks using the OSI and TCP/IP language designs on the compilation process; architecture and operating systems, including layered models as conceptual frameworks. The compilation of ambiguous and non-deterministic assembly language programming, data structures physical, data link, network, and transport layers languages; formal languages, parse techniques; and and algorithms used in advanced C programming. are discussed in detail. Examples are provided from optimization techniques. Students are required to design and run computer existing network architectures. The TCP/IP Credits: 3 programs. Not credited to M.S. in Computer protocol suite is studied in the contexts of the On Occasion Science. network and transport layers. Credits: 3 Credits: 3 CS 666 Artificial Intelligence Every Fall and Spring Every Spring An examination of the concepts and methodologies used in constructing intelligent computer programs. CS 631 Algorithms and Data Structures CS 649 Database Management Systems Areas covered are state space representation, An intensive treatment of the application of data An examination of the concepts and practical knowledge representation and reasoning structures and algorithms in Computer Science. aspects of database management systems and how techniques, and search strategies, including Topics include recursion; sequential, linked and data resources can be designed and managed to heuristic search and genetic algorithms. Application dynamic allocation of storage stacks; queues; trees; support information systems in organizations. areas are selected from game playing, expert- graphs; hash tables; and internal and external Topics include data models and data and storage systems, natural language processing and machine sorting and searching. Emphasis is placed on the structures and their relation to data access; use and learning. Overview of AI tools and languages is design, implementation and evaluation of management of database systems, data included. Students are required to implement an algorithms. independence; and data sharing, availability, AI project. Pre-requisite of CS 601 or equivalent is required. security, integrity and consistency. Students are Pre-requisite of CS 631 is required. Credits: 3 required to design and implement a database using Credits: 3 Every Spring a relational database management system, such as Every Spring SQL. CS 633 Structured System Analysis and Design Credits: 3 CS 668 Advanced Topics in Data Base Technology Successful system development entails much more Every Fall A study of the following: business and industrial than just coding. We will survey various models of application development; graphical user interfaces the software development process, learn how to CS 653 Software Engineering with client/server computing distributed data bases; elicit and analyze system requirements, and how to An examination of the software management interface of relational data bases with software apply various design strategies, notations, and tools. spectrum - metrics, project planning and packages. In the end, you will understand why quality is so scheduling, SQA and SCM. Also introduced are Pre-requisite of CS 649 is required. elusive in the development of information systems, ISO and ANSI/ IEEE standards and the SEI Credits: 3 and you will be comfortable with a range of process maturity model. An overview of analysis Every Spring processes, methods, and tools to help achieve it. and design methods and real-time systems design is Pre-requisite of CS 631 is required. presented as are user interface evaluation and CS 669 Expert and Knowledge Base Systems Credits: 3 design; programming environments; verification A study of the methodologies for designing and Every Fall and validation techniques; reuse-driven software implementing expert and knowledge-based systems. engineering; and object-oriented development. The Topics are expert and knowledge-based problem CS 641 Computer Architecture role of automation is considered. solving, knowledge acquisition, explanation A study of computer architecture and organization, The pre-requisites of CS 631 and 633 are required. generation, and expert system development tools. with emphasis on quantitative analysis. Boolean Credits: 3 Comprehensive treatment of an expert system algebra is introduced to teach digital devices. On Occasion design and development tool such as ECLIPSE is Students are required to design and implement on conducted. Students are required to implement an paper a simple microprocessor by the end of the CS 655 Object-Oriented Software Methodology - expert system project. semester. Microprogramming and conventional C++ Pre-requisite of CS 666 is required. machine level are taught. Programming is expected A study of object-oriented analysis and design Credits: 3 in an assembly programming language. techniques. Several case studies with C++ are used On Occasion Pre-requisite of CS 601 or equivalent, and CS 605 to implement the object-oriented design or equivalent, are required. techniques. Topics include design of classes, class CS 670 Neural Networks Credits: 3 interfaces, overloading (functions and operators), A study of the fundamental concepts and various
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 96 LIU Brooklyn applications of artificial neural networks as a Pre-requisite of CS 601 or knowledge of the C Credits: 3 biologically inspired, alternative AI paradigm for language is required. On Occasion performing a wide class of intelligent and pattern- Credits: 3 recognition tasks. An explanation of the principles On Occasion CS 698 Computer Science Thesis of several popular neural net topologies and related Preparation of a thesis under the supervision of a learning algorithms is offered. Experimental CS 678 Data Security faculty adviser. The completed thesis is evaluated by applications of simulated networks in financial and A consideration of security problems in computing, the Department's graduate Curriculum Committee. scientific areas are presented. with emphasis on legal issues. Topics include Credits: 3 Pre-requisite of CS 666 or permission of the cryptography fundamentals and data security; NP- Every Fall and Spring instructor is required. completeness and security of cryptosystems; DES; CS 699 Computer Science Thesis Credits: 3 IDEA; hashes and message digests; RSA; Preparation of a thesis under the supervision of a On Occasion authentication of people and systems; signature schemes; access controls, information flow controls, faculty adviser. The completed thesis is evaluated by CS 673 Internet Programming with JAVA and inference controls; and e-mail security. the Department's graduate Curriculum Committee. A look at programming for the Internet and Pre-requisite of CS 631 is required. Credits: 3 concepts that relate to Internet technologies. Topics Credits: 3 Every Fall and Spring include JAVA, object-related programming, CGI On Occasion and Dynamic HTML. JAVA topics include classes, interface classes, exceptions, libraries, threads, CS 679 Local Area Networks network programming and database access. Writing A study of local area network (LAN) technology, CGI code for Web servers and JDBC for database including topologies, communications media, connectivity is also covered. Students are required communication protocol, interfacing equipment, to complete projects with JAVA. and hardware and software. Students work on The pre-requisites of CS 601 and 645, and the co- problems of planning, designing, installing and requisite of CS 631 are required. maintaining a LAN. Credits: 3 Credits: 3 On Occasion On Occasion
CS 674 Distributed Systems CS 690 Software Development Project A detailed treatment of distributed systems in The development of a large software systems project applications such as databases, computer networks based on a current analysis and design paradigm and communication, architecture, and operating resulting in a valid and verified software system. systems. Guiding theory, design principles, and The application domain and the course syllabus are tools for analyzing and performing system trade-offs made available in the preceding semester. The are presented. Case histories of distributed systems ompletion of the degree core requirements is are reviewed. required. Credits: 3 Credits: 3 On Occasion Every Fall
CS 675 Parallel Programming CS 691 Software Development Project A study of parallel random access machine (PRAM) The development of a large software systems project model, as well as processor organizations and based on a current analysis and design paradigm parallel architectures. Design, analysis and resulting in a valid and verified software system. implementation of parallel algorithms are studied. The application domain and the course syllabus are Case studies of parallel algorithms in various made available in the preceding semester. The problem domains are examined. An introduction completion of the degree core requirements is is made to fault tolerant computing. Students are required. required to do assignments using a parallel Credits: 3 extension of the C language such as C*, nCUBE C Every Spring or C-LINDA. CS 695 Special Topics in Computer Science The pre-requisites of CS 631 and CS 641 are A consideration of a current topic in computer required. science not offered in any other course. Credits: 3 Credits: 3 On Occasion On Occasion
CS 676 UNIX Programming CS 696 Special Topics in Computer Science An in-depth study of the UNIX system called A consideration of a current topic in computer interface which allows programmers to write science not offered in any other course. applications that take advantage of the services Credits: 3 provided by the UNIX kernel. Topics include file On Occasion system, processes and threads, and signals. Interprocess communication: pipes, message CS 697 Special Topics in Computer Science queues, shared memory, semaphores are studied. A consideration of a current topic in computer An introduction is made to network programming science not offered in any other course. using the socket interface and RPC.
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DEPARTMENT OF The diverse student body includes individuals advanced portion of the program. representing every continent and possessing a Advanced Business Core MANAGERIAL SCIENCES variety of professional backgrounds, including Beyond the 24 credits of general business core those who work in corporate entities, nonprofit courses, the M.B.A. program requires a minimum Professors Sherman (Chair), Stucke organizations and government agencies. of 36 credits, which includes 18 credits in the Associate Professor S. Chung, A. Dinur, J. Kaplan, Admission Requirements: advanced core, 12 credits of chosen concentration Y. Minowa, H. Uzun The standards for admission as a fully matriculated electives, and 6 credits of Capstone course work. Assistant Professors Aditya, Amrouche, Zheng student in the M.B.A. in Accounting program are The MBA Advanced Core is academically Adjunct Faculty: 7 as follows: rigorous and responsive to the demands often st Change is the norm for 21 century and 1. A bachelor’s degree with a minimum 3.0 marketplace. Students are exposed to the therefore the management of change, especially cumulative grade-point average from an complexities of global business through a series of technological change, is paramount for anyone accredited institution. courses: Marketing Strategy, Organizational desiring a successful career in business, 2. Results of the Graduate Management Behavior, Behavioral Finance, Service and government, and not-for-profit administration. Admission Test (GMAT) or Graduate Record Operations Management, Management of Whether a student is interested in finance, human Exam (GRE) unless the applicant already holds Innovation and Technology, and Risk resource management, international business, a master’s or a J.D. degree from an accredited Management. Internationally renowned experts are management, management information systems or institution or holds a Certified Public invited to discuss some of the most vital trends and marketing as a career path, or even starting their Accountant license. issues in the areas of study. The Advanced own business, knowledge is the key to successfully 3. Official transcripts from all colleges and Business Core must be completed before the managing in turbulent times. The Department of universities previously attended (foreign student starts the Concentration classes. Managerial Sciences therefore provides all documents must be accompanied by a certified Concentrations graduates a common knowledge and skill set English translation). Students are required to take 12 credits of abilities developed to prepare students for 4. Official score report of the TOEFL examination advanced work beyond the Advanced Business managing in the global marketplace. These skills for applicants with degrees from foreign Core. Such courses give students the opportunity include: communication, critical thinking and colleges and universities. to acquire advanced skills in such areas as analysis, teamwork, appreciation of global and 5. A written statement outlining applicant’s Accounting, Finance, Human Resource ethnic diversity, ethics and social responsibility, objectives for seeking admission into the Management, International Business, functional and technical skills. program. Management, Management Information Systems,
6. A current résumé. or Marketing. 7. Two letters of recommendation. Accounting Master of Business 8. A completed application submitted to the The accounting concentration is designed to Administration (M.B.A.) Office of Admissions. expand the knowledge of students preparing to Limited Matriculation Status work in the fields of financial management and Harry Stucke, Professor A student admitted with technical or academic control, to enter or to advance in the field of Director, M.B.A. Program deficiencies is granted limited matriculation in the professional accounting in corporate and not-for- 718-488-1126 program. A student with limited matriculation may profit organizations. For more information on [email protected] enroll for a maximum of six credits per semester combining the benefits of an M.B.A with an The 36-to-60-credit Master of Business for the first 12 credits before being considered for advanced Accounting concentration, please Administration (number of credits is based on full matriculation. If full matriculation status is not consult the section on M.B.A. in Accounting. prior undergraduate and graduate coursework) attained after 12 credits, the student may not enroll Finance provides the knowledge base and skills that enable for any additional credits in the degree program. The finance concentration develops technical professionals to become leaders in business by In addition, a student admitted with pending and managerial skills for global financial careers. offering a comprehensive program which meets GMAT or GRE scores is granted limited Courses cover global financial instruments and the needs of an ever-changing, global business matriculation for a maximum of one semester. The markets while developing analytical and strategic environment. The program is offered on a part- receipt of the official GMAT or GRE scores by the decision-making abilities. The approach considers time basis during the evenings and weekends with Office of Admissions is a prerequisite for macroeconomics as well as financial aspects of 15- and 8-week semesters, to accommodate the continued enrollment in the program. individual business organizations. schedules of busy working professionals who are Human Resource Management interested in advancing their careers. The program M.B.A. Degree Requirements Proper management of human resources is open to students from all undergraduate fields. General Business Core (human capital) has the potential to be a source of The M.B.A. is designed around a general The general business core courses are designed sustainable competitive advantage for high- business core of eight courses followed by an for students who have not had undergraduate work performance organizations. Students develop skill advanced business core of six courses. The student in business studies. A student who studied set abilities needed for managing more efficient then selects one concentration field of study in business administration as an undergraduate may and effective organizational systems. Based on Accounting (see M.B.A. Accounting), Finance, be exempt from some or all of the general business different assumptions about people, their Human Resource Management, International core courses, reducing the total requirements of the motivation, how they work and what they seek out Business, Management, Management Information program. Further information about waivers is of their work experiences. Systems or Marketing. The student takes four found in the Academic Policies Section above. International Business courses in the concentration and then completes The general business core courses not only The international business concentration the program by taking the six-credit integrative provide a basis for advanced studies, but also offer focuses on decision-making in an international capstone experience. The result is a powerful an opportunity to explore the various fields of context and prepares professionals for positions combination of in-depth knowledge and skill set business before selecting an area of concentration. within multinational organizations. Business development that will increase students’ It is mandatory, therefore, that the students functions are related to the socio-cultural, political, marketability and expand their career options. complete these courses before starting upon the legal and labor forces that affect global
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 98 LIU Brooklyn corporations. The international business GBA 514 Money Banking and 3.00 HRM 799 Advanced Topics in 3.00 concentration evaluates, both theoretically and Capital Markets Human Resource practically, the opportunities and risks of doing Management GBA 515 Managerial 3.00 business in an increasingly complex and Communications International Business Specialization interdependent world. Requirements: 12 Credits Management GBA 516 Business Statistics 3.00 Four (4) Advanced (700 Level) International The management concentration focuses on the GBA 517 Fundamentals of 3.00 Business Courses interrelated functions of business enterprises, large Management Information Management Specialization Requirements: 12 and small, which determine their viability in the Systems Credits service global marketplace of the 21st century. Four (4) Advanced (700 Level) Management Strategic goal setting, organizational structures, M.B.A. Advanced Core Requirements: 18 Courses management philosophies and cultures, ethics, Credits Management Information System production and service processes, problem analysis The following courses are required: Specialization Requirements and decision-making techniques are explored MBA 612 Marketing Strategy 3.00 The following four (4) courses are required: 12 within a range of internal and external Credits environments. MBA 613 Organizational Behavior 3.00 CS 601 Principles of Computer 3.00 Management Information Systems MBA 620 Behavioral Finance 3.00 Science and Structured The management information systems Programming C concentration provides the necessary information MBA 621 Service Operations 3.00 Management for managing an organization, and explores how CS 633 Structured System 3.00 an effective management information system MBA 625 Management of 3.00 Analysis and Design provides decision-oriented information to assist Innovation and CS 645 Computer 3.00 managers in planning, organizing and controlling Technology Communications and the organization. The management information Networking systems curriculum teaches information system MBA 626 Risk Management 3.00 concepts within organization functions, as well as M.B.A. Specialization Requirements: 12 CS 649 Database Management 3.00 management knowledge and technical information Credits Systems systems knowledge. The graduate can work within Four (4) Advanced Courses in the Specialization Marketing Specialization Requirements: 12 the environment of a modern organization and can of Choice. Available Specializations are: Credits interact with both organizational functions and Accounting, Finance, Human Resource Four (4) Advanced (700 Level) Marketing Courses computer technology. Management, International Business, Management Total Credit Degree Requirements: 36 - 60 Marketing Information Systems, Management, and Credits The marketing concentration is designed for Marketing. students who wish to pursue careers in brand M.B.A. Capstone Requirements: 6 management, B2B marketing, marketing research, M.S. in Human Resource Credits technology marketing, new product development Management or other leadership roles in sales management. MBA 800 Business Policy I 3.00 Courses focus on the multiple dimensions of the MBA 801 Business Policy II 3.00 Jordan Kaplan, Associate Professor decision-making process in a marketing setting, Director, M.S. in Human Resource Management M.B.A. Specializations and the application of the analytical tools of 718-488-1126 Accounting Specialization Requirements: 12 economic behavior sciences and quantitative [email protected] Credits systems to problems and opportunities currently The 36-credit M.S. in Human Resource Please Consult M.B.A. Accounting Degree facing marketing executives Management degree is designed to prepare Requirements. students to enter the profession at the generalist Master of Science in Business Finance Specialization Requirements: 12 level by providing a broad overview of the Administration (M.B.A.) Requirements Credits functional areas of human resource management Four (4) Advanced (700 Level) Finance Courses This program requires 36-60 credits. Upon (HRM). The program stresses the integration of Human Resource Management Specialization evaluation of your official academic transcripts, the functional areas of HRM within the broader Requirements: 12 Credits your advisor will officially communicate the context of the organization and its mission, goals Required Courses: 9 Credits required number of credits to fulfill the M.B.A. and values. degree requirements. HRM 721 Industrial Relations 3.00 The Society for Human Resource Management (SHRM) has acknowledged that its Master of M.B.A. General Business Core Requirements: HRM 722 Human Resource 3.00 Science in Human Resources fully aligns with Up to 24 Credits Management Courses may be waived subject to prior SHRM's HR Curriculum Guidebook and undergraduate or graduate academic coursework. HRM 726 Legal and Regulatory 3.00 Templates. Throughout the world, 196 programs in Environment in Human GBA 510 Financial Accounting 3.00 165 educational institutions have been Resource Management acknowledged by SHRM as being in alignment GBA 511 Corporate Financial 3.00 and one (1) of the following courses: 3 Credits with its suggested guides and templates. The HR Management HRM 797 Case Studies in Human 3.00 Curriculum Guidebook and Templates were GBA 512 Principles of Management 3.00 Resource Management developed by SHRM to define the minimum HR and Leadership content areas that should be studied by HR HRM 798 Special Topics in Human 3.00 students at the undergraduate and graduate levels. GBA 513 Marketing Management 3.00 Resource Management They are part of SHRM's Academic Initiative, created in 2006 and revalidated in 2010, to help
Page 99 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013 the Society define HR education standards taught HRM 724 Organizational 3.00 advanced certificate. in university business schools across the nation Development 5. A current résumé. and help universities develop degree programs that 6. Two letters of recommendation (optional). HRM 725 Work, People and 3.00 follow these standards. 7. A completed application submitted to the Productivity Admission Requirements: Office of Admissions. The admission standards are the same as those TAX 780 Fundamentals of 3.00 Limited Matriculation Status: of the M.B.A. Program; see the section Admission Qualified Employee A student admitted with technical or academic Requirements for the MBA program. Benefit Plans deficiencies is granted limited matriculation. A student with limited matriculation may enroll for a TAX 787 Employee Benefit 3.00 M.S. in Human Resource Management maximum of six credits per semester for the first Programs Plan Requirements 12 credits before being considered for full M.S. in Human Resource Management Foundation M.S. in Human Resource Management matriculation. Students are expected to achieve a Requirement: 9 Credits Capstone Requirement: 3 Credits minimum G.P.A. of 3.0 in the advanced certificate. Must take one (1) of the following courses: 3 HRM 750 Management Seminar 3.00 Advanced Certificate Requirements: Credits* The advanced certificate will consist of four
GBA 512 Principles of Management 3.00 required courses (12 credits) and an advanced Total Degree Credit Requirement: 36 Credits HRM elective (3 credits). The students with no and Leadership prior background in Management or HRM will be MBA 613 Organizational Behavior 3.00 Advanced Certificate in Human required to take GBA 512 (Principles of *Please consult with your advisor to determine Resource Management Management and Leadership) in the first semester which course you should take. of enrollment. The following foundation courses are required: In today's challenging economy, human • HRM 721 Industrial Relations (3 credits) 6 Credits resource management is a critical and in-demand • HRM 722 Human Resource Management (3 GBA 515 Managerial 3.00 function that continues to provide employment credits) Communications opportunities across a broad spectrum of • HRM 726 Legal & Regulatory Environment in organizations. The graduate advanced certificate is Human Resource Management (3 credits) GBA 517 Fundamentals of 3.00 designed to provide students with a comprehensive • HRM 797 Case Studies in Human Resource Management Information and broad foundation to the Human Resource management (3 credits) Systems Management practice and profession. Proper • Advanced HRM Elective (3 credits) M.S. in Human Resource Management management of human resources (human capital) NOTE: GBA 512 (Principles of Management Advanced Core Requirement: 12 Credits is a source of sustainable competitive advantage and Leadership- 3 credits) is required for The following courses are required: for high-performance organizations. The advanced candidates with no undergraduate business HRM 721 Industrial Relations 3.00 certificate is in complete alignment with the degrees. The candidates with an executive professional competencies outlined by the Society experience of more than 5 years will be waived HRM 722 Human Resource 3.00 for Human Resource Management (SHRM). The from taking this prerequisite. Management SHRM competency model is globally accepted as Students are expected to achieve a minimum HRM 726 Legal and Regulatory 3.00 the highest professional standard in the practice of G.P.A. of 3.0 in the advanced certificate.
Environment in Human human resources. Resource Management The fifteen earned credits in the advanced certificate can be applied towards the fulfillment HRM 797 Case Studies in Human 3.00 of the Master of Science in Human Resource Resource Management Management. M.S. in Human Resource Management Admission Requirements: Elective Requirement: 12 Credits The admissions requirement will be the same as Please choose four (4) courses from those listed those of the Master of Science in Human Resource below: Management with the exception of the GRE/GMAT scores. The GRE/GMAT scores HRM 790 Compensation and 3.00 will not be required for admission to the Benefits Advanced Certificate in Human Resource HRM 791 Employee Training and 3.00 Management. Hence, the admissions standards Development for full matriculation in the Advanced Certificate HRM 792 Diversity in the 3.00 are as follows: Workplace 1. A bachelor's degree with a minimum 3.0 cumulative grade-point average from an HRM 793 Workplace Safety and 3.00 accredited institution. Health 2. Official transcripts from all colleges and HRM 798 Special Topics in Human 3.00 universities previously attended (foreign Resource Management documents must be accompanied by a certified English translation). HRM 799 Advanced Topics in 3.00 3. Official score report of the TOEFL examination Human Resource for applicants with degrees from foreign Management colleges and universities. 4. A written statement outlining applicant's objectives for seeking admission into the
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Business Courses analyzed and measurements of risk, including extensive use of computer programs and duration and convexity, are examined. An spreadsheets. introduction to derivative securities and Pre-requisite of GBA 511, GBA 514 and FIN 705 FIN 702A Money and Capital Market international investments is included. are required. Applications Pre-requisistes of GBA 511, GBA 514 and FIN 704 Credits: 3 The study of financial markets as allocators of funds are required. On Occasion and distributors of risk. Emphasis is given to the Credits: 3 roles and functions of financial intermediaries. On Occasion FIN 709 Quantitative Analysis and Forecasting for Theories of financial asset pricing are considered the Corporate Financial Environment for their role in determining risk and return in FIN 706 Advanced Securities Analysis and An investigation of the relationships between competitive markets. Sepculative Markets corporate financial flows and financial markets, Pre-requisites of GBA 511 and GBA 514 are A study of advanced valuation techniques and industry, and aggregate economic data (national required. individual security and capital markets forecasting income and product accounts and flow of funds). Credits: 3 techniques and models. Alternative models are Methods of analysis include econometric methods, On Occasion analyzed and compared. In addition, the course time-series analysis and smoothing techniques. Use focuses on speculative markets. Price of leading indicators as a forecasting tool is FIN 702B Financial Market Institutions, determination of futures, forward contracts and emphasized. Econometric model building and Regulations and Innovation options are considered. Topics include market forecasting are performed using MicroTSP and the An analysis of asset and liability management by structure; uses and price effects of hedging, associated Citibase Macroeconomic Data Bank. important financial market institutions; commercial speculation and arbitrage; the relationship between Pre-requisite of GBA 511, GBA 514 and GBA 516 banks, insurance companies, mutual funds, and contingent claims and underlying cash markets; and are required. other financial intermediaries. The course foreign securities. Credits: 3 emphasizes the impact of such policies on money The pre-requisite of FIN 705 is required. On Occasion and capital markets. Case studies and aggregate Credits: 3 economic and financial market data contained in On Occasion FIN 710 Corporate Mergers and Acquisitions Citibase (accessed with MicroTSP) are used. A study of business enterprise growth through Credits: 3 FIN 707 Portfolio Management merger and acquisition. Reviewed and discussed are On Occasion A consideration of the most effective methods of premerger planning and fact-finding, legal and meeting investment objectives for individual and accounting considerations, financing aspects, tax FIN 703 Corporate Financial Policy institutional portfolios (specifically, pension funds, and antitrust problems, personnel issues, and An analysis of techniques used to attain long-term endowment funds and mutual funds). Focus begins postmerger integration and valuation techniques. corporate objectives by means of financial policy. with dedicated equity and fixed income portfolios International and domestic mergers and Topics include capital budgeting; cost of financial and then progresses to asset allocation and acquisitions are considered. Case studies are and capital structure; sources of long-term funds; management strategies for mixed portfolios. employed. dividend policies; leasing; mergers, acquisitions and Alternative techniques for managing risk, including Pre-requisites of GBA 511 and GBA 514 are consolidations; and the applications of the capital derivative securities, are explored. Portfolio required. pricing model, the arbitrage pricing model and the management, implementation and performance Credits: 3 options theory to corporate financial decisions. measurement are analyzed and appraised in terms On Occasion Pre-requisites of GBA 511 and GBA 514 are of economic shifts, yield curve changes, and tax and required. legal considerations. The course makes heavy use of FIN 712 Capital Budgeting Credits: 3 computer programs for portfolio management and An exploration of the theory of capital budgeting On Occasion analysis. Actual individual and institutional and risk managment of long-term funds. Topics portfolios, managed by large and small institutions, include measurement of cash flows, criteria of FIN 704 Financial Reports Analysis are examined. investment desirability, effects of taxes and A survey of the analytical tools and techniques used Credits: 3 inflation, risk analysis, cost of capital and capital to evaluate the current financial position of the On Occasion structure, lease analysis, capital rationing, firm. Financial reports are analyzed for growth multicriteria capital budgeting, and linear potential, solvency, earnings quality, investments, FIN 708 Financial Engineering Derivatives programming. and forecasting implications. Topics include A study of the creation of derivative securities to The pre-requisites of GBA 516 and ACC 501/GBA business and financial trends, proper adjustments meet financing needs, as well as an exploration of 510 or equivalent are required. of financial data, cash flow forecasting, estimation the rapid growth of strategic financial product Credits: 3 of debt risk premiums, and identification of likely innovation and securitization precipitated by On Occasion candidates for acquisition and high bankruptcy risk environmental and intrafirm factors. Chiefly as a firms. Required of all Finance concentration solution to risk management, financial engineering FIN 715 International Trade students. is explored from both the corporate treasurer's A review of the principles of international trade its Credits: 3 perspective (modeling a firm's risk exposure and magnitude, direction, and industrial classification On Occasion productizing solutions) and from the investor's and as well as the institutions (e.g., GATT) facilitating speculator's perspectives. Recent debt, debt-related, it. The course focuses on practical techniques and FIN 705 Securities Analysis equity, and equity-related and derivative problems of exporting and importing, with special An introduction to the theory and practice of innovations are examined closely. Advanced trading attention to small business. Topics include sources security analysis, including the valuation of strategies and models are developed. Tactical of marketing information, techniques of payment individual securities, with emphasis on common trading systems are developed and analyzed using and collections, currency fluctuation problems and stocks and fixed income securities, valuation of the probability and gambling theories. Legal protections balance of payments analysis, sources and uses of stock market as a whole, and portfolio management and current issues are explored. The course makes funds to finance foreign trade, and government and investment strategies. Investment risks are assistance.
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Pre-requisites of GBA 511 and GBA 514 are Every Fall and Spring Credits: 3 required. Every Fall, Spring and Summer Credits: 3 GBA 511 Corporate Financial Management Cross-Listings: FIN 715, IBU 703, MKT 716 A study of the methods by which firms and GBA 516 Business Statistics Every Fall individuals in a risky global environment evaluate An examination of the fundamental principles, stocks, bonds and investment projects, combine concepts and techniques involved in application of FIN 716 International Financial Markets those elements in optimal portfolios, and probability and statistics to business research and An analysis of the financial opportunities and risks determine the best level of debt versus equity. The managerial decisions. The range of applications resulting in global market investment, with a focus basic tools are risk versus return and the evaluation covers such various functional areas such as finance, on international portfolio diversification and of future cash flows. marketing, accounting, management, economics management. Topics include determinants of Pre-requisite of GBA 510 is required. and production. Topics include descriptive foreign exchange rate and international capital Credits: 3 statistics, probability concepts and techniques flows; balance of payments analysis techniques; Every Fall and Spring applicable in risk assessment and decision theory, foreign exchange risk management, especially and statistical inference (estimation and hypothesis hedging and speculation strategies; the reasons for GBA 512 Principles of Management and testing). and impact of official intervention; and a study of Leadership Credits: 3 the Eurocurrency and Eurobond markets, as well as An analysis of current management theory and Every Fall and Spring a review of leading indicators for the various practice that includes a discussion of its historical international stock markets. foundations and an investigation of various GBA 517 Fundamentals of Management Pre-requisites of GBA 511 and GBA 514 are approaches to the management discipline. Primary Information Systems required. emphasis is on the administrative functions of A survey analysis of the role of information systems Credits: 3 planning, decision making, organizing, staffing and in business strategy. Information systems are shown Cross-Listings: FIN 716, IBU 702 controlling. to be facilitators of market penetration, competitive On Occasion Credits: 3 advantage and organizational change. The material Every Fall and Spring is presented within an integrated framework, FIN 726 International Corporate Finance portraying information systems as being composed An analysis of the financial opportunities, risk and GBA 513 Marketing Management of organization, management and technology decision-making processes associated with A survey analysis of the operations of marketing elements. Topics include: organizational and international operations. Topics include systems. The course emphasizes strategic planning, technical foundations of information systems; management of translation, transaction, and coordination and adaptation of marketing applications of information systems in all levels of economic exposure; taxation issues; multinational operations to opportunities in profit and nonprofit decision making, including operational, tactical and capital budgeting and current asset management; organizations. Focus is placed on the principal strategic decision making; management of complexities of international performance decision-making components of national and information as an organizational resource and evaluation and control systems; comparative international marketing, including product various information architectures; emerging new financial statement analysis; cost of capital; and Credits: 3 information systems technologies; various international financing options. The case method Every Fall and Spring approaches to building information systems; and is employed. issues related to management of information GBA 514 Money Banking and Capital Markets The pre-requisite of FIN 716 is required. systems. An effort to analyze and understand the principal Credits: 3 Credits: 3 forces that are shaping U.S. world money and Cross-Listings: FIN 726, IBU 708 Cross-Listings: GBA 517, PM 703 capital markets. Money creation, the demand for On Occasion Every Fall and Spring money, and the relation of money to inflation and FIN 750 Financial Problems Seminar financial flows are each examined. Interest rates are HRM 750 Management Seminar An analysis of selected current foreign and analyzed in the context of portfolio choice, and A consideration of the human problems of domestic financial and economic developments. their behavior is carefully examined. Emphasis is organizational management from a Emphasis is on integrating acquired financial also placed on the changing role of competitive multidisciplinary point of view. Concepts and knowledge with the problems under study. financial institutions and the effects of those research from the behavioral sciences are applied to Pre-requisite of GBA 511, GBA 514 and FIN 710 changes on the flow of funds and monetary policy. the personnel problems of management. Theory are required. Credits: 3 and technique are integrated by using group and Credits: 3 Every Fall and Spring individual study projects. The course is designed to
On Occasion enhance interpersonal skills related to superiors, GBA 515 Managerial Communications subordinates, staff specialists and peers. An investigation into improving the way people GBA 510 Financial Accounting The pre-requisite of HRM 722 or MAN 722 is within organizations communicate. The course A study of basic accounting concepts and methods required. includes the interpretation and application of and their significance to management and to the Credits: 3 organizational communication theory for the financial analyst. Topics include an introduction to Cross-Listings: HRM 750, MAN 750 working or aspiring manager. Topics include financial statement analysis the measurement of Every Fall income and capital, accounting for fixed assets, personal communication styles, media and tools for inventory costing and price level changes, the manager/communicator, organizational HRM 790 Compensation and Benefits measuring and accounting for corporate debt, communications climates, one-to-one This course focuses on employee compensation and corporate investment in securities, and computer communications, meetings and conferences, employee benefits. Topics considered in this course applications in accounting. This course does not speaking before groups, written managerial include strategic compensation policy, require previous training in accounting. communications, planning and producing business compensation management and administration, Credits: 3 reports, and advertising managerial pay-for-performance, as well as how compensation is Cross-Listings: ACC 501, GBA 510 communications. determined for both hourly and salaried employees.
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Benefit topic will include both legally required and workplace Safety and Security. Emphasis is placed IBU 703 International Trade employer discretionary benefits, as well as how on developing and evaluating alternative solution A review of the principles of international trade its firms develop and administer employee benefit strategies. magnitude, direction, and industrial classification plans; relevant laws for both compensation and The pre-requisite of HRM 722 or MAN 722 is as well as the institutions (e.g., GATT) facilitating benefits will also be covered. required. it. The course focuses on practical techniques and The pre-requisite of HRM 722 or MAN 722 is Credits: 3 problems of exporting and importing, with special required. On Occasion attention to small business. Topics include sources Credits: 3 of marketing information, techniques of payment Alternate Semesters HRM 798 Special Topics in Human Resources and collections, currency fluctuation problems and Management balance of payments analysis, sources and uses of HRM 791 Employee Training and Development An examination of selected themes current funds to finance foreign trade, and government Training refers to a planned effort by an developments, emerging issues, and areas of assistance. organization to facilitate employee's learning of job professional specialization in the field of Human Pre-requisites of GBA 511 and GBA 514 are related skills and behaviors. The purpose of this Resources Management. Topics vary. required. course is to provide the student with the knowledge The pre-requisite of HRM 722 or MAN 722 is Credits: 3 and skills that are required to design, develop, and required. Cross-Listings: FIN 715, IBU 703, MKT 716 deliver quality employee training. Within the Credits: 3 Every Fall context of training, approaches to employee On Occasion development will also be discussed. IBU 704 Management of International Business The pre-requisite of HRM 722 or MAN 722 is HRM 799 Advanced Topics in Human Resources A focus on the management of direct international required. Management investment, commonly known as multinational Credits: 3 An in-depth study of selected themes, current corporation, that examines the nature, growth and On Occasion developments, emerging issues, and areas of new directions of direct investment and how those professional specialization in the field of Human elements are related to changing economic, social HRM 792 Diversity in the Workplace Resources Management. Topics vary. and monetary conditions. The course highlights This course employs a seminar format and The pre-requisite of HRM 722 or MAN 722 is the interplay of business and government in examines the complex and encompassing ways in required. international management. which people differ, including examining the Credits: 3 The pre-requisites of GBA 512, MBA 613 and primary dimensions (age culture/ethnicity/race, On Occasion MBA 620 are required. language, gender, physical abilities and sexual Credits: 3 IBU 701 International Business orientation) and secondary dimensions (education, On Occasion geographical location, income, marital status, An introduction to international business that parental status, religion and work experience) that examines those aspects of economics, finance, IBU 705 International Marketing formulates in many instances the view of cultural investment and trade that have an international The study and analysis of the special problems of diversity. dimension. Topics include historical development marketing in the international marketplace. The pre-requisite of HRM 722 or MAN 722 is of multinational enterprises, relations between Marketing problems of overseas subsidiaries of required. multinational corporations and host countries, and multinational firms are explored, as are the Credits: 3 special problems associated with international importing and exporting activities of domestic On Occasion operations. firms, licensing/franchising, and foreign direct Pre-requisites of GBA 511, GBA 512, GBA 514 investment, including strategic alliances. HRM 793 Workplace Safety and Health and MBA 611 are required. Pre-requisite of GBA 513 and MBA 612 are An in-depth study of issues and practices related o Credits: 3 required. workplace safety and health. Relevant topics Cross-Listings: IBU 701, MAN 780 Credits: 3 include OSHA rules and regulations, OSHA Every Fall and Spring Cross-Listings: IBU 705, MKT 717 inspections, employer requirements under the act, Every Spring the role of HR in ensuring employer and employee IBU 702 International Financial Markets compliance with the act, filing and record keeping An analysis of the financial opportunities and risks IBU 706 Comparative International Management requirements. Within the context of OSHA, resulting in global market investment, with a focus Comparisons among national managerial systems. workplace violence, domestic violence, and on international portfolio diversification and The functional inter-relationships between workplace security will also be covered. management. Topics include determinants of managers and their international environments and The pre-requisite of HRM 722 or MAN 722 is foreign exchange rate and international capital the problems of cross-national cooperation are required. flows; balance of payments analysis techniques; highlighted. Credits: 3 foreign exchange risk management, especially The pre-requisite of MBA 613 is required. On Occasion hedging and speculation strategies; the reasons for Credits: 3 and impact of official intervention; and a study of On Occasion HRM 797 Case Studies in Human Resource the Eurocurrency and Eurobond markets, as well as Management a review of leading indicators for the various IBU 707 Multinational Business in Developing This is an applications-oriented course that is international stock markets. Nations designed to provide students with the opportunity Pre-requisites of GBA 511 and GBA 514 are An analysis of the opportunities and problems of to apply HR theory to the practical everyday required. operating multinational firms in developing challenges faced by HR generalists. Relevant course Credits: 3 nations. Consideration is given to marketing topics addressed during the semester include: Cross-Listings: FIN 716, IBU 702 opportunities, national customs and mores, natural Strategic Management: Workforce Planning, On Occasion resource policies, tax policies, governmental Recruitment, Selection decisions, % & D, economic nationalism, and similar concepts
Compensation and Benefits, Labor Relations, relevant to operating in developing nations.
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Pre-requisites of GBA 512, MBA 711 and IBU 701 Credits: 3 and other countries; and the impact of government are required. Every Spring on product innovation and on the national Credits: 3 economy. On Occasion MAN 704 Managerial Planning and Control The pre-requisite of GBA 517 or PM 703 is Systems required. IBU 708 International Corporate Finance A study of the formulation of integrated long-range Credits: 3 An analysis of the financial opportunities, risk and and strategic plans relating to organizational On Occasion decision-making processes associated with objectives, expense centers, performance centers international operations. Topics include and investment centers. Also studied are methods HRM/MAN 721 Industrial Relations management of translation, transaction, and of measuring performance and handling A survey of federal and state laws affecting the economic exposure; taxation issues; multinational information. conduct of parties in a bargaining relationship. capital budgeting and current asset management; Pre-requisite of GBA 512 or MBA 613 are required. Factors in the bargaining process, strategy and complexities of international performance Credits: 3 tactics, principles and specifics of contract clauses, evaluation and control systems; comparative On Occasion and administration and enforcement of the financial statement analysis; cost of capital; and collective bargaining agreement are examined. international financing options. The case method MAN 705 Management Decision Theory Pre-requisite of GBA 512 or MBA 613 are required. is employed. A survey of the decision-making processes and Credits: 3 The pre-requisite of FIN 716 is required. methods for examining, defining, analyzing and Cross-Listings: HRM 721, MAN 721 Credits: 3 solving complex problems. Emphasis is on defining Every Fall Cross-Listings: FIN 726, IBU 708 objectives, value systems, and methods for On Occasion identifying and assessing alternative courses of HRM/MAN 722 Human Resource Management action. A review of the major areas of personnel IBU 750 International Business Seminar Pre-requisite of GBA 512 or MBA 613 are required. administration. Topics include selection and An analysis of the decision-making processes and Credits: 3 replacement, compensation, training and methods for defining, analyzing and resolving On Occasion development, labor relations, and employee contemporary international financial and trade services. Such activities are viewed from the problems. Emphasis is on assessing international MAN 707 Small Business and New Venture position of both the large and small firm. developments and trade relating to business. Three Management Pre-requisite of GBA 512 or MBA 613 are required. credits. An examination of the role of a small business in a Credits: 3 The pre-requisite of GBA 512 is required. dynamic, free enterprise economy, designed to Cross-Listings: HRM 722, MAN 722 Credits: 3 stimulate a creative approach (by entrepreneurs) to Every Spring On Occasion the problems of a small firm. The course emphasizes establishing new enterprises, financing, HRM/MAN 723 Behavior Concepts Applied to IBU 770 International Accounting organizing, planning, operating, marketing, growth Management Insight into the international accounting and acquisitions A study of the application of behavioral concept environment from the viewpoint of the U.S.-based Pre-requisite of GBA 511, GBA 512 and MBA 613 techniques to the problems of managers and multinational organization.(45 CPE credits) are required. supervisors in large and small enterprises. Topics The pre-requisite of ACC 501 or equivalent is Credits: 3 include approaches to personnel assessment, required. On Occasion development and motivation of managers, and the Credits: 3 fundamentals of executive performance. Cross-Listings: ACC 770, IBU 770 MAN 708 Management of Technology and Pre-requisite of GBA 512 or MBA 613 are required. Every Fall Product Innovation Credits: 3 A survey of new technologies in society and On Occasion MAN 702 Theories of the Organization business. Topics include opportunities and threats, A survey of organizational theories with particular technological forecasting, evaluation of new HRM/MAN 724 Organizational Development emphasis on goal setting assessing, achievement and products and services, the management of new A survey of contemporary training and displacement. Topics include the relationship of research and development, stimulating creativity, development problems, with emphasis on the authority, role responsibility, organizational economic evaluation of research products, relationship between development and the structure, design and culture. Students diagnose organizational characteristics, and estimating and organization¿s personnel decisions. Techniques of organizational functions, analyze deficiencies, and controlling research and development costs. personnel training are examined. determine ways of adapting organizational structure Pre-requisite of GBA 512, GBA 517 and MBA 613 Pre-requisite of GBA 512 or MBA 613 are required. to realize goals. are required. Credits: 3 Pre-requisite of GBA 512 or MBA 613 are required. Credits: 3 Cross-Listings: MAN 724, PM 711 Credits: 3 Every Fall On Occasion Every Fall MAN 709 Government and the Management HRM/MAN 725 Work People and Productivity MAN 703 Project Analysis and Program Technology An analysis of the problems of the occupational Management An examination of the changing role of environment in small and large enterprises. A survey of managerial criteria for effective project government in shaping and directing the Emphasis is on the practical problem solving that is planning and management. Topics include management of technology in the civilian sector of of immediate concern to the participants. Topics establishing objectives, cost benefit analysis, the economy. Principal themes include the include: new approaches to motivation, attitudes, planning methods, organizational concepts, causes rationales, processes and mechanisms of job satisfaction, job enrichment, monotony, fatigue, of conflict, conflict resolution and options in government involvement; promotion and working conditions and conflict resolution, quality allocation of resources. regulation of technological development and use by circles, and productivity. Pre-requisite of GBA 512 or MBA 613 are required. government; industrial policy in the United States Pre-requisite of GBA 512 or MBA 613 are required.
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Credits: 3 Pre-requisite of GBA 513 is required. market change, and the structure and development Cross-Listings: HRM 725, MAN 725, PM 712 Credits: 3 of internal firm capabilities. The aim of this course On Occasion Every Fall and Spring is to provide a solid foundation for managing innovation in high-technology industries. HRM/MAN 726 Legal and Regulatory MBA 613 Organizational Behavior Throughout, key conceptual frameworks are linked Environment in Human Resource Management An analysis of both the formal and informal aspects to applications in a variety of industry and case An examination, discussion and exploration of of the administration process. Topics include settings. laws, regulations and judical decisions affecting the human behavior in an organizational environment, The pre-requisites of GBA 510, 511, 512, 513, 514, Human Resources manager. Case studies are used individual behavior patterns, superior/subordinate 515, 516, 517 and MBA 621 are required. to develop an awareness of the legal problems relationships, group dynamics, leadership, Credits: 3 facing the modern manager. Emphasis is on the communication, motivation and decision making, Every Fall and Spring federal agencies and laws, but areas of regulation and the impact of innovation and change on the reserved to the states are also discussed. organization. MBA 626 Risk Management Pre-requisite of GBA 512 or MBA 613 are required. Pre-requisite of GBA 512 is required. This course deal with the theoretical and practical Credits: 3 Credits: 3 approaches to effective financial management. Cross-Listings: HRM 726, MAN 726 Every Fall and Spring Planning, analyzing and controlling investment and Every Fall short and long term financing are examined for MBA 620 Behavioral Finance decision-making purposes. Emphasis is placed on HRM/MAN 750 Management Seminar Behavioral finance offers a new perspective on the application of Risk, the methods in today''s A consideration of the human problems of modern investing. Phenomena such as stock business environment and related industries. organizational management from a momentum or the tendencies of investors to hol Topics include: Capital budgeting, risk and multidisciplinary point of view. Concepts and don to losing stocks too long are inconsistent with diversification, asset liability management, financial research from the behavioral sciences are applied to the notions of traditional finance market efficiency, derivatives and financial engineering, swaps, the personnel problems of management. Theory yet they are perfectly consistent with psychological options and financial future. and technique are integrated by using group and human processing of information. Students will The pre-requisites of GBA 510, 511, 512, 513, 514, individual study projects. The course is designed to gain a proficiency in learning the knowledge of 515, 516, 517 and MBA 620 are required. enhance interpersonal skills related to superiors, psychological factors and economics concepts, Credits: 3 subordinates, staff specialists and peers. implement this knowledge in the financial markets Every Fall and Spring The pre-requisite of HRM 722 or MAN 722 is and apply the behavior finance ideas in the analysis required. of real market trading phenomena. MBA 800 Business Policy I Credits: 3 The pre-requisites of GBA 510, 511, 512, 513, 514, An examination of the fields of policy making and Cross-Listings: HRM 750, MAN 750 515, 516, and 517 are required. administration that build upon and integrate the Every Fall Credits: 3 work covered in the graduate curriculum. The Every Fall and Spring viewpoint is that of senior general managers who MAN 780 International Business set company-wide objectives and coordinate An introduction to international business that MBA 621 Service and Operations Management departmental policies and activities. As an examines those aspects of economics, finance, This course will focus on the various aspects integrating experience, students are expected to investment and trade that have an international involved in the management of service operations bring their overall acquired business knowledge to dimension. Topics include historical development within the ''pure" service sector (banking, bear on the intricacies of managerial decision of multinational enterprises, relations between transportation, travel and tourism, etc.) and within making. Through text, case analysis and a multinational corporations and host countries, and the services functions of manufacturing (after-sales computer-based simulation, students have an special problems associated with international support, financing, etc.). After an introductory opportunity to test their skill in the use of financial, operations. section to provide an overview of the role of marketing and management variables in a Pre-requisites of GBA 511, GBA 512, GBA 514 services in the economy and within the functioning competitive situation. Selected guest lecturers and and MBA 611 are required. of various enterprises, the following topics and assignment of a major written project round out the Credits: 3 more will be explored: design and delivery of learning experience by providing each student with Cross-Listings: IBU 701, MAN 780 services, the measurement of productivity and a pragmatic discussion forum, as well as research Every Fall and Spring quality, managing capacity and demand, quality and writing experience with the dynamics of a
management redesign of service delivery processes, changing business world. MBA 612 Marketing Strategy management of technology, and managing human The following pre-requisites are required to enroll A focus on marketing planning processes, concepts, resources. The course explores the dimenesions of in MBA 800 or 801: methods and strategies with global orientation at successful service firms and helps students discover GBA 510, 511, 512, 513, 514, 515, 516, 517; the product level as well as the corporate level. The entrepreneurial opportunties. MBA 612, 613, 620, 621, 625 and 626; course emphasizes the relationship between The pre-requisites of GBA 510, 511, 512, 513, 514, Any four 700 level MBA courses. marketing and other functions and draws on 515, 516, and 517 are required. Credits: 3 perspectives from industrial economics, corporate Credits: 3 Every Fall and Spring finance and strategic management literature. Every Fall and Spring Marketing strategies and practices of contemporary MBA 801 Business Policy II firms are discussed as they relate to industrial and MBA 625 Management of Innovation and An examination of the fields of policy making and consumer products and services. The overall Technology administration that build upon and integrate the objective of the course is to help students This course draws upon the economics of technical work covered in the graduate curriculum. The incorporate and apply the skills, methods and change -- for high technology businesses. The viewpoint is that of senior general managers who insights they have acquired in previous marketing emphasis is on the development and application of set company-wide objectives and coordinate and other business courses to the design and conceptual models clarifying the interactions departmental policies and activities. As an implementation of marketing strategies. between competition, patterns of technological and
Page 105 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013 integrating experience, students are expected to used to stress practical applications. MKT 709 New Product Development bring their overall acquired business knowledge to Pre-requisite of GBA 513 is required. A study of the management of the product mix. bear on the intricacies of managerial decision Credits: 3 The course presents an analytical approach to new- making. Through text, case analysis and a On Occasion product decisions. Topics include product policy computer-based simulation, students have an considerations, new-product search, development, opportunity to test their skill in the use of financial, MKT 705 Consumer Behavior economic analysis, and the factors leading to the marketing and management variables in a A multidisciplinary approach to understanding decision to commercialize, test market or competitive situation. Selected guest lecturers and consumer behavior in the marketplace that discontinue a product. assignment of a major written project round out the integrates the contributions of cultural Pre-requisite of GBA 513 is required. learning experience by providing each student with anthropology, psychology, sociology and economics. Credits: 3 a pragmatic discussion forum, as well as research The course reviews the role of the behavioral On Occasion and writing experience with the dynamics of a sciences in marketing in such areas as changing business world. determination of market segments, product choice, MKT 710 Management of Marketing Operations The following pre-requisites are required to enroll brand loyalty and switching shopping behavior. An analysis of the marketing process, including in MBA 800 or 801: Topics include learning theory, motivation, formulation of policies, and the planning, GBA 510, 511, 512, 513, 514, 515, 516, 517; diffusion of innovation, reference group theory, organizing, directing and coordinating of activities MBA 612, 613, 620, 621, 625 and 626; role playing, perception and attitude formation. of marketing functions. The relation of marketing Any four 700 level MBA courses. Managerial implications are examined using case research and consumer motivation studies as they Credits: 3 studies. relate to marketing mix elements is also examined. Every Fall and Spring Pre-requisite of GBA 513 is required. The pre-requisite of GBA 513 or MBA 612 is Credits: 3 required. MKT 701 Marketing Communication and On Occasion Credits: 3 Advertising On Occasion A study of the role of mass and personal MKT 706 Product Planning and Marketing communication and sales promotion in marketing The use of the case study method to develop skills MKT 712 Direct Marketing management and their social and economic of analysis and decision making as they relate to A detailed study of direct response techniques, an implications. Research findings in communication product planning, management and portfolio increasingly important component of the marketing theory behavioral sciences, and comprehensive analysis. The effects of product design, pricing, efforts of companies of all sizes. Direct marketers models of buyer behavior are particularly stressed. promotion, advertising, research, distribution have developed a sophisticated awareness of the The course surveys the planning, implementation channels, sales efforts and legislation are examined exact relationship of their marketing effort to sales and measurement of effectiveness of marketing in an effort to understand their interrelationships and profits; this course familiarizes students with communication activities. Students are required to as they affect both volume and profit. The product the entire range of direct marketing, media and develop integrated promotional campaigns based management organizational structure is also fulfillment strategies, with special emphasis on on actual marketing information. examined. Outside lecturers from industry visit, as scientific database management. Pre-requisite of GBA 513 is required. available. Pre-requisite of GBA 513 is required. Credits: 3 Pre-requisite of GBA 513 is required. Credits: 3 On Occasion Credits: 3 On Occasion On Occasion MKT 702 Marketing Research MKT 716 International Trade An examination of information requirements for MKT 707 Marketing Distribution Systems A review of the principles of international trade its marketing decisions. Particular emphasis is placed An analysis of the competitive struggle for channel magnitude, direction, and industrial classification on the development of cost and benefit analytical command and the utilization of economic and as well as the institutions (e.g., GATT) facilitating tools for evaluating various marketing information analytical tools and behavioral models. The growth it. The course focuses on practical techniques and systems designs. Other topics include the design of of, and innovation in, vertical systems are examined problems of exporting and importing, with special surveys and experiments, questionnaire with regard to social, economic and legal attention to small business. Topics include sources construction, decision models, data analysis constraints. The course also surveys the objectives of marketing information, techniques of payment techniques and data interpretation. and decision-making processes of individual and collections, currency fluctuation problems and Pre-requisite of GBA 513 is required. members at various channel levels. Cases are used balance of payments analysis, sources and uses of Credits: 3 to stress practical applications. funds to finance foreign trade, and government On Occasion Credits: 3 assistance. On Occasion Pre-requisites of GBA 511 and GBA 514 are MKT 703 Sales Management and Forecasting required. A focus on the management of selling activities and MKT 708 Industrial Marketing Credits: 3 the outside sales force as critical elements of An analysis of current marketing practices for Cross-Listings: FIN 715, IBU 703, MKT 716 marketing operations. Includes discussion of the manufacturers and suppliers of services to industrial Every Fall administrative activities of sales force managers and government markets. Emphasis is placed on from the district manager up to the top-level sales the strategy of market selection, product planning, MKT 717 International Marketing force executive in the firm. Organization of the pricing, distribution and buyer/seller relations The study and analysis of the special problems of sales department, operating the sales force, pertaining to industrial products. marketing in the international marketplace. planning sales force activities, and analysis and Credits: 3 Marketing problems of overseas subsidiaries of control of sales operations are covered. Major On Occasion multinational firms are explored, as are the emphasis is given to determining market and sales importing and exporting activities of domestic potentials, forecasting sales, preparing sales budgets, firms, licensing/franchising, and foreign direct investment, including strategic alliances. and establishing territories and quotas. Cases are Pre-requisite of GBA 513 and MBA 612 are
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MKT 750 Marketing Seminar An analysis of the processes that shape marketing policy to maintain profitable operations. Emphasis is on the use of planning theory, game theory and input-output analysis in devising market plans and decision making. Application of such techniques is illustrated by cases and actual marketing problems of companies. Credits: 3 On Occasion
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PUBLIC ADMINISTRATION MPA 602 Human Resources 3.00 Master of Public Administration Management Professor Lyons (Director) (M.P.A) MPA 603 Fundamentals of Public 3.00 Associate Professor Emeritus Afriyie Budgeting and Financial Assistant Professors Bennett, Levine, Peffer, Terry Beverly Lyons, Professor of Public Administration Management Adjunct Faculty: 7 Director, M.P.A. Program MPA 604 Administrative 3.00 The Public Administration Program prepares 718-488-1071 Responsibility and public service professionals for managerial [email protected] Accountability positions in government, health and non-profit The 48-credit, N.A.S.P.A.A.-accredited Master sectors. It is open to students from all of Public Administration prepares students for MPA 606 Law for Managers 3.00 undergraduate fields and provides the foundations public service responsibilities, blending M.P.A. (PAD) Specialization: 12 Credits and advanced applications expected in a graduate management theory with practical applications in The following course is required: program. government, health and non-profit organizations. PM 728 Managing Human 3.00 The Program focuses on competencies that Students from diverse backgrounds with varying Behavior in Public employers want – leadership, ethical decision- levels of professional expertise are taught by Organizations making, analytical and budgeting expertise, faculty members who are current in all aspects of written communication and oral presentation this continuously evolving and growing field. and skills. Specialization courses in government, The program of study is flexible and can be Three (3) Advanced (700 Level) Elective Courses health and non-profit fields with a variety of sub- tailored to accommodate the professional M.P.A. Capstone Requirement: 6 Credits topics provide depth in the student’s area of requirements of the student by offering MPA 798 Capstone Seminar 3.00 interest. Focused capstone courses allow students specialization courses that provide them with the MPA 799 Capstone Project 3.00 to apply their new competencies in meaningful opportunity to examine a specific management public service projects. function or an area of application in greater depth. The M.P.A. Program offers the Master of Areas of specialization include public Total Degree Requirement: 48 credits Public Administration with tracks in Public administration, non-profit management, urban Administration and Health Administration, the government management, human resources Master of Public Administration Advanced Certificate in Gerontology management, law and management, international Administration and the Advanced Certificate in public management and social policy management. in Health Administration
Not-for-Profit Management. Other specializations can be developed in Beverly Lyons, Professor of Public Administration Admission Requirements: consultation with a faculty adviser from the broad Director, M.P.A. Program The standards for admission to the program and spectrum of courses available through the Program 718-488-1071 the advanced certificates are as follows: and the School, as well as through courses [email protected] • Official transcripts as proof of a baccalaureate available across the Campus. According to the U.S. Department of Labor’s degree from and accredited institution of higher The Program is divided into four parts: an Bureau of Labor Statistics, the health education introductory sequence that provides 18 credits of administration field is expected to grow nearly • Two letters of recommendation public service sector foundations and skills, 20% faster than other occupations through the year • A current résumé followed by 12 credits of focused management 2014. “Those with the highest education, strongest • A two-to-three-page typewritten statement of topics including human resources, budgeting and business skills and health care work experience purpose financial management, law and accountability. will be well positioned to take advantage of the • Standardized test scores (optional) Students then take 12 credits in an area of most coveted jobs.” • A completed application submitted to the specialization and a required six-credit integrative The 48-credit, N.A.S.P.A.A.-accredited Master Office of Admissions capstone experience, which culminates in a project of Public Administration in Health Administration Note: Full matriculation admission requires an and a formal presentation. prepares students for careers in fields that offer official transcript showing an undergraduate numerous professional paths. Students from grade-point average of at least 3.0 on a scale of M.P.A. - Public Administration (PAD) diverse backgrounds with varying levels are taught 4.0. Limited matriculation may be available to Requirements: by faculty members who are current in all of the applicants who do not meet full matriculation M.P.A. (PAD) Foundation Requirements: 18 latest trends and issues in health care requirements. Candidates with grade-point Credits averages of 2.5 or less must contact the M.P.A. administration. MPA 501 Principles of 3.00 program director before submitting an application. The program of study is flexible and can be Administration Such limited matriculation may require tailored to accommodate the professional additional evidence of competence. Limited MPA 502 Organizational Theory 3.00 requirements of the student by offering matriculation students may register for a maximum and Behavior specialization courses that provide them with the of six credits per semester for the first 12 credits. opportunity to examine a specific management MPA 503 Government and the 3.00 Limited matriculation becomes full matriculation function or an area of application in greater depth. Economy upon completion of 12 graduate credits with a 3.0 Areas of specialization include health care average or better. Transfer students are welcome; MPA 504 Computer Applications 3.00 administration, health care management, health care policy and aging/long-term care. Other transfer credits will be evaluated by the program MPA 505 Analytic Methods 3.00 director. specializations can be developed in consultation MPA 507 Public Policy Processes 3.00 with a faculty advisor from the broad spectrum of courses available through the Program and the M.P.A. (PAD) Advanced Core Requirements: School, as well as through courses available across 12 Credits the Campus. The program is divided into four parts: an
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 108 LIU Brooklyn introductory sequence that provides 18 credits of public health agencies, as well as other facilities PM 744 Bereavement: 3.00 public service sector foundations and skills, and organizations that care for older adults, will Psychological, Cultural followed by 12 credits of focused management require many more employees who specialize in and Institutional topics including human resources, budgeting dealing with the needs and the issues of the aging Perspectives and financial management, law and population. PM 745 Health and Retirement 3.00 accountability. Students then take 12 credits in an The 15-credit Advanced Certificate in Planning in Elder Care area of specialization and a required six-credit Gerontology is designed to provide working integrative capstone experience, which culminates professionals in agencies and in organizations PM 747 Nutrition Policy Across 3.00 in a project and a formal presentation. serving aging populations with the knowledge and the Lifecycle the skills needed to ensure effective service
M.P.A. - Health Administration (HAD) delivery to these groups. The certificate can be Total Degree Credit Requirement: 15 Credits Requirements: earned through two different stand-alone tracks: M.P.A. (HAD) Foundation Requirements: 18 Track 1 – Long-Term Care Administration, which Credits is approved by the New York State Department of Advanced Certificate in Non- MPA 501 Principles of 3.00 Health (NYSDOH) for the NYS Nursing Home Profit Management (NPM) Administration Administrators Licensing Examination; and Track 2 – Community Aging Services and Helisse Levine, Assistant Professor of Public MPA 502 Organizational Theory 3.00 Administration. Administration and Behavior Students in the M.P.A. Program who are taking Director, Advanced Certificate in Not-for-Profit MPA 503 Government and the 3.00 the advanced certificate courses as their Management Economy specialization may graduate with both the M.P.A. 718-488-1071 degree and the advanced certificate. [email protected] MPA 504 Computer Applications 3.00 The 15-credit Advanced Certificate in Non- MPA 505 Analytic Methods 3.00 Advanced Certificate in Gerontology Profit Management is designed to provide Administration professionals with varying backgrounds who are MPA 507 Public Policy Processes 3.00 Advanced Certificate in Gerontology managers in non-profit organizations with the M.P.A. (HAD) Advanced Core Requirements: Administration: 15 Credits essential elements of non-profit organization 12 Credits (Select Track I or Track II) theory and management. The certificate consists of MPA 602 Human Resources 3.00 an overview of the non-profit sector, the Management Track I: Long-Term Care Administration organizations that carry out these important Required Course: 3 Credits missions and the management challenges they MPA 613 Health Systems Finance 3.00 face. Courses within the certificate also address PM 738 Gerontology, The Process 3.00 key management functions of human resources, MPA 614 Healthcare Responsibility 3.00 of Aging* and Accountability for finance and decision-making. Of the following, four (4) courses are required: Administrators Students may apply certificate courses to the 12 Credits M.P.A. degree by taking courses for graduate MPA 616 Legal Aspects of Health 3.00 MPA 602 Human Resources 3.00 credit. M.P.A. (HAD) Specialization: 12 Credits Management* Advanced Certificate in Not-for-Profit PM 730 Health, Disease and 3.00 MPA 613 Health Systems Finance* 3.00 Medical Care Management MPA 616 Legal Aspects of Health* 3.00 and Not-For-Profit Management Advanced Three (3) Advanced (700 Level) Elective Courses PM 739 Long Term Care 3.00 Certificate Requirements: 15 Credits M.P.A. Capstone Requirement: 6 Credits Administration* The following courses are required: 12 Credits MPA 602 Human Resources 3.00 MPA 798 Capstone Seminar 3.00 PM 743 Aging Policy in the 3.00 Management MPA 799 Capstone Project 3.00 Community MPA 603 Fundamentals of Public 3.00 Note: Courses marked with * are required to sit for Budgeting and Financial Total Degree Credit Requirement: 48 Credits the New York State Nursing Home Management Administrator's Licensing Examination. Advanced Certificate in MPA 624 Not-For-Profit 3.00 Track II: Community Aging Services and Management Gerontology Administration Administration MPA 626 Legal, Ethical and 3.00 (AGD) Required Course: 6 Credits Governance Issues in PM 738 Gerontology, The Process 3.00 Nonprofit Organizations Beverly Lyons, Professor of Public Administration of Aging Of the following, one course is required: 3 Director, Advanced Certificate in Gerontology Credits Administration PM 743 Aging Policy in the 3.00 718-488-1071 Community PM 741 Fund Raising 3.00 [email protected] Of the following, three (3) courses are required: PM 742 Grant/Proposal 3.00 Social services for older adults will play an 9 Credits Preparation increasingly important role in the health care PM 714 Policy Analysis and 3.00 community as the baby boomer generation ages. Program Evaluation Total Degree Credit Requirement: 15 Credits Nursing homes, hospitals, senior centers and
Page 109 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013
United Nations Certificate/M.P.A. Degree
As the world becomes more globalized and interconnected, the need for public administration professionals who are grounded in international affairs will increase. LIU Brooklyn offers a collaborative program, which makes it possible for students to complete both a United Nations Advanced Certificate and an M.P.A. This unique combination of programs provides a comprehensive background in public administration with an in-depth overview of the United Nations system and its specialized agencies. Students begin this fascinating educational journey by earning the United Nations Advanced Certificate and subsequently transfer into the M.P.A. Program when the certificate is completed or near completion. The United Nations Advanced Certificate consists of 24 credits of graduate-level courses that cover a broad range of topics including “Population Displacement and Migration,” “International Human Rights,” “Modern Diplomacy” and “World Social Development.” The M.P.A. Program consists of 48 credits, of required (36 credits) and specialization (12 credits) courses. A designated list of course matches or equivalencies is located in the course of study area and is approved by LIU and by the New York State Department of Education. For more information on the United Nations Advanced Certificate, please consult the degree offerings of Richard L. Conolly College.
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 110 LIU Brooklyn
Every Fall and Spring MPA 614 Healthcare Responsibilities and Public Administration Courses Accountability for Administrators MPA 602 Human Resources Management This course considers the ethical dilemmas that MPA 501 Principles of Administration An exploration of theories and practices of human confront modern health service agencies and An introduction to public and not-for-profit sector resources management as they apply to the public institutions in the exercise of adminstrative administration, including organization and and not-for-profit sectors. Includes a review of authority. Coursework includes analysis of the management administration concepts and political recruitment, civil service, training, performance problems of accountability, rights, equity, ethics processes in the context of public policy, evaluation, job development, compensation and the reconciliation of administrative processes intergovernmental relations, and policy impacts on systems, teamwork, empowerment, unionism, equal with medial, constitutional, regulatroy and social public and not-for-profit agencies. employment opportunity, employee rights, privacy mandates encountered and utilized by governmnet Credits: 3 and occupational health and safety. organization in the administration of health systems Every Fall and Spring Credits: 3 and public affairs. Every Fall and Spring Credits: 3
MPA 502 Organizational Theory and Behavior Every Spring An examination of theories of organization, MPA 603 Fundamentals of Public Budgeting and administrative processes, and formal and informal Financial Management MPA 616 Legal Aspects of Health relationships in organizations. Includes the An examination of public sector revenue An examination of legal issues in health-care environment, leadership, structure, networks, generation, budgeting, accounting and auditing and services, including governance; consents and outputs and outcomes of organized action. their effects on managerial decisions. Includes a patient rights; admission and discharge; malpractice Credits: 3 review of budget systems, processes and politics, and liability of hospitals, physicians, nurses, Every Fall and Spring and the preparation and justification of financial emergency crews; management duties and liabilities; information and reports. medical records; immunity; medical staff rights and MPA 503 Government and the Economy Credits: 3 privilees; end of life decisions; moral and ethical An examination of the role of the public sector in Every Fall dilemmas. economic decision making. The nature of public Credits: 3 MPA 604 Administrative Responsibility and goods as they relate to allocation, stabilization, and Every Fall distribution functions of economic systems is Accountability studied, as are the role of private investment, A review of legal and ethical issues facing MPA 624 Not-For-Profit Management relations between government and private sectors, administrators as they seek to balance This course focuses on the formation, financing privatization of public services, and the use of professionalism and responsiveness with the and managment of not-for-profit organizations, national income accounts. An analysis of fiscal competing demands of diverse constituencies and including: the board of directors, the workforce, federalism, and the fiscal crises of the state are the realities of their task environments. marketing, financial managment, fund raising, included. Three credits. Offered every Spring and Credits: 3 planning, leadership and the methods and alternate summers Every Fall strategies that have been used successfully to
Credits: 3 manage not-for-profit organizations. The course MPA 606 Law for Managers Every Fall and Spring also examines the role of not-for-profits in the An introduction to the basic skills and perspectives delivery of public services through fee for service, of the legal environments of the public, private not- MPA 504 Computer Applications contracts and reimbursement arrangements. for-profit, and quasi-public sectors. The objective of A review of computer applications that provides Credits: 3 the course is student understanding of the legal students with knowledge, hands-on experience and Every Fall understanding of how computers and data provide obligations, responsibilities and liabilities facing support for management decisions. Students learn managers in the three sectors. Important topics MPA 626 Legal, Ethical and Governance Issues in spreadsheets, database management, query, and include basic provisions of the United States Nonprofit Organizations statistical skills. Students demonstrating proficiency Constitution, the exercise of delegation and This course examins the laws affecting the may waive the course and select an additional discretionary authority rule-making and regulatory establishment and operation of nonprofit elective. processes and their economic impacts), contract, orgnization, including incorporation and tax Credits: 3 tort, employment, duties and liabilities of managers exempt status, genreal liability, regulatroy Every Fall and Spring and professionals in health-care organizations, compliance/reporting and contracts. The courses environmental law and privacy. explores the roles, responsibilities, liabilties and MPA 505 Analytic Methods Credits: 3 powers of directors, board members, trustees, An introduction to the methods, tools and uses of Every Fall officers and employees of nonprofit organizations. research as it applies to policy and administrative In addition to the legal aspects, the nonprofit MPA 613 Foundations of Health Systems Finance problems. Includes a review and application of ageny''s advocacy responsibilities and opportunties An examination of health-care finance topics, research design, data gathering and analytical and ethical issues are examined and discussed in including government and private health insurance, concepts and techniques. detail. reimbursement, fees, service contracts, rate-setting, Credits: 3 Credits: 3 DRGs, capitated payments, managed care and Every Fall and Summer Every Spring multiple entities. Includes a review of financial MPA 507 Public Policy Processes strategies and characteristics of various health MPA 702 Managerial Communications An examination of the political system and the organizations. Three credits. This course examines how people communicate political, administrative and delivery processes that Credits: 3 within public organizations. The course will cover yield public services. Includes agenda development, Every Spring the theory and application of organizational the role of special interests, policy formation, communication for the working public sector analysis, implementation and evaluation. manager. Topics include personal and managerial
Credits: 3 communication styles and how to use the media for
Page 111 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013 effective communication. Specific types of 798-799: strategic decision making; management of communication include one on one and group MPA 501, 502, 503, 504, 505, 507 information as an organizational resource and communication, written and verbal managerial and MPA 602 various information architectures; emerging new communication for conferences, business and MPA 603 or 613 information systems technologies; various advertising environments. This course will serve as MPA 604 or 614 or 624 approaches to building information systems; and an important tool for any aspiring or current sector MPA 606 or 616 or 626 issues related to management of information manager. Four 700 level PM courses systems. Credits: 3 Credits: 3 Credits: 3 Alternate Semesters Every Fall and Spring Cross-Listings: GBA 517, PM 703 Every Fall and Spring MPA 787 Independent Study MPA 799 Capstone Project Students taking independent study are expected to Students carry out the plan proposed in MPA 798 PM 705 U.S. Social Policy research an aspect or phase of a problem under the using a combination of data collection methods An analysis of government health and welfare supervision of a faculty adviser. The product of and analytic techniques. Teams prepare and present policies affecting an individual¿s income level and study is an evaluative report containing a thorough a report of their analysis and results. life opportunities, including an analysis of policy literature review and student assessment of the The following pre-requisites are required for MPA formation, implementation, and impact on social significance and impact of the substantive issue. 798-799: problems. With permission of director and dean. MPA 501, 502, 503, 504, 505, 507 Credits: 3 Credits: 3 MPA 602 On Occasion On Occasion MPA 603 or 613 MPA 604 or 614 or 624 PM 706 Comparative Administration MPA 788 Graduate Internship MPA 606 or 616 or 626 The class is designed to provide an introduction to An opportunity for supervised work in a public, Four 700 level PM courses the field of comparative public administration. The health, or nonprofit agency based on a plan Credits: 3 class will examine the varying approaches to approved by the faculty advisor and host agency Every Fall and Spring bureaucracy, administrative structure, policy supervisor. The product is a substantial research formulation and implementation in the light of paper or management analysis of the host agency PM 700 Modern Management Issues variations in social, cultural, and political contexts. and the student¿s performance in it. Recommended An examination of current management strategies This will include an overview of basic theories of for students lacking substantive experience in in the context of their genesis, antecedents, bureaucracy and how they function and theoretical relevant organizations. strengths and weaknesses, methods of application approaches to comparative analyses of performance Credits: 3 in public, health and not-for-profit settings, and based on changing variables. The course will also Every Fall comparisons with other management strategies. touch upon understanding variations in efforts for Credits: 3 administrative reform. The impact of government MPA 789 Graduate Internship Every Spring structure on diverse constituencies will be examined An opportunity for supervised work in a public, to better understand the effectiveness of varying health, or nonprofit agency based on a plan PM 702 Managerial Communication approaches to public management and approved by the faculty advisor and host agency This course examines how people communicate organizational development. supervisor. The product is a substantial research within public organizations. The course will cover Credits: 3 paper or management analysis of the host agency the theory and application of organizational On Occasion and the student¿s performance in it. Recommended communication for the working public sector for students lacking substantive experience in manager. Topics include personal and managerial PM 708 Labor Relations relevant organizations. communication styles, and how to use the media A study of the interaction of the labor movement Credits: 3 for effective communication. Specific types of and management in the public and not-for-profit Every Spring communications include one on one and group sectors. Collective bargaining impacts on policy and communications, written and verbal managerial, budget are examined. Strategies and public opinion MPA 790 Graduate Internship and communications for conferences, business and are considered. An opportunity for supervised work in a public, advertising environments. This course will serve as Credits: 3 health, or nonprofit agency based on a plan an important tool for any aspiring or current public On Occasion approved by the faculty advisor and host agency sector manager. supervisor. The product is a substantial research Credits: 3 PM 709 Administrative Law paper or management analysis of the host agency Every Fall and Spring A look at public law concepts that affect public and and the student¿s performance in it. Recommended not-for-profit sector managers: legislative delegation for students lacking substantive experience in PM 703 Fundamentals of Management of power, administrative investigation, rulemaking, relevant organizations. Information Systems the relationship between citizens and the states, Credits: 3 A survey analysis of the role of information systems adjudication, judicial review of administrative Every Summer in business strategy. Information systems are shown action. to be facilitators of market penetration, competitive Credits: 3 MPA 798 Capstone Seminar advantage and organizational change. The material On Occasion An integrative seminar using a team approach. is presented within an integrated framework, Students develop a framework and design for portraying information systems as being composed PM 710 Issues in Administration systematic analysis of a subject in their area of of organization, management and technology An examination of selected themes, current concentration. The framework includes problem elements. Topics include: organizational and developments and emerging issues in the study of background and environmental analysis, as well as technical foundations of information systems; administration. Topics vary. an action plan for data collection and analysis. applications of information systems in all levels of Credits: 3 The following pre-requisites are required for MPA decision making, including operational, tactical and Alternate Semesters
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 112 LIU Brooklyn
examines the principles and practices in the reports for solvency, quality of earnings and PM 711 Organizational Development government contracting-out process ? the decision forecasting implications. Analytical techniques for A survey of contemporary training and whether to contract-out a government service, the financial analysis and their use in development of development problems, with emphasis on the preparation of the Request For Proposals, the capital markets and instruments are reviewed and relationship between development and the evaluation of the submitted proposals for the discussed, as are the principles and practices of the organization¿s personnel decisions. Techniques of selection of the contractor, the preparation of the Securities and Exchange Commission. (45 CPE personnel training are examined. contract document and the monitoring of the credits) Pre-requisite of GBA 512 or MBA 613 are required. selected contractors. Understanding the issues of The pre-requisite of ACC 501 or equivalent is Credits: 3 privatization and the contracting-out of public required. Cross-Listings: MAN 724, PM 711 services enables students to be more effective Credits: 3 On Occasion managers and responsive to citizens. Cross-Listings: ACC 742, PM 727
Credits: 3 Every Fall and Spring PM 712 Work People and Productivity On Occasion An analysis of the problems of the occupational PM 728 Managing Human Behavior in Public environment in small and large enterprises. PM 716 Public Administration and Citizen Organizations Emphasis is on the practical problem solving that is Participation The course examines the range of issues concerning of immediate concern to the participants. Topics This course will explore public participation in managing people in the workplace. It reviews include: new approaches to motivation, attitudes, association with public administration processes in current theories and the latest research concerning job satisfaction, job enrichment, monotony, fatigue, a time of concurrent criticism, pressure, and apathy human relations in organizations. Students gain an working conditions and conflict resolution, quality directed towards existing institutions. The understanding of the "people skills" necessary to be circles, and productivity. engagement of citizens in public administration will successful in the world of work. The course Pre-requisite of GBA 512 or MBA 613 are required. be examined as a potential challenge and as a explains the major theories of workplace human Credits: 3 potential support for public management. Different relations and behavior and the application of Cross-Listings: HRM 725, MAN 725, PM 712 forms and degrees of participation will be looked at psychology to management in the public sector. On Occasion in case studies included in our texts. Students will The prminent focus is on understanding the self
be encouraged to relate course topics to everyday and others; role of perception and personality; PM 714 Policy Analysis and Program Evaluation life and work experience. leadership versus management; effective Policy analysis and program evaluation are more Credits: 3 group/team collaborations; the need for flexibility steps in a process than separate endeavors. Policies On Occasion and adaptation to change. Additionally, the are chosen on the basis of forecasts of needs and courses will highlight interviewing strategies, self- expected results, then selected policies are PM 720 Public Finance and Fiscal Policy marketing, oral presentattions, and finding ways t implemented. Implementation then is evaluated This course applies basic microeconomics to study enhance persoanl strengths and minimize to determine actual effects, and these results are the theory and practice of governmental taxation, weaknesses. used to adjust policy goals and implementation expenditure and debt within the framework of a Credits: 3 (processes ranging from regulations to programs) to modern market economy. Every Fall and Spring better achieve desired results and ensure Credits: 3 accountability. Policy processes are iterative Cross-Listings: ECO 636, PM 720 PM 730 Health Disease and Medical Care and interactive. This course provides students with Annually An overview of the political, economic, social and basic understanding of needs assessment, policy epidemiological characteristics of health and analysis and program evaluation, as well as practice PM 722 Advanced Cost/Managerial Accounting medical care. The forms of health services in applying tools used in each type of analysis, or Selected cases and problems provide the forum for financing, organization and delivery systems in the applicable to all of them. Through the discussion of current cost concepts and their United States and other industrialized nations, use of text material, cases and both quantitative and applications and limitations. The aim is to develop processes of health and disease in individuals and qualitative assignments, students will hone their students¿ ability to analyze business problems and societies, and the moral and ethical issues facing knowledge of policy processes and limitations, and to make decisions concerning the appropriateness health-care decision makers are examined. develop assessment skills. of cost-accounting methods in specific situations. Credits: 3 Credits: 3 (45 CPE credits) Every Fall and Spring On Occasion The pre-requisite of ACC 501 or equivalent is required. PM 731 Managed Health-Care Systems PM 715 Privatization and the Contracting-Out of Credits: 3 An examination of the various forms of managed Public Services Cross-Listings: ACC 737, PM 722 health-care plans and organizations that addresses Governments, through elected officials, make On Occasion the financing, organization and delivery aspects of decisions concerning which services should be each form from a management perspective. The provided by the public and the private sectors. This PM 726 Internal Auditing purpose is to provide students with a knowledge course provides students with both the economic An examination of the principles of internal base from which to develop and implement and social basis for making judgments about the auditing as they apply to large corporate enterprise. effective management processes for managed care potential effectiveness of privatizing services in (45 CPE credits) services. Among the topics covered are the legal and different policy areas, such as education and health The pre-requisite of ACC 501 or equivalent is regulatory environment, public opinion, product care. The course provides general guidelines as to required. development and marketing, pricing and delivery the nature of the services that are most Credits: 3 strategies, reimbursement methods, utilization appropriately provided by the private sector. When Cross-Listings: ACC 735, PM 726 review, quality assurance and control, management the public sector is determined to be the On Occasion information systems, Medicare and Medicaid, and appropriate provider of a service, then government trends. PM 727 Financial Statement Analysis must determine whether to provide these services Credits: 3 itself or contract-out for the service. The course also An analysis of financial trends and corporate
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On Occasion PM 739 Long-Term Care Administration assessments and service delivery in settings serving This course examines the special administrative and the dying and bereaved. PM 732 Public Health and Regulation organizational methods, social systems and Credits: 3 An analysis of the role of government in the health population that are attributable to all kinds of On Occasion field, including concepts and practices in health residential and long term care facilities, as separate policy and regulation, especially the entities from acute care hospitals. It includes an PM 745 Health and Retirement Planning in Elder implementation of regulatory policy as it affects overview of the long term care continuum, Care health providers. including community care, management issues, The course addresses critical issues affecting health Credits: 3 Medicare and Medicaid, finance, pertinent laws and and retirement among older adults, and the Every Spring regulations, and patient/resident requirements and relationship between gerontology and legal estate
needs. Care and treatment standards will be planning issues at the core of our discussions. This PM 733 Economics of Health reviewed and discussed, as well as policy changes course examines estate, disability and retirement An examination of health-care delivery as an and government trends associated with the new planning tools used by elder law attorneys with economic activity. Focus is on determination of paradigm of aging in the 21st Century. analyses of laws, regulations and programs upon demand for health care and supply of services Credits: 3 which planning is based. Topics include advnaced available. Consideration of various methods for Every Spring directive, power of attorney, long-term care and achieving equilibrium in health care and Medicaid, long term care insurance, and planning government's role via licensure, regulation, PM 741 Fund Raising for asset distribution on death. financing, and planning. An examination of revenue strategies for not-for- Credits: 3 Credits: 3 profit organization fund-raising, including On Occasion On Occasion membership, donations, programs, foundations
and government agencies. The focus is on which PM 747 Nutrition Policy Across the Lifecycle PM 736 Quality Performance Management strategies work for what organizations, how to The purpose of this course is to examine the The course includes a study of external methods of identify organizational needs and appropriate relationships among food, nutrition and health for quality review, internal methods of assessing quality funding sources, and how to successfully petition adults in the context of public policy formation and (process and outcomes measurement and funding support. implementation at federal, state and local monitoring criteria), strategies for developing the Credits: 3 government levels. Of particular interest in this quality infrastructure and integrating it into a On Occasion examination are intended and unintended quality management program, the use of consequences for individuals of public policies on management information systems in quality, and PM 742 Grant/Proposal Preparation food availability, prices, consumption and health. the balancing of quality and costs. An introduction to the process of developing and The course reviews major areas of food and Credits: 3 writing a proposal for project funding and an nutrition policy at various levels of government as Every Fall examination of key management techniques and well as social and political forces that result in
decision tools needed to coordinate successfully the particular policies an din major changes in policy, PM 737 Mission-Based Marketing process of proposal development and for example recent revisions in the food pyramid. An examination of planning and marketing in implementation within an organization. Credits: 3 health-care, human service and non-profit Credits: 3 On Occasion organizations, including market research and On Occasion forecasting, application of research information and PM 761 Management of International planning principles, translation of goals into action PM 743 Aging Policy in the Community Organizations priorities, development of action plans, and This course examines the options including social A focus on structural and managerial issues within evaluation of results. supports, health care, housing and recreation that international organizations and an examination of Credits: 3 older community dwelling residents have. the tools needed to function within such an On Occasion Psychology, personality, gender, personal history, environment.
gentrification, residential segregation and policy Credits: 3 PM 738 Gerontology: The Process of Aging issues including economics are presented. Cross-Listings: PM 761, UN 694 The course examines the multidisciplinary field of Additionally, data pertaining to the aforementioned On Occasion gerontology and provides students with an overview items are examined. of the current "state-of-the-art" and the critical issues Credits: 3 PM 767 International Organization, The United and controversies that confront individuals as they On Occasion Nations and its Affiliated Agencies grow older. The course examines the theories, A study of the theories, origins, functions and processes and consequences of aging from both the PM 744 Bereavement: Psychological, Cultural and operations of international organizations. The individual and societal perspectives. A range of Institutional Perspectives principal organs of the United Nations, with issues are presented, including: physical, social, This course is designed to explore the stages and emphasis on the General Assembly and the Security psychological, health, family, race, ethnicity, gender, issues related to dying and grieving. Cultural Council, are examined. (Same as PM 767.) sexuality, retirement, economics, social work and diversities in the grieving process will be identified. Credits: 3 social policy. Comparisons among African Myths and ideas that inhibit, isolate and interfere Cross-Listings: PM 767, POL 642 American, White, Hispanic, Asian, and Native with the bereavement experience will be examined. On Occasion American are offered especially in view of unequal Political, medical, legal and ethical issues will be treatment and multiple disparities among analyzed. Students' values, attitudes and fears will PM 768 Contemporary Nationalism minorities. be explored in order to inform their interventions. An analysis of the phenomenon of nationalism: its Credits: 3 Social, cultural and personal issues that govern a historical roots in Europe; the emergence of new Every Fall person's reaction to death and dying will be states in the Third World and the post-Cold War period; and the struggle of states to achieve national highlighted. In addition, students will learn to design organizational structures for interdisciplinary identities and cultural, economic and political
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 114 LIU Brooklyn independence. Nonviolent as well as revolutionary- and the federal government receive due nationalist patterns are discussed as are the consideration. difficulties of achieving viable state-directed Credits: 3 national societies in the global order. (Same as PM Cross-Listings: ECO 651, PM 788, SOC 651, 768) URB 651 Credits: 3 On Occasion Cross-Listings: PM 768, POL 668 On Occasion
PM 770 International Economics A study of the theories of international trade and finance. Special attention is paid to comparative advantage and factor-proportion theories, problems of balance of payments, commercial policies and international monetary arrangements. Credits: 3 Cross-Listings: ECO 624, PM 770 On Occasion
PM 773 Comparative Economic Systems An examination of market and non-market systems. Attention is devoted to capitalism, socialism and communism. Discussion focuses on the institutions of U.S. capitalism and the problems of converting a planned economy, such as the former U.S.S.R., to a market system. The economic systems of Europe, China and Japan are studied. Credits: 3 Cross-Listings: ECO 669, PM 773 On Occasion
PM 780 Computer Technology Application to Metropolitan Affairs The use of computer technology in metropolitan matters. An overview of general applications with specific attention to geographic formation systems. Credits: 3 Cross-Listings: PM 780, URB 605 On Occasion
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
PM 787 The Role of Ethnicity in the Metropolis A consideration of the roles played by some of New York City's ethnic, cultural and national groups in the development of urban neighborhoods. Credits: 3 Cross-Listings: PM 787, URB 608 On Occasion
PM 788 Urban Economics An analysis of economic problems arising in the modern urban areas of the United States. Discussion centers around the causes of such problems and possible alternative solutions. Relationships among city and state governments
Page 115 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013
SCHOOL OF EDUCATION
LIU Brooklyn's School of Education prepares teachers, counselors, administrators and school psychologists for the challenges and the rewards of working in urban settings. Through rigorous and stimulating programs of study, students have the opportunity to work in urban schools and in a broad range of educational and/or mental health settings to: develop an inquiry stance toward practice; integrate theory and practice; and achieve high standards of practice. Graduates of our programs acquire the experiential knowledge that is essential for interacting with and guiding children and families in urban communities. All specialties, undergraduate and graduate, within the Teacher Education Program are accredited by the Teacher Education Accreditation Council (TEAC). Our programs are designed to ensure that our graduates keep pace with changes and innovations in their chosen fields. The School’s KEEPS Mission, its urban location and its nationally recognized faculty, make it an exciting place to study! Structures Within the School of Education The School of Education comprises two departments: Teaching, Learning and Leadership (TLL) and Counseling and School Psychology (CSP) departments. These departments provide educational opportunities leading to rewarding careers serving urban youth and families. TLL offers undergraduate and graduate degree programs in multiple teacher certification areas and educational leadership. CSP offers graduate programs in school counseling, mental health counseling, and school psychology. Our professors are experts in these fields, with a range of experience that enables them to bring best practices into the classroom. All programs incorporate fieldwork throughout the curriculum and draw upon long-term relationships with schools and organizations in New York City that offer placements that are well suited to students' needs and interests. Please consult the sections below describing in detail each department and its offerings. For information, please contact the Dean’s Office at 718-488-1055, fax 718-488-3472, or visit the website at www.liu.edu/brooklyn/soe. Find us on Facebook at www.facebook.com/groups/LIU.SOE.BK.
Cecelia Traugh Dean [email protected]
Amy Ginsberg Associate Dean [email protected]
Shinelle Romeo-Walcott Office Manager [email protected]
Kathleen Prince CSP Secretary [email protected]
Carolyn Patterson TLL Secretary [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 ethno-linguistic and racial minorities. to generate deep knowledge of academic texts, also provides opportunities to conduct Thus, many of its educators bring to the classroom children and learners, teaching practice, and one observations of student practice and to carry out the experiential knowledge of urban and minority another. Technology is used to increase research on the learning and development of communities, essential to educating the children connections and interrelatedness and thus support children, adolescents and adults. and families in those communities. The KEEPS the construction of knowledge. EMPATHY that rests on the human uniqueness mission is designed to help all urban educators We value knowledge constructed over time and and capacity to develop, as well as responsiveness meet rising academic standards, while also thus collect our work and that of the students with to the needs and interests of urban learners and meeting performance standards that are based on whom we work longitudinally. We actively use communities. LIU Brooklyn educators know that the experiences and life of urban schools and their our collections of work to deepen reflection and no two students are identical, as each person children. generate knowledge. We're responsible thinkers, comes with his or her own world of experiences KEEPS MISSION IN BRIEF capable of reflecting on our own work, forming and beliefs, innate talents and learned skills. We KEEPS: The desired qualities of LIU Brooklyn our own opinions, and using our knowledge to act believe in the potential of all students and seek to Educators. independently in socially responsible ways. help students build on their strengths and abilities. To carry on the important mission of the LIU ENQUIRY or the collective discipline of We are deeply committed to the idea that all Brooklyn School of Education, we value: observation, reflection, and non-judgmental learners are capable of reaching their own unique KNOWLEDGE and intellectual inquisitiveness description of children and their school work, as potential. As empathic and caring educators, we about children, schools and the world. well as descriptive inquiry of teaching and are interested in attending to each individual ENQUIRY, or the collective discipline of professional practice. student. To accomplish the goal of helping observation, reflection, and non-judgmental LIU Brooklyn educators value being active individual students grow, we seek to understand description of children and their school work, as inquirers, curious about social and natural the unique perspectives and backgrounds of our well as descriptive inquiry of teaching and phenomena, able to imagine, and to invent. We're students and their social context, and work within professional practice. seriously reflective, and take time to study, reflect their frames of reference to help them accomplish EMPATHY that rests on the human uniqueness on words and texts, observe, research, collect what they seek. The curriculum of the School of and capacity to develop, as well as responsiveness work. We observe learners and their work closely Education uses collective inquiry, collaborative to the needs and interests of urban learners and and are able to describe them accurately while group work, and interactive dialogue journals to communities. withholding judgment. We also value description create a caring community of learners. From the PLURALISM and attention to differences and and reflective review of our own teaching practice. very beginning, the curriculum includes field- to inclusion of all in the learning community of We attach great importance to our ability as a based practices with individual children and schools and the wider community. group to inquire collectively into these matters and families, building up the close familiarity that is SOCIAL COMMITMENT and the building of to include the voices of all members of the required for empathy. a just and democratic society. learning community, regardless of rank or The curriculum also develops students' KEEPS MISSION IN DEPTH function. We value acknowledging the range of ethnographic skills to study communities and to KNOWLEDGE and intellectual inquisitiveness attitudes, beliefs, experiences, knowledge and build transcultural understanding and empathy. about children, schools and the world. lenses of the group involved in the collective PLURALISM and attention to differences and LIU Brooklyn educators are intellectually inquiry, and we look for the common threads as to inclusion of all in the learning community of rooted in the liberal arts, sciences, and pedagogy. community is shaped. We use our collective schools and in the wider community. We value knowing about the world, its people, inquiry to shape community and to create LIU Brooklyn educators value the sociocultural languages and cultures, its natural and physical knowledge as a base for action, review, and and sociolinguistic pluralism of a global world, aspects, and its texts. We attach special importance constant regeneration and transformation. and especially of New York City's children and to how to use that knowledge to teach others and The School of Education's curriculum includes communities. We strive to acquire the different work with urban children and adolescents in specific courses that develop the foundational experiential knowledge bases that diverse schools. discipline of collective descriptive inquiry as it communities have, to find commonalities in the The curriculum of the School of Education applies to children, classrooms, and schools, and it human experience, and to shape a transcultural advances this value by deepening the provides ample opportunity to practice descriptive learning context, a third space, that is inclusive of understanding acquired in liberal arts and sciences inquiry both in college classrooms and in schools. differences. We attach importance to general education and major courses and We read the best literature available, supporting understanding the sociohistorical and sociocultural contextualizing that knowledge through the world the development of educators' habits of being contexts of diverse groups, most especially of of schools and that of their clients -- children and active inquirers, remaining "wide awake" in the African-American and Latino communities, adolescents, families, as well as teachers and other words of Maxine Greene, being attentive to groups who are historically underrepresented in school professionals. Foundational courses are differences, and being able to withhold judgment. the U.S. overall, and yet overrepresented in interdisciplinary, attempting to deepen the This creates an inclusive space with an expanded Brooklyn schools, and we use this knowledge in multifaceted knowledge needed in the acts of range of possibilities, enabling our capacity both to teaching. We also value ethnographic processes of
Page 117 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013 observation and participation that enable us to gain Center for Urban Educators (CUE) understanding of the complex and dynamic School of Education Resourses CUE’s Mission pluralism of communities. The mission of the Center for Urban Educators The curriculum of the School of Education The School of Education is also home to the (CUE) is the reform of urban teacher education. advances this value by recognizing ethnic, racial, Learning Center for Educators & Families The vision of teaching and schools guiding the gender, language, and ability differences, and by (LCEF), a Teacher Resource Center, and the Center’s work is one that supports teachers as framing issues of child development, language and Center for Urban Education. socially responsible people who are intellectually literacies, and teaching and learning within Learning Center for Educators & Families engaged and act as advocates of children, parents, sociocultural and sociohistorical contexts. All (LCEF) and their communities. The Center works within courses in the School of Education's curriculum The Learning Center for Educators & Families the School of Education of LIU Brooklyn and in pay particular attention to the education of learners (LCEF) is the off-campus extension of LIU partnership with New York City public schools. with disabilities and those who are bilingual, Brooklyn's School of Education. LCEF provides a CUE’s Philosophy bidialectal, or learning English. While developing supportive environment for prospective and CUE’s core values are beliefs in human knowledge of specific skills and approaches practicing teachers, which allows them to hone capacity and worth and in the importance of needed to educate different groups of learners, for their skills. In service of these aims, LCEF educating for democracy. The Center puts diverse different purposes, and in different contexts, we provides meeting space for the School of perspectives and experiences alongside each other also develop strategies for inclusion of all learners. Education faculty and for groups of teachers from with the aim of getting beyond convention and SOCIAL COMMITMENT and the building of the NYC schools to collaborate and work on creating new possibilities for teaching. In order to a just and democratic society. various projects together. create these opportunities, CUE supports LIU Brooklyn educators are committed to The classrooms at LCEF are used exclusively educators’ use of observation, description, and making sure that all students, regardless of race, by education faculty members, so they can create story as ways of generating understanding out of class, gender, language, sexual orientation or positive learning environments, which can be the lived experiences of teaching and learning. abilities, receive equitable educational services. replicated in the classrooms of the teachers and the CUE incorporates descriptive inquiry to enact its We value the importance of inclusion in education future classrooms of the pre-service teachers. The values. and the merits of children from diverse educational faculty work to make it a place where theory and The CUE Community and ethnic backgrounds learning together. We what it means to become a teacher converge with In its efforts to further its mission, CUE has understand the relationship between our practice in a supportive risk-free environment. The developed a multi-faceted community of future educational and social roles, as we advocate for students engage in inquiry-based study in the teachers, university professors, and teachers and children and learners and the transformation of reading, science, math and social studies methods administrators in public schools. CUE works with classrooms and schools, toward the building of a classes that meet at LCEF. New York City public schools, forms better and more just world. In addition, we require LCEF has a state of the art computer lab as well collaborations with educators both within and that students demonstrate academic integrity, as Smart Boards thus enabling faculty and students beyond LIU Brooklyn and supports publications professional responsibility and ethical behavior in to use technology in a meaningful way in their and the annual CUE conference. their scholarship and practice. own studies as well as developing relevant The School of Education's curriculum has curriculum for their own classrooms. strong field-based practices and develops The Family University (FUN) After School democratic plural communities of learners and Program for the children of LIU Brooklyn students educators who are actively engaged in the is housed at LCEF and provides a setting for transformation of urban schools and classrooms. teacher education students to see creative arts and The curriculum prepares educators for social community-building activities in action. It is used action, empowering them to transform practices, as a fieldwork site for students in education, social curricula, and schools, so as to build a more just work, music and art programs. The children’s world. presence in the building alongside the teacher education students serves as a reminder that theory and practice can be integrated. Teacher Resource Center The Teacher Resource Center (Pratt #250 and LCEF), part of LIU Brooklyn's School of Education. The Teacher Resource Center was created to provide the resources and workshops to help new teachers feel more successful in their classrooms. Materials are available to instructors as well. The Center, open Monday through Thursday, from 3 p.m. to 7 p.m. (Fall/Spring/Summer semesters), welcomes students and instructors to come in and browse, get work done, use the computers, have a cup of tea or coffee, and meet with other teachers. A teacher resource center annex is housed in LCEF.
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COUNSELING AND SCHOOL undergraduate or previous graduate grade point vocational experiences that have contributed to average below 3.0 will be eligible for limited their desire to pursue graduate study in PSYCHOLOGY matriculation and permission to register for up to 6 counseling and questions pertaining to their credits during their first semester. During that educational and career goals. Professor Nass semester, these students are interviewed and their • Applicants are provided with clinical vignettes Associate Professors Ginsberg (Associate Dean), applications more thoroughly assessed to and asked questions pertaining to their thinking Jacobs, Lieberman, Livanis (Chair), Short determine if they will be accepted into the about them. Assistant Professors Mulligan, Williams program, either for limited for full matriculation. Time is also allotted for applicants to ask Adjunct: 15 When a student’s status is changed, the department questions of the faculty about the program and the The Department of Counseling and School notifies the Admissions office. University. Psychology strives to inspire graduates to become Application Materials Applicants are evaluated on verbal and non- effective and compassionate professionals who All candidates must submit the following: verbal communication skills, interpersonal bring positive change to the communities they • A completed LIU Brooklyn graduate interaction, and appropriateness of responses. serve. The Department is committed to affording admissions application, including a personal The Review and Notification Process access to professional graduate study to statement Graduate applications are submitted to the LIU individuals of all backgrounds; to providing • Official transcripts of all undergraduate and Brooklyn Admissions Office and forwarded to the quality education and training that prepare students graduate study department once they are complete. The to work in a variety of settings, primarily in the • A current resume (curriculum vitae) application form, personal statement, all urban community; and to tailoring instruction and • Two letters of recommendation from persons transcripts, letters of recommendation, and resume providing individual assistance to help students familiar with the applicant’s work or academic must be received by Admissions before the meet high standards of knowledge, skills and performance (i.e., employer, supervisor, former applicant review process begins. dispositions. These three pillars — access, quality professor). On a monthly basis, the program faculty and tailored instruction — are the foundation upon Application Review Criteria reviews completed applications that have been which the Department rests. G.P.A.: A minimum grade point average of 3.0 forwarded from Admissions to the department. The Department of Human Development and from undergraduate or previous graduate study is The department then contacts applicants whom Leadership offers the following programs: required for full matriculation. Applicants with a they have selected to be interviewed and • School Counseling (M.S.Ed., Advanced 2.50 – 3.0 G.P.A. are considered for limited interviews are scheduled. The remaining Certificate) matriculation. If admitted with limited applicants are notified that they are not accepted. • Bilingual School Counseling (M.S.Ed., matriculation status, students may take a Applicants who are not accepted may request Advanced Certificate) maximum of 6 credits each semester for two recommendations for strengthening their • Mental Health Counseling (M.S., Advanced semesters and must attain an overall grade point application for future submission. Applicants who Certificate) average of 3.0 to continue in the program and seek to be reconsidered for acceptance in a future • School Psychology (M.S.Ed., optional become fully matriculated. After 12 credits on semester may submit an updated application at that specializations in early childhood and bilingual) limited matriculation status, students with under a time, with indication in the personal statement of
3.0 grade point average may not be permitted to how the applicant responded to the direction continue in the program. provided by the faculty when not previously COUNSELING PROGRAMS Writing: A personal statement of 500 words or accepted to the program.
less is analyzed in terms of both content and prose. Within approximately one month after being ADMISSIONS REQUIREMENTS The successful applicant demonstrates an interviewed, applicants are informed of their Deadlines & Important Dates understanding of what has led them to pursue acceptance status. Applications are considered through a modified graduate study in counseling. Educational and Submitting an Application for Admission rolling admissions process. To be considered for career goals are expected to be consistent with our All applicants must apply for admission to LIU full matriculation in the fall semester, applications program mission and curriculum. Organization, Brooklyn. Please apply online at My LIU or use must be submitted by June 1st of the previous cogency, and grammar are taken into the Apply Now link in the top navigation bar of spring. To be considered for full matriculation in consideration, with a well organized, well- the campus’ website. For more information on the the spring semester, applications must be reasoned, grammatically accurate written admissions process, visit the Office of Admissions submitted by November 1st of the previous fall. presentation required for admission. website or call 718-488-1011. These deadlines permit the review process to occur Resume/Vitae: Applicants’ experiences PROGRAM REQUIREMENTS in its entirety, which includes both a thorough (including volunteer work and training in addition Continued enrollment in this program is examination of the application materials and an to employment experience) should demonstrate in contingent upon: applicant interview. breadth and/or depth a developed commitment to • Maintenance of a 3.0 Grade Point Average Applications that are received after these dates serving others in a helping capacity. • Prompt resolution of any INC or UW Grades (i.e., June 1 for fall admission; Nov 1 for spring Interview • Satisfactory student disposition in the areas of admission) are considered for limited After a thorough examination of application attendance, preparedness, attitude toward matriculation on a provisional basis. Late materials, program faculty interview selected learning, response to feedback, reflectiveness, applicants with an undergraduate and/or previous applicants, often in small groups. Interviews take classroom engagement and participation, graduate grade point average of 3.0 or above may place throughout most months of the fall and expressive coherence, and professionalism. be accepted on a limited matriculation basis and spring semesters and in early summer. Morning, Each of these requirements is addressed in permitted to take up to 12 credits (a full load of afternoon, evening and weekend interviews are greater depth in the Counseling Student Handbook courses) during their first semester. During that arranged. Interviews are one hour in length. provided to all students upon enrollment in the semester, these students are interviewed and their Interviews typically consist of two parts, each program. These requirements are also addressed in applications more thoroughly assessed to approximately 30 minutes in length: a student orientation that occurs at the start of each determine if they will be accepted for full • Applicants respond to questions pertaining to fall and spring semester. matriculation. Late applicants with an their individual, relational, educational, and
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SCHOOL COUNSELING AND CSP 649 Counseling Theories and 3.00 Certificate in School Counseling is registered with Applications the New York State Education Department as BILINGUAL SCHOOL satisfying the educational requirements for CSP 652 Human Development 3.00 provisional certification as a school counselor. COUNSELING Across the Lifespan Permanent certification requires a total of 60 JOB OPPORTUNITIES AND CAREER CSP 654 Counseling Skills & 3.00 credits and two years experience as a school TRENDS Processes counselor.
State-certified school counselors and bilingual CSP 659 Counseling and A 3.00 School Counselor Advanced Certificate school counselors are uniquely qualified to address Pluralistic Society students’ academic, personal/social and career Requirements development needs by designing, implementing, CSP 660A Group Work 3.00 All of the following courses are required: CSP 661A School Counseling 3.00 evaluating and enhancing a comprehensive school CSP 668A Assessment and 3.00 Practicum counseling program that promotes and enhances Diagnosis in Counseling student success. School counselors are essential Diverse Populations CSP 665A School Counseling 6.00 members of the education community. School Internship I counselors help students achieve academically, CSP 682 Career Development and 3.00 develop both personally and socially, and consider Counseling CSP 666A School Counseling 6.00 future educational and career avenues. If you are All of the following specialty courses are Internship II interested in a challenging career within the required: CSP 705 Foundations of School 3.00 educational system outside of the classroom, and CSP 705 Foundations of School 3.00 Counseling you want to make a real difference in the lives of Counseling young people, you will find a career in school CSP 708 School Counseling 3.00 counseling to be enjoyable and gratifying. CSP 708 School Counseling 3.00 Research, Program Professional school counselors are employed in Research, Program Development and all levels of K-12 school systems. According to the Development and Evaluation Evaluation Occupational Outlook Handbook, 2010-11 CSP 711 Advocacy, Leadership, 3.00 Edition, employment for school counselors is CSP 711 Advocacy, Leadership, 3.00 Collaboration and expected to grow by 14 percent between 2008 and Collaboration and Consultation in School 2018, which is faster than the average for all Consultation in School Counseling occupations. “States require elementary schools to Counseling employ counselors. Expansion of the All of the following specialty practice courses responsibilities of school counselors also is likely M.S.Ed. in Bilingual School are required: to lead to increases in their employment. For CSP 661A School Counseling 3.00 Counseling example, counselors are becoming more involved Practicum in crisis and preventive counseling, helping The 51-credit M.S.Ed. in Bilingual School students deal with issues ranging from drug and CSP 665A School Counseling 6.00 Counseling provides students with core knowledge alcohol abuse to death and suicide.” Internship I in professional issues and ethics, counseling theories, human development, counseling skills, CSP 666A School Counseling 6.00 group work, assessment, and career development. M.S.Ed. in School Counseling Internship II Building upon these core content areas, the
The 48-credit M.S.Ed. program in school bilingual school counseling program focuses counseling provides students with core knowledge Advanced Certificate in School specifically on the development of knowledge and in professional issues and ethics, counseling skills necessary to work in today’s schools: theories, human development, counseling skills, Counseling contemporary practice of school counseling, group work, assessment, and career development. school-based research, program development and The 24-credit Advanced Certificate in School Building upon these core content areas, the school evaluation, advocacy, leadership, collaboration, Counseling is for students who already have a counseling program focuses specifically on the consultation, and counseling ethno-linguistically master’s degree in counseling and wish to meet the development of knowledge and skills necessary to diverse students and families. Our 51-credit educational requirements to become certified as a work in today’s schools: contemporary practice of M.S.Ed. in Bilingual School Counseling is school counselor. To enter this program, students’ school counseling, school-based research, program registered with the New York State Education graduate transcript in counseling must reflect development and evaluation, advocacy, leadership, Department as satisfying the educational coursework in professional issues and ethics, collaboration and consultation. Our 48-credit requirements for provisional certification as a social and cultural diversity, human growth and M.S.Ed. program in school counseling is school counselor and the bilingual extension for development, career development, helping registered with the New York State Education practice as a bilingual school counselor. relationships, group work, and assessment. Department as satisfying the educational The New York City Department of Education Building upon these core content areas, the school requirements for provisional certification as a has created a Graduate Scholarship Program to counseling advanced certificate program focuses school counselor. address the staffing needs in critical shortage areas specifically on the development of knowledge and and to improve the delivery of service to New skills necessary to work in today’s schools: School Counselor Master of Science in York City Public School students. This scholarship contemporary practice of school counseling, Education Requirements program prepares participants to serve in the areas school-based research, program development and All of the following core courses are required: of Bilingual Special Education, Monolingual and evaluation, advocacy, leadership, collaboration Bilingual Speech Language Pathology/Audiology, CSP 615 Professional Issues and 3.00 and consultation. As with our master’s degree in Monolingual and Bilingual Visually Impaired, Ethics in Counseling school counseling, our 24-credit Advanced
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Bilingual Guidance Counselor, Bilingual School CSP 665B Bilingual School 6.00 CSP 726 Counseling 3.00 Psychology, and Bilingual Social Worker. The Counseling Internship I Ethnolinguistically scholarship program offers uncertified candidates Diverse Students and CSP 666B Bilingual School 6.00 a traditional path to certification by way of a Families Counseling Internship II master's degree in a traditional teaching or clinical shortage area. The primary objective of the scholarship program is to provide full tuition Advanced Certificate in Bilingual payments to eligible students enabling them to obtain New York State certification and to seek a School Counseling rewarding career in education. Successful program The 18-27-credit Advanced Certificate Program candidates are required to provide service in a in Bilingual School Counseling is for students who high-need New York City Public Schools upon already have a master’s degree in counseling and completion of the program. Two (2) years of wish to meet the educational requirements to service is required for every year the scholarship is become certified as a school counselor with the awarded. Additional information on the Graduate bilingual extension. To enter this program, Scholarship Program is available at students’ graduate transcript in counseling must www.teachnycprograms.net. reflect coursework in professional issues and
ethics, social and cultural diversity, human growth Bilingual School Counselor Master of and development, career development, helping Science in Education Requirements relationships, group work, and assessment. All of the following core courses are required: Building upon these core content areas, the CSP 615 Professional Issues and 3.00 bilingual school counseling advanced certificate Ethics in Counseling program focuses specifically on the development CSP 649 Counseling Theories and 3.00 of knowledge and skills necessary to work in Applications today’s schools: contemporary practice of school counseling with ethno-linguistically diverse CSP 652 Human Development 3.00 students and families, school-based research, Across the Lifespan program development and evaluation, advocacy, CSP 654 Counseling Skills & 3.00 leadership, collaboration and consultation. Along Processes with a master’s degree in counseling, our 18-27- credit Advanced Certificate Program in Bilingual CSP 659 Counseling and A 3.00 School Counseling is registered with the New Pluralistic Society York State Education Department as satisfying the CSP 660A Group Work 3.00 educational requirements for provisional certification as a school counselor and the CSP 668A Assessment and 3.00 bilingual extension for practice as a bilingual Diagnosis in Counseling school counselor. Permanent certification requires Diverse Populations a total of 60 credits and two years experience as a CSP 682 Career Development and 3.00 school counselor. Counseling Bilingual School Counselor Advanced All of the following specialty courses are Certificate Requirements required: All of the following courses are required: CSP 705 Foundations of School 3.00 CSP 661B Bilingual School 3.00 Counseling Counseling Practicum CSP 708 School Counseling 3.00 CSP 665B Bilingual School 6.00 Research, Program Counseling Internship I Development and Evaluation CSP 666B Bilingual School 6.00 Counseling Internship II CSP 711 Advocacy, Leadership, 3.00 Collaboration and CSP 705 Foundations of School 3.00 Consultation in School Counseling Counseling CSP 708 School Counseling 3.00 CSP 726 Counseling 3.00 Research, Program Ethnolinguistically Development and Diverse Students and Evaluation Families CSP 711 Advocacy, Leadership, 3.00 All of the following specialty practice courses Collaboration and are required: Consultation in School CSP 661B Bilingual School 3.00 Counseling Counseling Practicum
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MENTAL HEALTH CSP 709 Research, Evidence- 3.00 M.S. in Mental Health Based Practice and COUNSELING Program Evaluation Counseling JOB OPPORTUNITIES AND CAREER CSP 712 Psychopathology and 3.00 TRENDS The 60-credit M.S. in Mental Health Psychopharmacology Counseling provides students with core knowledge Mental Health Counseling is a distinct A total of 12 units of electives is required. profession with national standards for education, in professional issues and ethics, counseling theories, human development, counseling skills, training and clinical practice. The New York Advanced Certificate in Mental Mental Health Counselors Association is the state group work, assessment, and career development. organization that represents the interests of the Building upon these core content areas, the mental Health Counseling clinical counselors of New York State. As stated in health counseling program focuses specifically on the Occupational Outlook Handbook, 2010-11 the development of knowledge and skills The 24-credit Advanced Certificate Program in Edition, mental health counselors work with necessary to work in a variety of clinical settings: Mental Health Counseling is for students who individuals, families, and groups to address and foundations of mental health counseling, research, already have a master’s degree in counseling and treat mental and emotional disorders and to evidence-based practice, program evaluation, wish to meet the educational requirements to promote mental health. They are trained in a psychopathology, and psychopharmacology. Our become licensed as a mental health counselor. To variety of therapeutic techniques used to address 60-credit M.S. in Mental Health Counseling enter this program, students’ graduate transcript in issues such as depression, anxiety, addiction and satisfies the educational requirements for the New counseling must reflect coursework in professional substance abuse, suicidal impulses, stress, trauma, York State mental health counselor license issues and ethics, counseling theories, human low self-esteem, and grief. They also help with job (LMHC). Upon completion of these educational development, counseling skills, group work, and career concerns, educational decisions, mental requirements, 3,000 hours of supervised assessment, and career development. Building and emotional health issues, and relationship experience in the practice of mental health upon these core content areas, the mental health problems. In addition, they may be involved in counseling and a passing grade on the National counseling advanced certificate program focuses community outreach, advocacy, and mediation Clinical Mental Health Counseling Examination specifically on the development of knowledge and activities. Some specialize in delivering mental (NCMHCE) are required for licensure. skills necessary to work in a variety of clinical health services for the elderly. Mental health settings: foundations of mental health counseling, counselors often work closely with other mental Mental Health Counselor Master of research, evidence-based practice, program health specialists, such as psychiatrists, Science Requirements evaluation, psychopathology, and psychologists, clinical social workers, psychiatric All of the following core courses are required: psychopharmacology. Along with a master’s degree in counseling, our 24-credit Advanced nurses, and school counselors. CSP 615 Professional Issues and 3.00 Certificate Program in Mental Health Counseling Mental health counselors work in community Ethics in Counseling health and social service organizations, day satisfies the educational requirements for the New CSP 649 Counseling Theories and 3.00 treatment programs, outpatient mental health York State mental health counselor license Applications clinics, hospitals, or private practice. Mental (LMHC). Upon completion of these educational requirements, 3,000 hours of supervised Health Counselors are highly skilled professionals CSP 652 Human Development 3.00 experience in the practice of mental health who provide a full range of services including: Across the Lifespan assessment and diagnosis, psychotherapy, counseling and a passing grade on the National CSP 654 Counseling Skills & 3.00 treatment planning and utilization review, brief Clinical Mental Health Counseling Examination Processes and solution-focused therapy, alcoholism and (NCMHCE) are required for licensure. substance abuse treatment, psycho-educational and CSP 659 Counseling and A 3.00 Mental Health Counselor Advanced prevention programs, and crisis management. If Pluralistic Society you are interested in a challenging career working Certificate Requirements CSP 660A Group Work 3.00 with individuals, groups, couples, families, the All of the following courses are required: young and the elderly, and you want to help people CSP 668A Assessment and 3.00 CSP 661M Mental Health Counseling 3.00 lead more fulfilling lives, you will find a career in Diagnosis in Counseling Practicum mental health counseling to be enjoyable and Diverse Populations gratifying. CSP 665M Mental Health Counseling 6.00 CSP 682 Career Development and 3.00 According to the Occupational Outlook Internship I Counseling Handbook, 2010-11 Edition, employment for CSP 666M Mental Health Counseling 6.00 All of the following specialty practice courses mental health counselors is expected to grow by 24 Internship II percent between 2008 and 2018, which is much are required: faster than the average for all occupations. “Under CSP 661M Mental Health Counseling 3.00 CSP 706 Foundations of Mental 3.00 managed care systems, insurance companies Practicum Health Counseling increasingly are providing for reimbursement of CSP 665M Mental Health Counseling 6.00 CSP 709 Research, Evidence- 3.00 counselors as a less costly alternative to Internship I Based Practice and psychiatrists and psychologists. In addition, there Program Evaluation has been increased demand for mental health CSP 666M Mental Health Counseling 6.00 CSP 712 Psychopathology and 3.00 services as individuals become more willing to Internship II Psychopharmacology seek help.” All of the following specialty courses are
CNNMoney.com ranked Mental Health required: Counselor number 33 of the top 50 Best Jobs in CSP 706 Foundations of Mental 3.00 America, based on average salary ($53,150) and Health Counseling projected 10-year job growth (27.18%).
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SCHOOL PSYCHOLOGY School Psychologist's website at school climate; prevention, crisis intervention and www.nasponline.org. mental health interventions; home-school ABOUT THE FIELD OF SCHOOL In 2009, U.S. News and World Report named collaboration; research and program evaluation; PSYCHOLOGY school psychology one of the top ten "hot and information technology. Our 60-credit M.S.Ed School psychologists work with students professions". Many school psychologists in the Program in School Psychology is registered with individually and in groups. They also develop field are retiring, creating a demand for qualified the New York State Education Department as programs to train teachers and parents about school psychologists to take their place (see satisfying the educational requirements for effective teaching and learning strategies, www.usnews.com/money/careers/articles/2008/12/ provisional certification as a school psychologist. techniques to manage behavior at home and in the 11/best-careers-2009-school-psychologist.html). In addition to the requirements for the general classroom, working with students with disabilities ADMISSIONS REQUIREMENTS School Psychology degree, students may elect to or with special talents, addressing abuse of drugs • B.A. or B.S. degree from an accredited college, take one or both of two specializations, each of and other substances, and preventing and with a 2.75 G.P.A. which entails another 6 credits of course work: managing crises. In addition, most school • Individuals with or without a background in 1. Early Childhood Specialization prepares school psychologists provide the following services: psychology or education are encouraged to psychologists to work with infants, toddlers and Consultation apply. preschoolers and their families. This sequence • Collaborate with teachers, parents, and • A written statement of professional goals, consists of two three-credit courses: one that administrators to find effective solutions to including rationale for why the candidate has covers the administration and interpretation of learning and behavior problems. chosen the field of school psychology infant assessment instruments, and one that • Help others understand child development and • Two professional letters of reference from explores current theory and research in infant how it affects learning and behavior. academic instructors or professional development. This specialization does not lead • Strengthen working relationships between supervisors. to a separate New York State certification, but teachers, parents, and service providers in the Based on the information that the candidate is designed to help our graduate students community. provides, as well as space limitations, a select acquire the knowledge base and practical skills Evaluation number of students will be interviewed. for working with a particularly sensitive • Evaluate eligibility for special services. SUBMITTING AN APPLICATION FOR population. • Assess academic skills and aptitude for ADMISSION 2. Bilingual Specialization prepares school learning. All applicants must apply for admission to LIU psychologists to work with linguistically • Determine social-emotional development and Brooklyn. Please apply online at My LIU or use diverse children and their families. It includes mental health status. the Apply Now link in the top navigation bar of two three-credit courses: a course in bilingual • Evaluate learning environments. the campus’ website. For more information on the education and a course in bilingual assessment. Intervention admissions process, visit the Office of Admissions Students who wish to be certified as bilingual • Provide psychological counseling to help website. school psychologists must also receive passing resolve interpersonal or family problems that PROGRAM REQUIREMENTS scores on the Bilingual Education Assessment interfere with school performance. Continued enrollment in this program is Test (BEA) of the New York State Teacher • Work directly with children and their families contingent upon: Certification Exams (NYSTCE), or the to help resolve problems in adjustment and • Maintenance of a 3.0 Grade Point Average previously administered Target Language learning. • Prompt resolution of any INC or UW Grades Proficiency Assessment (TLPA). Information • Provide training in social skills and anger • Satisfactory professional dispositional reviews regarding the BEA exam can be found at: management. in the areas of attendance, preparedness, www.nystce.nesinc.com/NY_viewSG_opener.a • Help families and schools manage crises such attitude toward learning, response to feedback, sp. (It is recommended that students take the as death, illness, or community trauma. reflectiveness, classroom engagement and exam after they have taken and completed TAL Prevention participation, expressive coherence, and 823.)
• Design programs for children at risk of failing professionalism. at school. Each of these requirements is addressed in greater School Psychologist Master of Science • Promote tolerance, understanding, and depth in the School Psychology Student Handbook in Education Requirements appreciation of diversity within the school provided to all students upon enrollment in the The following courses are required: community. program. These requirements are also addressed in Developmental Sequence - 6 credits a Student Orientation that occurs at the start of • Develop programs to make schools safer and CSP 633 Developmental 3.00 each fall and spring semester. more effective learning environments. Psychology
• Collaborate with school staff and community TAL xxx TAL graduate-level 3.00 agencies to provide services directed at M.S.Ed. in School Psychology elective improving psychological and physical health. • Develop partnerships with parents and teachers The 60-credit M.S.Ed. Program in School Diagnostic Sequence - 9 credits Psychology provides students with core to promote healthy school environments. CSP 650 Developmental 3.00 knowledge and skills necessary to work in today’s Research and Planning Psychopathology • Evaluate the effectiveness of academic and schools. Specifically our program has outlined ten CSP 651 School Neuropsychology 3.00 behavior management programs. competencies based on what was delineated by the • Identify and implement programs and strategies National Association of School Psychologists CSP 702 Diagnosis of Learning 3.00 to improve schools. (NASP). Those include: data-based decision- Problems • Use evidence-based research to develop and/or making; consultation and collaboration; effective Assessment Sequence - 15 credits recommend effective interventions. instruction; socialization and the development of CSP 704 Research and 3.00 For more information on the field of school life-skills; student diversity in development and Measurement in counseling, visit the National Association of learning; school and systems organization; policy development and the development of appropriate Education
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CSP 721A Cognitive Asssessment I 3.00
CSP 721B Cognitive Assessment II 3.00
CSP 722A Personality Assessment I 3.00
CSP 722B Personality Assessment II 3.00 Intervention Sequence - 15 credits CSP 655 Applied Behavior 3.00 Analysis I
CSP 703 Parent Consultation and 3.00 Intervention
CSP 714 Educational Consultation 3.00 in Multicultural School Settings
CSP 720 Community School 3.00 Psychology
CSP 799 Individual and Group 3.00 Counseling Practices in School Settings Fieldwork and Professional Issues Sequence - 15 credits CSP 680A Issues in School 3.00 Psychology
CSP 680B Fieldwork in School 3.00 Psychology I
CSP 680C Fieldwork in School 3.00 Psychology II
CSP 781A, Internship in School 3.00 781B, Psychology I - General, or Biingual or Early 781C Childhood
CSP 782A, Internship in School 3.00 782B, Psychology II - General, or Bilingual or Early 782C Childhood Students who wish to specialize in bilingual school psychology should take the bilingual internship courses (CSP 781B and CSP 782B) and are also required to take TAL 823 and CSP 724. Students who wish to specialize in early childhood school psychology should take the early childhood internship courses (CSP 781C and CSP 782C) and are also required to take CSP 723 and CSP 733.
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Counseling and School CSP 607 Independent Research in Counseling CSP 649 Counseling Theories and Applications Under the guidance of a faculty member, students Counseling theories and techniques and their Psychology Courses select a topic or question of interest to investigate application within a diverse society are presented. in depth. Students conduct a thorough literature Students will explore the major theories of
review and devise a qualitative or quantitative study counseling and psychotherapy, including CSP 502 Substance Abuse: Prevention and that would contribute to existing knowledge in the psychoanalytic, person-centered, existential, reality, Intervention area. The submission of a complete proposal, behavioral, cognitive, multicultural, racial identity, A course is designed to equip the counselor with including rationale, literature review, sample feminist, and family systems, amongst others. the knowledge to help persons with substance abuse population chosen, methods, and procedure, is Credits: 3 problems. The course reviews the historical required. Every Fall and Spring background of substance abuse and dependency; The pre-requisites of CSP 615, 652, 654 and HDL studies the psychological, social, pharmacological 649 are required. CSP 650 Developmental Psychopathology and legal aspects of substance abuse; recognizes that Credits: 3 The major mood disorders in children and alcohol dependency can become an adaptive Rotating Basis adolescents will be reviewed, with a specific focus response; and develops an awareness in the student on anxiety, depression and bipolar conditions. of the important role of prevention. CSP 615 Professional Issues and Ethics in There will be an emphasis on specific school related The pre-requisites of CSP 615, 649, 652 and 654 Counseling problems, such as social withdrawal, school phobia, are required. An overview of professional orientation and ethical eating disorders, social adjustment and peer Credits: 3 practice. Introduction to the history and problems, and suicide. Attention will also be given Rotating Basis philosophy of the profession, professional roles and to reviewing other interfering behaviors such as
organizations, and credentialing issues and selective mutism, suicidal ideation, and gang CSP 503 Counseling Women processes. An exploration of ethical standards of violence. Consideration will be given to cultural A consideration of the issues involved in counseling the ACA and related entities and applications of and social factors in making diagnoses and women in our contemporary, diverse society. ethical and legal considerations in professional developing therapeutic interventions. The role of The pre-requisites of CSP 615, 649, 652 and 654 counseling. the school psychologist will be explored as well as are required. Credits: 3 assessment issues inherent in diagnosing Credits: 3 Every Fall and Spring psychopathology. Rotating Basis TARGETED FIELDWORK REQUIREMENT: CSP 633 Developmental Psychology CSP 504 Approaches to Human Sexuality Students are expected to administer the following This course is intended to review the different An examination of the origins, forms and instruments: Conners Comprehensive Behavior stages of human development from birth to age 21. applications of human sexuality; alternative sexual Rating Scales, Reynolds Child Manifest Anxiety It includes a review of different perceptions and preferences and lifestyles, psychological and Scale, the Reynolds Child Depression Inventory, conceptions of development and an exploration of sociological implications of the sexual drive, sexual Reynolds Suicide Scale, Beck Youth Inventories, the historical evolution of such perspectives. The dysfunction, research in human sexuality, and and Piers-Harris Self-Concept Scale, Symptom emotional, cognitive, social and physical challenges applications to counseling and mental health Checklist-90-R (SCL-90-R) as well as other that children face as they grow older will be service settings. assessment methods. After these scales are reviewed. Major developmental theories and The pre-requisites of CSP 615, 649, 652 and 654 administered, students will be required to research findings will be presented such as Neo- are required. incorporate theories and research findings from Piagetian theory, racial identity development Credits: 3 reading and will be expected to set socio-emotional theory, developmental theories based on LGBT Rotating Basis goals, and develop sample treatment plans. 40 issues, immigration issues and second language hours. CSP 518 Play Therapy issues. Theorists such as Bronfenbrenner, Kohlberg, Credits: 3 A survey of methods, materials and techniques for Gardner, and Erickson will also be reviewed. Every Spring working with children. Consideration of different Three credits. approaches and the therapeutic use of play. Credits: 3 CSP 651 Educational Neuropsychology The pre-requisites of CSP 615, 652, 654 and HDL Every Fall This course will provide an examination of neural
649 are required. anatomy and brain functions that are most CSP 639 Youth Culture and the Urban Credits: 3 important in the acquisition of reading, writing and Environment Rotating Basis math skills. Mechanisms such as attention, A contextual exploration of today''s youth in the executive functions, and working memory will be CSP 605 Domestic Violence: Violence and the urban environment with attention to the process of explored, and their neurological brain bases will be Family identity development. Focus on issues such as discussed. Developmental neuropsychological This course examines the nature of violence, substance use and abuse, gang involvement, teen research will be examined for principles that can especially against women and children. Three pregnancy, sexually transmitted diseases, HIV, and enhance psychoeducational assessment and major areas are covered: spouse abuse, child the role of the media, technology and music. remedial practices. The neural bases of bilingualism physical abuse and child sexual abuse. Prevalence, Consideration of socio-economics and the and second language acquisition will also be factors that foster and mitigate the tendency toward influences of race, ethnicity, gender and sexual discussed. Neurological disorders will be discussed violence, and treatment issues are discussed. orientation. Discussion of the counselor''s role as in relationship to modifications in educational The pre-requisites of CSP 615, 652, 654 and HDL an advocate for urban youth. placement, classification and practice. 649 are required. The pre-requisites of CSP 615, 652, 654 and HDL The pre-requisite of CSP 721A is required. Credits: 3 649 are required. Credits: 3 Rotating Basis Credits: 3 Every Spring Rotating Basis
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CSP 652 Human Development Across the development in multiple domains, and are required. Lifespan multicultural counseling theories and Credits: 3 An overview of theories of individual and family competencies. Investigation into the nature of Every Fall and Spring development, transitions across the lifespan, and biases, prejudices, oppression, and discrimination theories of learning and personality development. and their effects. CSP 661M Mental Health Counseling Practicum Exploration of internal and external influences The pre-requisites of CSP 615, 652, 654 and HDL Students work 75 hours in a mental health setting upon normal and abnormal development, 649 are required. under the supervision of a licensed mental health disability, and exceptional behavior. Investigation Credits: 3 professional, observing and performing various of strategies for facilitating optimum development Every Fall and Spring direct and indirect services including but not and wellness over the lifespan. limited to intake interviewing; individual, group, Credits: 3 CSP 660A Group Work and family counseling; record keeping; attending Every Fall and Spring An introduction to principles of group dynamics, treatment team meetings and professional approaches to group leadership and authority, development events; and engaging in testing and CSP 654 Counseling Skills & Processes theories and methods of group counseling. Issues assessment. A minimum of 40 hours in direct Counselor characteristics and behaviors that of culture, diversity, and identity in groups will be service is required. Audio-taping, videotaping, or influence helping processes are addressed. Focus is addressed. Instructional videos and/or media live supervision. on interviewing methods, counseling skills, goal representations of group dynamics will be included. The pre-requisites of CSP 615, 652, 654 and 649 setting, treatment planning, assessment, diagnosis, Includes an experiential group experience of at least are required. documentation and report writing. Both direct 10 hours and the study of different types and Credits: 3 service and consultation skills are discussed. The settings of group work, including psychoeducational All Sessions importance of self-awareness and analysis toward groups and therapeutic groups with various clinical counselor effectiveness is highlighted. populations. CSP 665A School Counseling Internship I Credits: 3 The pre-requisites of CSP 615, 652, 654 and HDL Students work 300 hours each of two semesters in a Every Fall and Spring 649 are required. K-12 school under the supervision of a certified and Credits: 3 experienced school counselor, being exposed to and CSP 655 Applied Behavior Analysis I: Principles All Sessions performing varied responsibilities of the school and Procedures counseling program. A minimum of 120 hours This course will provide an in-depth analysis of the CSP 660B Advanced Group Work each semester in direct service is required. Audio- principles upon which applied behavior analysis is A continuation of the study of group dynamics in taping, videotaping, or live supervision. based, as well as an introduction to procedures that an advanced context. The impact of social system The pre-requisite of CSP 661A is required and can be used to improve social and academic phenomena such as race/ethnicity, gender, and approval from the Department. behaviors in all children. Students will review culture on groups will be assessed. Systemic and Credits: 6 single subject design as well as other issues organizational dynamics related to the counselor''s Every Fall and Spring necessary to document interventions. Emphasis is role will be explored. Instructional videos and/or placed on the application of the principles to media representations of group dynamics will be CSP 665B Bilingual School Counseling environmental, functional and ecological analyses included. An intensive experiential group Internship I of behavior in a responsible ethical manner. experience of at least 10 hours will be required. Students work 300 hours each of two semesters in a TARGETED FIELDWORK REQUIREMENT: The pre-requisites of CSP 615, 649, 652, 654 and K-12 school under the supervision of a certified and Students are expected to observe in HDL 660A are required. experienced bilingual school counselor, being schools and develop behavior intervention plans to Credits: 3 exposed to and performing varied responsibilities of improve specific social or academic behaviors in a Rotating Basis the school counseling program. A minimum of classroom. A certified school psychologist will 120 hours each semester in direct service to supervise students. 30 hours. CSP 661A School Counseling Practicum children with limited English language proficiency Credits: 3 Students work 75 hours in a K-12 school under the is required. Audio-taping, videotaping or live Every Fall supervision of a certified and experienced school supervision. counselor, being exposed to and performing varied The pre-requisite of CSP 661B is required and CSP 657A Family Counseling in the Urban responsibilities of the school counseling program. Departmental approval. Setting A minimum of 40 hours of direct service is Credits: 6 An overview of theories of family therapy and a required. Audio-taping, videotaping, or live Every Fall and Spring study of patterns of family interaction within a supervision. culturally and linguistically diverse context. The pre-requisites of CSP 615, 649, 652, and 654 CSP 665M Mental Health Counseling Internship Techniques for enhancing family functioning are are all required. I discussed. Focus on issues specific to counseling Credits: 3 Students work 300 hours each of two semesters in a couples and counseling parents. Exploration of Every Fall and Spring clinical setting under the supervision of a licensed issues particularly relevant to families in the urban mental health professional, observing and setting. CSP 661B Bilingual School Counseling Practicum performing various direct and indirect services The pre-requisites of CSP 615, 652, 654 and HDL Students work 75 hours in a K-12 school under the including but not limited to intake interviewing; 649 are required. supervision of a certified and experienced bilingual individual, group and family counseling; record Credits: 3 school counselor, being exposed to and performing keeping; attending treatment team meetings and Every Fall and Spring varied responsibilities of the school counseling professional development events; and engaging in program. A minimum of 40 hours of direct service testing and assessment. A minimum of 120 hours CSP 659 Counseling and A Pluralistic Society to children with limited English language each semester in direct service is required. Audio- An exploration of the context of relationships, and proficiency is required. Audio-taping, videotaping, taping, videotaping, or live supervision. issues and trends in a culturally and linguistically or live supervision. The pre-requisite of CSP 661M is required and diverse society. Focus on theories of identity The pre-requisites of CSP 615, 649, 652 and 654 Departmental approval.
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Credits: 6 CSP 679 Substance Abuse and High Risk regulatory processes and attachment between All Sessions Behaviors parent and child; through parent consultation, the An overview of substance use, abuse and high-risk parent -child relationship is reconfigured to CSP 666A School Counseling Internship II behaviors, and their interrelatedness in the contexts mitigate issues in child development. Three credits. Students work 300 hours each of two semesters in a of the helping professions of psychology and Credits: 3 K-12 school under the supervision of a certified and counseling. Substance abuse counseling theories, Every Spring experienced school counselor, being exposed to and practices, and treatment will be explored. performing varied responsibilities of the school The pre-requisites of CSP 615, 649, 652 and 654 CSP 704 Research and Measurement In counseling program. A minimum of 120 hours are all required. Education and Psychology each semester in direct service is required. Audio- Credits: 3 This course will provide a presentation of basic taping, videotaping, or live supervision. Rotating Basis statistical and measurement concepts such as The pre-requisite of CSP 665A is required and central tendency, variability, correlation and factor approval from the Department. CSP 682 Career Development and Counseling analysis used to interpret test scores and understand Credits: 6 Study of the meaning of work in people's lives, test construction. Concepts of validity, reliability Every Fall and Spring career development theories, decision-making and the use of derived scores are presented through models, and programming. Consideration of print an analysis of the assessments used in school CSP 666B Bilingual School Counseling and electronic career information systems. psychology as well as research used to inform school Internship II Exploration of multiple roles and identities in psychology. Major statistical and measurement Students work 300 hours each of two semesters in a career development. Analysis of educational and concepts will be applied in order to understand K-12 school under the supervision of a certified and career counseling processes, techniques, and how research problems are systematically experienced bilingual school counselor, being resources. investigated using experimental quasi-experimental exposed to and performing varied responsibilities of The pre-requisites of CSP 615, 652, 654 and HDL and qualitative designs. Surveys and qualitative the school counseling program. A minimum of 649 are required. research are also discussed. 120 hours each semester in varied responsibilities Credits: 3 Credits: 3 of the school counseling program. A minimum of Every Semester Every Fall 120 hours each semester in direct service to children with limited English language proficiency CSP 702 Diagnosis of the Learning Problems of CSP 705 Foundations of School Counseling is required. Audio-taping, videotaping, or live Students Introduction to the history, philosophy, and supervision. This course will review the diagnostic and learning current trends in school counseling and The pre-requisite of CSP 665B is required and issues of students with learning disabilities, such as educational systems. Exploration of the role, Departmental approval. dyslexia, math and writing disabilities, nonverbal function, and professional identity of the school Credits: 6 disabilities, attention deficit and executive function counselor. Investigation into internal and external Every Fall and Spring difficulties. Profiles, assessment batteries, factors that influence student learning and differential diagnoses, and specific measures that development. Instruction in ethical and legal issues CSP 666M Mental Health Counseling Internship facilitate the diagnosis of such disabilities will be specific to the practice of school counseling. Ten II reviewed. Research findings along with theoretical hour field component. Students work 300 hours each of two semesters in a and etiological issues will be discussed The pre-requisites of CSP 615, 649, 652 and 654 clinical setting under the supervision of a licensed TARGETED FIELDWORK REQUIREMENT: are required. mental health professional, observing and Students are expected to administer various Credits: 3 performing various direct and indirect services assessments such as (but not limited to): Ravens Every Fall and Spring including but not limited to intake interviewing; Progressive Matrices, S-TOPP, Stroop, BRIEF, individual, group and family counseling; record Achenbach, Conners to help in ruling out CSP 706 Foundations of Mental Health keeping; attending treatment team meetings and conditions described within the course description Counseling professional development events; and engaging in to children in school settings. Supervision by a Introduction to the history, philosophy, and testing and assessment. A minimum of 120 hours school psychologist is required. The results of current trends in mental health counseling. each semester in direct service is required. Audio- these assessments will be used to write social, Exploration of the role, function, and professional taping, videotaping, or live supervision. emotional and academic goals. 40 hours. identity of the mental health counselor, including The pre-requisite of CSP 665M is required. The pre-requisite of CSP 651 is required. issues of credentialing, collaboration, and Credits: 6 Credits: 3 consultation with other treatment providers. All Sessions Every Fall Instruction in ethical and legal issues specific to the practice of mental health counseling. Ten hour CSP 668A Assessment and Diagnosis in CSP 703 Parent Consultation and Intervention in field component. Counseling Diverse Populations Multicultural Settings The pre-requisites of CSP 615, 649, 652 and 654 Focus on the nature and meaning of assessment; This course will focus on the shifts that have are required. standardized and non-standardized testing methods; occurred in child therapy, and how these changes Credits: 3 statistical concepts; reliability and validity; social, can inform and affect consultation work with Every Semester cultural, and linguistic factors in assessment and parents in a variety of multicultural settings. Topics diagnosis; ethical issues in instrument selection, such as developmental and attachment theory, the CSP 708 School Counseling Research, Program administration, and interpretation of assessments. interactional nature of personality development and Development and Evaluation Introduction to the DSM classification system. a relational understanding of emotional problems Introduction to quantitative and qualitative The pre-requisites of CSP615, 652, 654 and HDL will be emphasized to highlight how interactions research methods; the use of technology and 649 are required. between parent and child become prototypes for statistics, inquiry, and analyses in conducting Credits: 3 later relational experiences. The premise of parent- research in the development, evaluation and Every Semester focused treatment rests on an understanding of the modification of school counseling programs. Focus on understanding the investigative process from
Page 127 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013 needs assessment through the interpretation of the individual, team and programmatic level. along with their strengths and shortcomings will be findings and the implementation of change for Emphasis is on reviewing instructional and learning reviewed. Cultural, ethnic and language improved counseling effectiveness. Exploration of theory as well as exploring the role of school considerations will be discussed as related to the the use of data to inform decision making, with psychologists in assisting teachers and staff to administration and interpretation of the test. attention to both internal and external effects upon develop and monitor curriculum. Emphasis will be Additional laboratory hours are required. students learning and development. Ten hour field placed on assisting and training staff and parents to The pre-requisite of CSP 721A is required. component. implement evidence-based curricula as well as Credits: 3 The pre-requisites of CSP 615, 649, 652 and 654 understanding the context and cultural background Every Spring are required. of different students. Parent training programs will Credits: 3 be reviewed and discussed and methods of crisis CSP 722B Personality Assessment II Every Fall and Spring intervention will be elaborated upon, as well as how This course is a continuation of 722A. It aims to issues of diversity may warrant that interventions be teach students how to administer, score and CSP 709 Research, Evidence-Based Practice and tailored to particular backgrounds. Consultation interpret thematic apperceptive, figure drawing and Program Evaluation projects will be completed in which trainees assess sentence completion tests. Throughout the course Introduction to quantitative and qualitative student strengths and weaknesses, develop students will be practicing report writing and will research methods; the use of technology and interventions collaboratively with staff, and train develop the ability to integrate information from statistics, inquiry and analysis in research and staff to implement these interventions, monitor the various personality assessments, including the program evaluation. A review and analysis of these interventions and assess overall effectiveness. Rorschach. Quantitative and qualitative evidence-based practices in mental health TARGETED FIELDWORK REQUIREMENT: interpretations will be reviewed. Additional counseling with a variety of populations and clinical Students will be required to go into schools and laboratory hours are required. issues. The use of needs assessment and outcomes consult with teachers and/or administrators The pre-requisite of CSP 722A is required. research in program development, implementation, regarding children with academic difficulties. A Credits: 3 and evaluation will be explored. Ten hour field certified school psychologist will supervise students. Every Fall component. 40 hours. CSP 723 Assessing Infants, Toddlers and The pre-requisites of CSP 615, 649, 652 and 654 The pre-requisite of CSP 655 is required. Preschoolers are required. Credits: 3 Students will learn to administer, score and Credits: 3 Every Spring Every Semester interpret the tests used to assess development in CSP 721A Cognitive Assessment I infants, toddlers and preschoolers. This course will CSP 711 Advocacy, Leadership, Collaboration and This course is designed to teach students to focus on the psychometric properties as they relate Consultation in School Counseling administer, score and interpret standardized to assessments of development, cognitive Introduction to educational policy and school intelligence tests as part of the cognitive assessment functioning and adaptive behavior. Play assessment reform related to diversity, equity and excellence in process. This course focuses on the three Wechsler and observational techniques for such age groups student learning. Exposure to modes and methods Intelligence Scales. Psychometric properties of those are presented. Techniques for assessing children of collaboration and consultation with family, instruments are related to issues of interpretation. with vision and hearing impairments are also school, and community to enhance student Psychological issues in intelligence testing as well as addressed. Students will be required to administer development and achievement. Understanding of ethical and legal considerations are reviewed. tests, make case presentations, and write reports. the characteristics and strategies of effective Students are required to administer tests and write Students will interpret data by integrating clinical leadership in educational systems. Ten hour field assessment reports based on the results. Additional findings so that specific intervention plans can be component. laboratory hours are required. developed. Additional laboratory hours are The pre-requities of CSP 615, 649, 652 and 654 are Credits: 3 required. required. Every Fall The pre-requisites of CSP 721A and 721B are Credits: 3 required. Every Fall and Spring CSP 721B Cognitive Assessment II Credits: 3 A continuation of 721A. Students learn how to Every Summer CSP 712 Psychopathology and assess the cognitive functioning of children by Psychopharmacology administering, scoring and interpreting measures of CSP 724 Assessing the Bilingual Child An overview of the major diagnostic categories of cognitive ability as well as academic functioning In this course, students will engage in an psychopathology according to the current DSM used by school psychologists Integration of findings examination of issues in the assessment of bilingual classification system. An understanding of with educational and other evaluation results is children, including the appropriate use of disorders in terms of diagnostic features, associated examined so that individual education plans can be standardized measures, nondiscriminatory features, demographic features, prevalence, course, developed. Students are required to administer assessment, and alternative approaches to the familial pattern, differential diagnosis, and cultural tests, write assessment reports, and make case assessment of cognitive functioning and social contexts. Basic understanding of commonly presentations. Additional laboratory hours are adaptive behavior of linguistically diverse children. prescribed psychopharmacological medications, required. Students will learn when and how to conduct including uses and side effects. The pre-requisite of CSP 721A is required. evaluations in the child''s first or second language The pre-requities of CSP 615, 649, 652 and 654 are Credits: 3 (or both). Students administer tests, make case required. Every Spring presentations, and write reports. Interpretation of Credits: 3 data focuses on integrating clinical findings so that Every Fall and Spring CSP 722A Personality Assessment I individual educational plans can be developed. This course aims to teach students how to Additional laboratory hours are required. CSP 714 Academic Consultation in Multicultural administer, score and interpret the Rorschach test, The pre-requisites of CSP 721A and 721B are School Settings through the use of the Exner Comprehensive required. This course will review instructional issues inherent Scoring System. The history of projective tests Credits: 3 in school systems necessary to facilitate changes on
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Every Fall The pre-requisites of HDL 721A, 721B, 722A, throughout the academic year in a University- 722B and a total of 48 credits completed are approved setting under the dual guidance of an on- CSP 726 Counseling Ethnolinguistically Diverse required. site staff psychologist and a University-based clinical Students and Families supervisor. At least half of the hours should be in a An exploration of the experiences of culturally and CSP 781B Internship School Psychology I - school setting. Participation in the intake and ethnolinguistically diverse families in the context of Bilingual Extension screening process, individual evaluations, an English-predominant society. The impact of Students complete a 1200 hour internship interdisciplinary staff conferences, parent linguistic fluency, immigration, acculturation, and throughout the academic year in a University- conferences and professional meetings is required. assimilation upon family dynamics and related approved setting under the dual guidance of an on- Students evaluate children, write reports, and systems will be analyzed. Considerations such as site staff psychologist and a University-based clinical practice short-term counseling and consultation parentification of English-speaking children of supervisor. At least half of the hours should be in a under the supervision of the on-site psychologist. linguistic minority parents, management of bi- school setting. Participation in the intake and Students also attend weekly meetings with the cultural stress, trends in bilingual education, and screening process, individual evaluations, University clinical supervisor in which professional cultural resiliency will be addressed. Ten hour field interdisciplinary staff conferences, parent and ethical issues related to the practice of school component. conferences and professional meetings is required. psychology in multicultural settings are discussed. The pre-requisites of CSP 615, 649, 652 and 654 Students evaluate children, write reports, and Students must apply for the internship in the are required. practice short-term counseling and consultation semester before registration. Credits: 3 under the supervision of the on-site psychologist. The pre-requisite of HDL 781A is required. Every Fall and Spring Students also attend weekly meetings with the University clinical supervisor in which professional CSP 782B Internship School Psycholgy II - CSP 733 Development in Infancy and Early and ethical issues related to the practice of school Bilingual Extension Childhood psychology in multicultural settings are discussed. This course is a continuation of HDL 781B. This course presents an in-depth review of current Students must apply for the internship in the Students complete a 1200 hour internship research and theory in perceptual, cognitive, social, semester before registration. Students must be throughout the academic year in a University- emotional and physical aspects of development placed in a setting where bilingual and approved setting under the dual guidance of an on- from birth to age 3. Particular attention is paid to multicultural populations are in place and must site staff psychologist and a University-based clinical the influence of culture and environment on early receive supervision from a bilingual field-based supervisor. At least half of the hours should be in a development. Implications of developmental supervisor. school setting. Participation in the intake and theories for assessment and early intervention The pre-requisites of HDL 721A, 721B, 722A, screening process, individual evaluations, practices are included. 722B and a total of 48 credits completed are interdisciplinary staff conferences, parent Credits: 3 required. conferences and professional meetings is required. Every Summer Students evaluate children, write reports, and
CSP 781C Internship School Psychology I - Early practice short-term counseling and consultation CSP 745 Special Topics in Counseling: Summer Childhood under the supervision of the on-site psychologist. Institutes Students complete a 1200 hour internship Students also attend weekly meetings with the Each year the faculty identifies critical areas of throughout the academic year in a University- University clinical supervisor in which professional interest in counseling. One-week summer institutes approved setting under the dual guidance of an on- and ethical issues related to the practice of school are planned for intensive study related to those site staff psychologist and a University-based clinical psychology in multicultural settings are discussed. issues. Each institute features expert speakers on supervisor. At least half of the hours should be in a Students must apply for the internship in the the topic. school setting. Participation in the intake and semester before registration. Students must be The pre-requisites of CSP 615, 652, 654 and 649 screening process, individual evaluations, placed in a setting where bilingual and are required. interdisciplinary staff conferences, parent multicultural populations are in place and must Credits: 3 conferences and professional meetings is required. receive supervision from a field-based supervisor Every Summer Students evaluate children, write reports, and with a bilingual certificate. practice short-term counseling and consultation CSP 781A Internship School Psychology I - The pre-requisite of HDL 781B is required. under the supervision of the on-site psychologist. General Students also attend weekly meetings with the CSP 782C Internship School Psychology II - Early Students complete a 1200 hour internship University clinical supervisor in which professional Childhood throughout the academic year in a University- and ethical issues related to the practice of school This course is a continuation of HDL 781C. approved setting under the dual guidance of an on- psychology in multicultural settings are discussed. Students will complete a 1200 hour internship site staff psychologist and a University-based clinical Students must apply for the internship in the throughout the academic year in a University- supervisor. At least half of the hours should be in a semester before registration. Students must be approved setting under the dual guidance of an on- school setting. Participation in the intake and placed in a setting where early childhood site staff psychologist and a University-based clinical screening process, individual evaluations, populations are in place and must receive supervisor. At least half of the hours should be in a interdisciplinary staff conferences, parent supervision from a field-based supervisor with school setting. Participation in the intake and conferences and professional meetings is required. expertise in early childhood assessment. screening process, individual evaluations, Students evaluate children, write reports, and The pre-requisites of HDL 721A, 721B, 722A, interdisciplinary staff conferences, parent practice short-term counseling and consultation 722B and a total of 48 credits completed are conferences and professional meetings is required. under the supervision of the on-site psychologist. required. Students evaluate children, write reports, and Students also attend weekly meetings with the practice short-term counseling and consultation University clinical supervisor in which professional CSP 782A Internship School Psychology II - under the supervision of the on-site psychologist. and ethical issues related to the practice of school General Students also attend weekly meetings with the psychology in multicultural settings are discussed. This course is a continuation of HDL 781A. University clinical supervisor in which professional Students must apply for the internship in the Students complete a 1200 hour internship and ethical issues related to the practice of school semester before registration.
Page 129 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013 psychology in multicultural settings are discussed. internship projects. Strategies for sharing and achievement. Principles of curriculum Students must apply for the internship in the information with teachers and parents, development, design, and assessment to enhance semester before registration. Students must be disseminating research data, and understanding the teacher practice in standard-based and placed in a setting where early childhood impact of research on practice will be explored. constructivist classrooms will be studied. Students populations are in place and must receive The pre-requisite of HDL 930 is required or will focus on the learning standards and analyze, supervision from a field-based supervisor with Department consent. critically evaluate, utilize, and develop strategies for expertise in early childhood assessment. Credits: 3 engaging teachers in the process of assessing The pre-requisite of HDL 781C is required. Every Spring academic needs, implementing and adapting curriculum, and evaluating outcomes. The CSP 930 Administrative Core I: An Overview CSP 932 Assessment in Administration importance of technology in student learning will This course will focus on organizational This course will focus on understanding assessment be included. Organizational decision-making and development and systems theory. It deals with the theory. Students will become knowledgeable about problem-solving skills needed in the development of structural, cultural, political, business, human obtaining assessment data from automated appropriate curricula will be discussed. Connecting relations, and policy elements of traditional and informational links and using those data in order to the curriculum to the world of work will be non-traditional schools as social systems concerned make administrative decisions about students, explored. with inputs, environments, transformation, and faculty, and curriculum. Emphasis will also be Credits: 3 outcomes. Students will be expected to identify placed on the ways in which administrators use Every Summer personal leadership, supervisory, and administrative standardized and alternative assessments of abilities and demonstrate skills in the functions and students, formative and summative assessments of CSP 937 The Supervisor in the School Setting processes of leadership, management, interpersonal faculty, and program evaluation. Issues of reliability This course focuses on the elements of effective communication, and motivation for school change and validity and their relationship to the decision- supervisory practice in the school. Students will by linking theory and practice in classroom-based making process will be explored. The effects of consider the learning standards relative to the and field-based activities. Strategies for the diversity in language, culture, gender, and principles of supervision, supervisory leadership implementation of initiatives and the evaluation of ability/disability on the use of assessment data will styles, and the assessment of teacher performance. their impact on schools are discussed. be investigated. Important topics include effective instructional Credits: 6 Credits: 3 practices, adult learning theories, organizing and Every Fall Every Summer planning professional staff development, and coaching and mentoring models, as well as team CSP 931A Administrative Core II: Community CSP 933 School Business Administration and consensus-building approaches that include Relations This course will focus on the business-related parents and other constituents. Strategies for the This course broadens the focus from aspects of school and district/regional development of school/district/regional school/district/regional-related theories and administration as they support the improvement of comprehensive plans for the continuous practices to those that define the nature of public the instructional program. Emphasis will be given professional growth of all staff will be examined. schooling and interrelationships between the to business management practices, i.e., funding Credits: 3 educational agency and local, state, federal and sources, budgeting, automated accounting systems, Every Spring community forces as they impact on teaching, and federal, state, and municipal mandates. In learning and achievement. Emphasis is put on addition, strategic human resource planning CSP 941 School District Administrator gaining support for safe and secure learning including recruiting and selection techniques will This course will explore the complex role of today's environments. Legal frameworks with respect to be explored. Students will review the collective school district/regional administrator as an effective community needs and their right to know are bargaining process and understand the application leader in the broader, urban-inclusive educational addressed. Students will use technological, of technology to the human resource field. community intent on enhanced student interpersonal and research skills to explore The pre-requisite of HDL 930 is required or achievement. Students will explore district/regional community, understand the relationship between Department consent. composition and understand strategies and develop school and community, and plan for the Credits: 3 skills for: building and articulating a system-wide involvement of community in the life of the school Every Spring vision; coordinating groups for achieving and the district/region. district/regional short-range and long-range goals The pre-requisite of HDL 930 is required or CSP 935 Education and the Law and objectives; developing procedures and policies; Department consent. This course will explore, from a historical generating and allocating resources; developing a Credits: 3 perspective, legal and ethical issues as they impact research-based approach to building safe and Every Fall education in a effective schools; developing leadership in school multicultural/multilingual/multiracial and and community groups; working with governance CSP 931B Research Methods In Administration economically diverse society. Students will study groups; capacity building; negotiating; and program The focus of this course is to help administrators issues such as teachers', students' and parents' rights planning and accountability. become lifelong consumers and producers of and responsibilities, separation of church and state, Credits: 3 research. Students will develop technological skill in censorship, freedom of speech, affirmative action, Every Summer locating research materials from varied sources. and educational equity and access. Special attention Students will learn to read, analyze, and evaluate will be given to the implications of the No Child CSP 951A Internship in Administration and qualitative and quantitative research articles and to Left Behind legislation. Case law and case studies Supervision I: Building Level use the information gained to inform decision- will be used as they relate to policy development. This internship consists of 550 hours at the school making in order to support teaching/learning/ Credits: 3 building level. Eight core areas are addressed: achievement. Students will also learn to critically Every Fall leadership, management, curriculum and evaluate published research, formulate research instruction, student issues, personnel issues, staff questions, write research reports, and develop CSP 936 Curriculum Development development, in-district/region relationships, and research proposals that will become the bases for A review of learning theory, human development, community relations. and motivation as they relate to teaching, learning
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Credits: 3 Every Fall
CSP 951B Internship in Administration and Supervision II: District/Regional Level This internship consists of 550 hours at the district or regional office level. Eight core areas are addressed: leadership, management, curriculum and instruction, student issues, personnel issues, staff development, in-district/region relationships, and community relations. The pre-requisite of HDL 951A is required. Credits: 3 Every Spring
CSP 998 Special Topics in School Leadership This course is designed to provide participants with the opportunity to explore one topic of administrative importance in depth. Topics will vary each semester. Credits: 1 to 3 On Occasion
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TEACHING, LEARNING AND • Have 2.75 minimum undergraduate grade-point Fieldwork average Fieldwork is required in almost all TLL LEADERSHIP • Submit two letters of recommendation courses. Students need to have at least one day a • Submit a statement of professional goals week available to be in a school placement during Professors Kesson (chair), Rivera, Traugh (Dean) Students who have not passed the Liberal Arts school hours. Professors Emeriti Berkowitz, Kazlow, Long, and Sciences Test (LAST) of the NYS Teacher Student Teaching Nathanson, Pascale. Certification Exam and do not have prior teaching Student teaching is usually completed in the Associate Professors Bains, Blitzer, Dyasi, Lava, certification are also required to take the TLL last semester of the teacher education programs. It Lehman, Lemberger, Zinar Department Assessment, a measure of writing is a full-time experience that consists of all-day Associate Professor Emeriti Floyd skill, upon admission and before registration. student teaching in selected schools. Assistant Professors Baglieri, Pregot, Salloum, Students who do not achieve a passing score To be admitted to Student Teaching, multiple Systra (Level 3) on the assessment must enroll in TAL criteria include: Assistant Professor Visiting, Pabon 088 Textual Strategies for Educators, a non-credit • Passing score on LAST Instructor Walsh course to develop reading and writing skills at the • 3.0 G.P.A. Adjunct: 21 graduate level, during the first semester. They are • Interview with Director of School Relations & The Department of Teaching, Learning and also required to meet with the Director of Field Experience and/or Program Coordinator. Leadership offers programs on both the Academic Support Services early in the semester Students who have not passed the LAST do not undergraduate and graduate level, all leading to to discuss the results of the assessment. In student teach but may graduate from the Non- NYS teaching and leadership certification. The addition, students scoring at Level 1 are limited to Certification Track. program prepares new teachers and administrators 3 credits in the first semester; students scoring at Degree Requirements who are just starting out in their field and helps Level 2 are limited to 6 credits. To graduate with a major in teaching students practicing professionals enhance their careers with Waiver of Courses for Students with an must have: additional specializations. All programs emphasize Undergraduate Degree in Urban Education • Completion of all program requirements with a hands-on learning in a multicultural context. from LIU minimum G.P.A. of 3.0 Classes are small, fostering an atmosphere of Students who have completed the • Review of final project inquiry and reflection. Fieldwork, student undergraduate teacher education curriculum at • Review of student’s collection of work teaching, and internship placements are in schools LIU Brooklyn, including TAL 201 and TAL • Review of student’s practice in student especially selected for excellence and diversity. 301/302, may waive TAL 801 and TAL 830 in the teaching, internship, or practicum With an emphasis on practice, students will be out graduate curriculum, reducing the total credit To graduate from the Certification Track, in the schools – observing, learning, and doing – requirement by six credits. In the event that this students must also: from the very beginning. Students will graduate results in a program of fewer than 30 credits, • Pass the LAST and ATS-W (Assessment of eligible for state certification – and ready to get a students are required to take an elective to bring Teaching Skills - Written) job! their program to at least 30 credits. The elective • Fulfill NYS general education and content area Job Opportunities and Career Trends must be approved by a faculty adviser. requirements Education is an ever-growing field. As the Submitting an Application for Admission • Complete state-mandated training in (1) child population continues to grow, so will the need for All applicants must apply for admission to LIU abuse identification and reporting, (2) violence quality teachers and administrators to work in Brooklyn. Please apply online at My LIU or use prevention, and (3) fire safety, substance abuse schools. Learning the theory in classrooms and the Apply Now link in the top navigation bar of prevention, and abduction prevention. being involved in the practice of teaching through the campus’ website. For more information on the Students who do not meet the criteria for fieldwork and student teaching is the beginning of admissions process, visit the Office of Admissions graduation from the Certification Track will a journey. The New York City Department of website or call 718-488-1011. graduate from the Non-Certification Track. Education is the primary employer of our Program Requirements Certification graduates and there are high need areas such as: Continued enrollment in this program is All TAL graduate certification-track programs Early Childhood, Special Education and English as contingent upon: in teaching fulfill the academic requirements for a Second Language. In addition, teachers and • Maintaining a 3.0 grade-point average the following certificates: administrators are also employed in a range of • Satisfactory review by faculty at each stage of • Initial Certification, for students with less than educational settings, including pre-schools, the program 3 years of experience in the certification area private, independent and charter schools, private The School of Education Certification Officer • Professional Certification, for students with a tutorial companies and after-school and literacy reviews the transcripts of all new students seeking year of mentored teaching and two years of programs. Educators are also sought at non-profit 1st initial certification for evidence of teaching experience in the certification area organizations with a community service and/or undergraduate or graduate study that fulfills the To obtain initial or professional certification, educational focus, including those that are following NYS teacher certification requirements: students must: internationally-based. Having a degree in • General education requirements, including • Fulfill all requirements for graduation from a education opens up other career options including: study in artistic expression, communication, certification track program, including: - positions in educational media, such as in information retrieval, history and social Completion of student teaching, internship, publishing and television development, curriculum sciences, humanities, language other than and/or practicum requirements - Passing scores development, market research and human English, scientific processes, mathematical on the LAST and ATS-W - Completion of resources, notably the training function. processes, and written analysis and expression. state-mandated training in child abuse Admission Requirements • Content area requirements, including a 30 identification and reporting, school violence To be admitted into this program, you must: credit concentration or major in one of the prevention, fire safety, substance abuse • Submit an application to LIU Brooklyn's Office Liberal Arts and Sciences. prevention, and abduction prevention of Admissions (see below) Students will be advised of any additional • Be a U.S. citizen or sign a Declaration of Intent • Have a bachelor's degree from an accredited coursework that they will need to complete before • Pass the Content Specialty Test (CST) in the institution graduation to fulfill these requirements. certification area
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• For students seeking the Bilingual Education Certification. The following workshops are required for all Extension: pass the Bilingual Education Professional Certification is the second-level programs leading to state certifications: Assessment (BEA) in the target language of teaching certificate. A holder of an Initial The Child Abuse Identification and Reporting instruction certificate must apply to the New York State Workshop is required or completion of the course The School of Education (SOE) Certification Department of Education (SED) for the ALCX 702. Officer helps students apply for certification when Professional certificate upon completion of The Violence Prevention and Intervention all requirements are met. Students interested in requirements. Professional Certification is Workshop is required or completion of the course Internship Certification before graduation should awarded to students with a year of mentored ALCX 703. consult the Certification Officer. teaching and 2 years of teaching experience in the The Fire Safety, Substance Abuse and Progression certification area. Please note that when you Abduction Prevention Workshop is required or All of the M.S.Ed. programs in teaching are possess this certificate you must complete 175 completion of the course ALCX 704. divided into four Tiers: hours of professional development every five years • Tier I: Diversity, Language and Literacies in to keep this certificate valid. The Department of Teaching, Learning and Urban Education In addition, students in the following M.S.Ed. Leadership offers the following specializations: • Tier II: Observation and Description of Urban programs leading to 1st initial certification may be • Early Childhood and Childhood Education Learners eligible to apply for Internship Certification after • Adolescence Education • Tier III: Inquiry of Urban Classrooms and completing half the required credits: • Special Education Teaching Practices • Childhood Urban Education • TESOL • Tier IV: Advanced Inquiry and Practice • Early Childhood/Childhood Urban Education • Bilingual Education To progress from one Tier to the next, students • Early Childhood Urban Education • Educational Leadership must maintain a minimum 3.0 G.P.A. In addition • Adolescence Urban Education students must meet the following criteria, • Teaching Urban Children with Disabilities • To progress from Tier 1 to Tier II: satisfactory • Teaching Urban Adolescents with Disabilities completion of first six credits, including TAL • TESOL 801. Internship Certificates are valid for two years • To progress from Tier II to Tier III: satisfactory and permit students to begin teaching while completion of TAL 830 and other Tier II completing their degrees and other certification courses. requirements. Please see the Certification Officer • To progress from Tier III to Tier IV: for more information about this option. satisfactory completion of TAL 880 and other To obtain initial or professional certification, Tier III courses. students must: At each stage of progression, faculty teams 1. Graduate from the Certification Track review students’ work to insure that all criteria are 2. Complete state-mandated training in (1) child met. In some cases, students who do not meet abuse identification and reporting, (2) violence criteria are permitted to progress to the next Tier prevention, and (3) fire safety, substance abuse on probation. prevention, and abduction prevention. Teaching Certification Requirements 3. Pass the following portions of the NYSTCE. Requirements for teacher certification in New • Liberal Arts and Sciences Test (LAST) York includes successful completion of a • Assessment of Teaching Skills- Written bachelor’s or master’s degree; passing of (ATS-W) certification examinations, completing workshops • Content Specialty Test (CST) in the in (1) child abuse identification and reporting, (2) certification area violence prevention, and (3) fire safety, substance • For students seeking a Bilingual Extension: abuse prevention, and abduction prevention. LIU The Bilingual Education Assessment (BEA) Brooklyn's programs in teacher education are in the target language of instruction. designed to prepare students to meet these 4. Fingerprint Clearance certification requirements. Applications for certification are submitted The teacher education programs in the School electronically. Students who have completed all of Education at LIU Brooklyn prepare students for requirements of the registered New York State two levels of certification in New York State — Teacher Certification program at LIU Brooklyn Initial and Professional: should see the SOE certification officer, Ms. Initial Certification is the minimum Marizaldy Mercedes, 2nd floor, Pratt Building, to certification required to teach in New York State. complete their application. Initial Certification, for students with less than Preparing for New York State Teacher three years of teaching experience in the Certification Examinations certification area.The entry-level certificate is Students who have not passed the LAST are valid for 5 years and is issued in a specific subject strongly encouraged to take the following non- and/or grade level. Initial Certification leads to the credit course early in their program: Professional Certificate. After three years of TAL 099 Preparing for the NYSTCE (0 credits) professional teaching experience, you can apply Another optional non-credit course, TAL 088 for the Professional Certificate to continue to be Textual Strategies for Educators, is recommended certified in New York State. All teacher-training for students wishing to improve their writing skills bachelor’s and master’s programs in the School of for graduate study as well as in preparation for the Education at LIU Brooklyn lead to Initial NYSTCE.
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EARLY CHILDHOOD AND TAL 844 Environments, Practices 3.00 TAL 881B Student Teaching for the 1.00 and Play (15 Fieldwork Practicing Teacher: Early CHILDHOOD EDUCATION hours) Childhood (20 days)
TAL 846 Family Literacy and 3.00 TAL 971 Capstone Seminar 3.00 M.S.Ed. in Early Childhood Parental Collaboration A minimum of 34 credits is required. (10 Fieldwork hours) Urban Education (Birth - Grade Tier III: Inquiry into Urban Classrooms and Early Childhood Urban 2) Teaching Practices ( 9 credits) TAL 845 Math and Science in 3.00 Education - Non Certification The 36 -credit M.S.Ed. in Early Childhood Early Childhood (15 Urban Education (Birth-Grade 2) is for students EARLY CHILDHOOD URBAN EDUCATION Fieldwork hours) without prior certification and leads to the degree (B-2), M.S.Ed. - Non-certification of Master of Science and eligibility for initial NYS TAL 873 Early Literacy (15 3.00 Non-credit pre-requirement determined by certification in Early Childhood Education. It Fieldwork hours) TAL Assessment or LAST TAL 088 Textual Strategies for 0.00 prepares students to teach children from birth to TAL 880 Classroom Inquiry II (30 3.00 Educators second grade. There is also a 34 credit M.S.Ed. in Fieldwork hours) Early Childhood Urban Education (Birth-Grade 2) TIER I: Diversity, Language and Literacies in Tier IV: Advanced Inquiry and Practice (6 for students who already have certification in Urban Education (9 credits) credits) another area. Students graduating from this TAL 801 Issues in Urban Education 3.00 program are eligible for teaching certification once TAL 881A Student Teaching: Early 3.00 they have passed all required portions of the New Childhood (Full-time) TAL 802 Language and Literacy 3.00 York State Teacher Certification Exam TAL 971 Capstone Seminar 3.00 TAL 810 Early Development (15 3.00 (NYSTCE). Students may also apply for A minimum of 36 credits is required. Fieldwork hours) Internship Certification after completing the first TIER II: Observation and Description of 18 credits. Internship Certification permits Urban Learners (12 credits) students to begin teaching while they complete M.S.Ed. in Early Childhood Urban their degrees. Students with prior initial TAL 803 Perspectives on 3.00 Education (B-2) -- 2nd Initial Certification certification in another area will, upon completing Disability All of the following courses must be completed. this program, also be eligible for professional TAL 830 Classroom Inquiry I (30 3.00 certification in their original certification area. A TIER I: Diversity, Language and Literacies in Fieldwork hours) 34-credit non-certification track is available for Urban Education (9 credits) students who are not interested in or who do not TAL 844 Environments, Practices 3.00 qualify for certification. TAL 801 Issues in Urban Education 3.00 and Play (15 Fieldwork hours) TAL 802 Language and Literacy 3.00 Early Childhood Urban TAL 846 Family Literacy and 3.00 TAL 810 Early Development (15 3.00 Parental Collaboration Education 1st Initial & 2nd fieldwork hours) (10 Fieldwork hours) TIER II: Observation and Description of Initial Certification TIER III: Inquiry of Urban Classrooms and Urban Learners (12 credits) Teaching Practices (9 credits) M.S.Ed. in Early Childhood Urban TAL 803 Perspectives on Disability 3.00 TAL 845 Math and Science in 3.00 Education (B-2) -- 1st Initial Initial TAL 830 Classroom Inquiry I (30 3.00 Early Childhood (15 Certification Fieldwork hours) Fieldwork hours) Non-credit pre-requirement determined by TAL Assessment or LAST TAL 844 Environments, Practices 3.00 TAL 873 Early Literacy (15 3.00 and Play (15 Fieldwork Fieldwork hours) TAL 088 Textual Strategies for 0.00 hours) Educators TAL 880 Classroom Inquiry II (30 3.00 All of the following courses must be completed. TAL 846 Family Literacy and 3.00 Fieldwork hours) Parental Collaboration TIER IV: Advanced Inquiry and Practice (4 TIER I: Diversity, Language and Literacies in (10 Fieldwork hours) credits) Urban Education (9 credits) Tier III: Inquiry into Urban Classrooms and TAL 890 Overview of Teaching in 1.00 TAL 801 Issues in Urban Education 3.00 Teaching Practices ( 9 credits) Alternative Settings TAL 845 Math and Science in 3.00 TAL 802 Language and Literacy 3.00 TAL 971 Capstone Seminar 3.00 Early Childhood (15 TAL 810 Early Development (15 3.00 Fieldwork hours) A minimum of 34 credits is required. fieldwork hours) TAL 873 Early Literacy (15 3.00 TIER II: Observation and Description of Fieldwork hours) Urban Learners (12 credits) TAL 880 Classroom Inquiry II (30 3.00 TAL 803 Perspectives on Disability 3.00 Fieldwork hours) TAL 830 Classroom Inquiry I (30 3.00 Tier IV: Advanced Inquiry and Practice (4 Fieldwork hours) credits)
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TAL 832 Teaching the Arts 1-6 3.00 M.S.Ed. in Childhood Urban TAL 833 Teaching 3.00 Education (Grades 1-6) Childhood Urban Education - Science/Technology 1-6 The 42-credit M.S.Ed. in Childhood Urban (10 Fieldwork hours) Non Certification Education (Grades 1-6) is for students without TAL 834 Teaching 3.00 prior certification and leads to the degree of Non-credit pre-requirement determined by Math/Technology 1-6 Master of Science and eligibility for initial NYS TAL Assessment or LAST (10 Fieldwork hours) certification in Childhood Education, grades 1-6. It TAL 088 Textual Strategies for 0.00 prepares students to teach in elementary school TAL 854 Classroom as Community 3.00 Educators (10 Fieldwork hours) classrooms. There is also a 33-credit M.S.Ed. in All of the following courses must be completed. Childhood Urban Education (Grades 1-6) for TAL 880 Classroom Inquiry II 3.00 TIER I: Diversity, Language and Literacies in students who already have certification in another (30 Fieldwork hours) Urban Education (6 credits) area. TIER IV: Advanced Inquiry and Practice (6 TAL 801 Issues in Urban Education 3.00 Optional extensions are available for students credits) who wish to teach in middle schools (6 credits) or TAL 802 Language and Literacy 3.00 TAL 882A Student Teaching: 3.00 bilingual classrooms (9 credits). Students graduating from this program are Childhood (Full-time) TIER II: Observation and Description of eligible for teaching certification once they have TAL 971 Capstone Seminar 3.00 Urban Learners (12 credits) passed all required portions of the New York State A minimum of 42 credits is required. Teacher Certification Exam (NYSTCE). Students TAL 803 Perspectives on 3.00 may also apply for Internship Certification after Disability completing the first 21 credits. Internship Childhood Urban Education 2nd TAL 811 Lives of Children (14 3.00 Certification permits students to begin teaching Initial Certification Fieldwork hours) while they complete their degrees. Students with TAL 816 Teaching Literacy K-6 3.00 prior initial certification in another area will, upon All of the following courses must be completed. (15 Fieldwork hours) completing this program, also be eligible for TIER I: Diversity, Language and Literacies in professional certification in their original Urban Education (3 credits) TAL 830 Classroom Inquiry I (30 3.00 certification area. TAL 801 Issues in Urban Education 3.00 Fieldwork hours) A 40-credit non-certification track is available TIER II: Observation and Description of TIER III: Inquiry of Urban Classrooms and for students who are not interested in or who do Urban Learners (9 credits) Teaching Practices (18 credits) not qualify for certification. TAL 803 Perspectives on Disability 3.00 TAL 831 Teaching Social Studies 3.00 1-6 (10 Fieldwork TAL 816 Teaching Literacy K-6 3.00 Childhood Urban Education 1st hours) (15 Fieldwork hours) Initial Certification TAL 832 Teaching the Arts 1-6 3.00 TAL 830 Classroom Inquiry I (30 3.00 Non-credit pre-requirement determined by Fieldwork hours) TAL 833 Teaching 3.00 TAL Assessment or LAST Science/Technology 1-6 TIER III: Inquiry of Urban Classrooms and TAL 088 Textual Strategies for 0.00 (10 Fieldwork hours) Teaching Practices (18 credits) Educators TAL 831 Teaching Social Studies 3.00 TAL 834 Teaching 3.00 All of the following courses must be completed. 1-6 (10 Fieldwork Math/Technology 1-6 TIER I: Diversity, Language and Literacies in hours) (10 Fieldwork hours) Urban Education (6 credits) TAL 832 Teaching the Arts 1-6 3.00 TAL 854 Classroom as Community 3.00 TAL 801 Issues in Urban Education 3.00 (10 Fieldwork hours) TAL 833 Teaching 3.00 TAL 802 Language and Literacy 3.00 Science/Technology 1-6 TAL 880 Classroom Inquiry II 3.00 TIER II: Observation and Description of (10 Fieldwork hours) (30 Fieldwork hours) Urban Learners (12 credits) TAL 834 Teaching 3.00 TIER IV: Advanced Inquiry and Practice (4 TAL 803 Perspectives on Disability 3.00 Math/Technology 1-6 credits) TAL 811 Lives of Children (14 3.00 (10 Fieldwork hours) TAL 890 Overview of Teaching in 1.00 Fieldwork hours) Alternative Settings TAL 854 Classroom as Community 3.00 TAL 816 Teaching Literacy K-6 3.00 (10 Fieldwork hours) TAL 971 Capstone Seminar 3.00 (15 Fieldwork hours) TAL 880 Classroom Inquiry II 3.00 A minimum of 40 credits is required.
TAL 830 Classroom Inquiry I (30 3.00 (30 Fieldwork hours) Fieldwork hours) TIER IV: Advanced Inquiry and Practice (3 TIER III: Inquiry of Urban Classrooms and credits) Teaching Practices (18 credits) TAL 971 Capstone Seminar 3.00 TAL 831 Teaching Social Studies 3.00 A minimum of 33 credits is required. 1-6 (10 Fieldwork hours)
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M.S.Ed. in Childhood/Early TAL 830 Classroom Inquiry I (30 3.00 TIER III: Inquiry of Urban Classrooms and Fieldwork hours) Teaching Practices (24 credits) Childhood Urban Education TIER III: Inquiry of Urban Classrooms and TAL 831 Teaching Social Studies 3.00 (Birth - Grade 6) Teaching Practices (24 credits) (1-6) (10 Fieldwork hours) TAL 831 Teaching Social Studies 3.00 The 52-credit M.S.Ed. in Childhood/Early (1-6) (10 Fieldwork TAL 832 Teaching the Arts (1-6) 3.00 Childhood Urban Education (Birth – Grade 6) is hours) for students without prior certification and leads to TAL 833 Teaching of 3.00 the degree of Master of Science and eligibility for TAL 832 Teaching the Arts (1-6) 3.00 Science/Technology (10 initial NYS certification in Early Childhood Fieldwork hours) TAL 833 Teaching of 3.00 Education, birth to grade 2, and Childhood Science/Technology (10 TAL 834 Teaching of 3.00 Education, grades 1–6. It prepares students to Fieldwork hours) Math/Technology (10 teach in pre-schools, kindergartens, and Fieldwork hours) elementary school classrooms. There is also a 44- TAL 834 Teaching of 3.00 credit M.S.Ed. in Childhood/Early Childhood Math/Technology (10 TAL 844 Environments, Practices 3.00 Urban Education (Birth – Grade 6) for students Fieldwork hours) and Play (15 Fieldwork hours) who already have certification in another area. TAL 844 Environments, Practices 3.00 Optional extensions are available for students and Play (15 Fieldwork TAL 846 Family Literacy and 3.00 who wish to teach in middle schools, grades 7–9 (6 hours) Parental Collaboration credits) or bilingual classrooms (9 credits). (10 Fieldwork hours) Students graduating from this program are TAL 846 Family Literacy and 3.00 OR eligible for teaching certification once they have Parental Collaboration passed all required portions of the New York State (10 Fieldwork hours) TAL 854 Classroom as Community 3.00 Teacher Certification Exam (NYSTCE). Students OR (10 Fieldwork hours) may also apply for Internship Certification after TAL 854 Classroom as Community 3.00 TAL 873 Early Literacy (15 3.00 completing the first 24 to 26 credits. Internship (10 Fieldwork hours) Fieldwork hours) Certification permits students to begin teaching while they complete their degrees. Students with TAL 873 Early Literacy (15 3.00 TAL 880 Classroom Inquiry II (30 3.00 prior initial certification in another area will, upon Fieldwork hours Fieldwork hours) completing this program, also be eligible for TAL 880 Classroom Inquiry II (30 3.00 TIER IV: Advanced Inquiry and Practice (4-5 professional certification in their original Fieldwork hours) credits) certification area. TIER IV: Advanced Inquiry and Practice (7 TAL 882B Student Teaching for the 1.00 A 49-credit non-certification track is available credits) Practicing Teacher: for students who are not interested in or who do Childhood * (20 days) not qualify for certification. TAL 882A Student Teaching: 3.00 Childhood (Full-Time) TAL 881B Student Teaching for the 1.00 Practicing Teacher: Early Childhood/Early Childhood TAL 881B Student Teaching for the 1.00 Childhood (20 days) Practicing Teacher: Early Urban Education - 1st Initial Childhood (20 days) TAL 971 Capstone Seminar 3.00
Certification TAL 971 Capstone Seminar 3.00 *May be waived for students who hold initial
certification in another area. Non-credit pre-requirement determined by A minimum of 52 credits is required. A minimum of 43 credits is required. TAL Assessment or LAST TAL 088 Textual Strategies for 0.00 Childhood/Early Childhood Childhood/Early Childhood Educators Urban Education - 2nd Initial All of the following courses are required. Urban Education - Non TIER I: Diversity, Language and Literacies in Certification Certification Urban Education (6 credits) TIER I: Diversity, Language and Literacies in Non-credit pre-requirement determined by TAL 801 Issues in Urban Education 3.00 Urban Education (3 credits) TAL Assessment or LAST TAL 802 Language and Literacy 3.00 TAL 801 Issues in Urban Education 3.00 TAL 088 Textual Strategies for 0.00 TIER II: Observation and Description of TIER II: Observation and Description of Educators Urban Learners (15 credits) Urban Learners (12 credits) All of the following courses are required. TAL 803 Perspectives on 3.00 TAL 803 Perspectives on 3.00 TIER I: Diversity, Language and Literacies in Disability Disability Urban Education (6 credits) TAL 810 Early Development (15 3.00 TAL 810 Early Development (15 3.00 TAL 801 Issues in Urban Education 3.00 Fieldwork hours) Fieldwork hours) TAL 802 Language and Literacy 3.00 TAL 811 Lives of Children (14 3.00 TAL 816 Teaching Literacy K-6 3.00 TIER II: Observation and Description of Fieldwork hours) (15 Fieldwork hours) Urban Learners (15 credits) TAL 816 Teaching Literacy K-6 3.00 TAL 830 Classroom Inquiry I (30 3.00 TAL 803 Perspectives on 3.00 (15 Fieldwork hours) Fieldwork hours) Disability
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TAL 810 Early Development (15 3.00 Fieldwork hours)
TAL 811 Lives of Children (14 3.00 Fieldwork hours) Advanced Certificate in Early
TAL 816 Teaching Literacy K-6 3.00 Childhood Urban Education (15 Fieldwork hours) (Birth - Grade 2)
TAL 830 Classroom Inquiry I (30 3.00 Fieldwork hours) The Advanced Certificate in Early Childhood is TIER III: Inquiry of Urban Classrooms and for students with prior certification only. It leads Teaching Practices (24 credits) to a 2nd Initial Certification in Early Childhood TAL 831 Teaching Social Studies 3.00 Education, preparing students to teach in (1-6) (10 Fieldwork preschool, kindergarten, and primary classrooms hours) through grade 2. Must complete all courses listed below. TAL 832 Teaching the Arts (1-6) 3.00 TAL 810 Early Development 3.00 TAL 833 Teaching of 3.00 TAL 844 Environments Practices 3.00 Science/Technology (10 and Play in Early Fieldwork hours) Childhood TAL 834 Teaching of 3.00 TAL 846 Family Literacy and 3.00 Math/Technology (10 Parental Collaboration Fieldwork hours) TAL 873 Early Literacy 3.00 TAL 844 Environments, Practices 3.00 and Play (15 Fieldwork TAL 881B Student Teaching for the 1.00 hours) Practicing Teacher: Early Childhood TAL 846 Family Literacy and 3.00 Parental Collaboration A minimum of 13 credits is required.
(10 Fieldwork hours) OR TAL 854 Classroom as Community 3.00 (10 Fieldwork hours)
TAL 873 Early Literacy (15 3.00 Fieldwork hours)
TAL 880 Classroom Inquiry II (30 3.00 Fieldwork hours) TIER IV: Advanced Inquiry and Practice (4 credits) TAL 890 Overview of Teaching in 1.00 Alternative Settings
TAL 971 Capstone Seminar 3.00 A minimum of 49 credits is required.
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TAL 830 Classroom Inquiry I (30 3.00 A minimum of 30 credits is required. ADOLESCENCE EDUCATION Fieldwork hours)
TIER III: Inquiry of Urban Classrooms and Adolescent Urban Education: M.S.Ed. in Adolescence Urban Teaching Practices (15-21 credits) Biology - Non Certification Education (Grades 7-12) A minimum of 6 graduate credits are required in the area of concentration: Biology Non-credit pre-requirement determined by The 39-45-credit M.S.Ed. in Adolescence TAL 841A Curriculum in the 3.00 TAL Assessment or LAST: Urban Education (Grades 7-12) is for students Secondary Classroom: TAL 088 Textual Strategies for 0.00 without prior certification and leads to the degree Biology (15 Fieldwork Educators of Master of Science in Education and eligibility hours) All of the following courses are required: for initial NYS certification in Adolescence TAL 842A Teaching Methods in the 3.00 TIER I: Diversity, Language and Literacies in Education, grades 7-12. It prepares students to Secondary Classroom: Urban Education (6 credits) teach one of the content areas (Biology, Biology (15 Fieldwork TAL 801 Issues in Urban 3.00 Chemistry, English, Math or Social Studies) at the hours) Education secondary level. Prior coursework in the intended content area is required. There is also a 33-39- TAL 880 Classroom Inquiry II (30 3.00 TAL 802 Language and Literacy 3.00 credit M.S.Ed. in Adolescence Urban Education Fieldwork hours) TIER II: Observation and Description of (Grades 7-12) for students who already have TIER IV: Advanced Inquiry and Practice (6 Urban Learners (12 credits) certification in another area. credits) TAL 803 Perspectives on Disability 3.00 Optional extensions are also available for TAL 883A Student Teaching: 3.00 TAL 812 Lives of Adolescents 3.00 students wishing to teach in middle schools (6 Adolescence (Full-time (14-20 Fieldwork hours) credits) or in bilingual classrooms (9 credits). classroom fieldwork) Students graduating from this program are TAL 817 Teaching Literacy: 3.00 TAL 971 Capstone Seminar 3.00 eligible for teaching certification once they have Grades 5-12 (10 passed all required portions of the New York State A minimum of 39 credits is required. Fieldwork hours) Teacher Certification Exam (NYSTCE). Students TAL 830 Classroom Inquiry I (30 3.00 may also apply for Internship Certification after Adolescent Urban Education: completing the first 18 to 21 credits. Internship Fieldwork hours) Certification permits students to begin teaching Biology 2nd Initial Certification TIER III: Inquiry of Urban Classrooms and while they complete their degrees. Teaching Practices (15-21 credits) All of the following courses are required: Students with prior initial certification in A minimum of 6 graduate credits are required in TIER I: Diversity, Language and Literacies in another area will, upon completing this program, the concentration area: Biology Urban Education (6 credits) also be eligible for professional certification in TAL 841A Curriculum in the 3.00 TAL 801 Issues in Urban Education 3.00 their original certification area. Secondary Classroom: A non-certification track is available for TAL 803 Perspectives on Disability 3.00 Biology (15 Fieldwork students who are not interested in or who do not TIER II: Observation and Description of hours) qualify for certification. Urban Learners (6 credits) TAL 842A Teaching Methods in the 3.00 Adolescent Urban Education: TAL 817 Teaching Literacy: 3.00 Secondary Classroom: Grades 5-12 (10 Biology (15 Fieldwork Biology 1st Initial Certification Fieldwork hours) hours)
Non-cedit pre-requirement determined by TAL TAL 830 Classroom Inquiry I (30 3.00 TAL 880 Classroom Inquiry II (30 3.00 Assessment or LAST Fieldwork hours) Fieldwork hours) TAL 088 Textual Strategies for 0.0 TIER III: Inquiry of Urban Classrooms and TIER IV: Advanced Inquiry and Practice (6 Educators Teaching Practices (15-21 credits) credits) A minimum of 6 graduate credits are required All of the following courses are required: TAL 890 Overview of Teaching in 1.00 in the concentration area: Biology TIER I: Diversity, Language and Literacies in Alternative Settings TAL 841A Curriculum in the 3.00 Urban Education (6 credits) TAL 971 Capstone Seminar 3.00 Secondary Classroom: TAL 801 Issues in Urban Education 3.00 Biology (15 Fieldwork A minimum of 37 credits is required. TAL 802 Language and Literacy 3.00 hours)
TIER II: Observation and Descripton of TAL 842A Teaching Methods in the 3.00 Adolescent Urban Education: Urban Learners (12 credits) Secondary Classroom: Chemistry 1st Initial Biology (15 Fieldwork TAL 803 Perspectives on Disability 3.00 hours) Certification
TAL 812 Lives of Adolescents (14 3.00 TAL 880 Classroom Inquiry II 3.00 Non-credit pre-requirement determined by Fieldwork hours) (30 Fieldwork hours) TAL Assessment or LAST TAL 817 Teaching Literacy: 3.00 TIER IV: Advanced Inquiry and Practice (3 TAL 088 Textual Strategies for 0.00 Grades 5-12 (10 credits) Educators Fieldwork hours) TAL 971 Capstone Seminar 3.00 All of the following courses are required: TIER I: Diversity, Language and Literacies in
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Urban Education (6 credits) A minimum of 6 graduate credits are required TAL 890 Overview of Teaching in 1.00 TAL 801 Issues in Urban Education 3.00 in the concentration area: Chemistry Alternative Settings TAL 841B Curriculum in the 3.00 TAL 802 Language and Literacy 3.00 TAL 971 Capstone Seminar 3.00 Secondary Classroom: TIER II: Observation and Description of Chemistry (15 A minimum of 37 credits is required.
Urban Learners (12 credits) Fieldwork hours) TAL 803 Perspectives on Disability 3.00 Adolescent Urban Education: TAL 842B Teaching Methods in the 3.00 TAL 812 Lives of Adolescents 3.00 Secondary Classroom: English 1st Initial Certification (14 Fieldwork hours) Chemistry (15 Fieldwork hours) Non-credit pre-requirement determined by TAL 817 Teaching Literacy: 3.00 TAL Assessment or LAST Grades 5-12 (10 TAL 880 Classroom Inquiry II (30 3.00 TAL 088 Textual Strategies for 0.00 Fieldwork hours) Fieldwork hours) Educators TAL 830 Classroom Inquiry I (30 3.00 TIER IV Advanced Inquiry and Practice (3 All of the following courses are required: Fieldwork hours) credits) TIER I: Diversity, Language and Literacies in TIER III: Inquiry of Urban Classrooms and TAL 971 Capstone Seminar 3.00 Urban Education (6 credits) Teaching Practices (15-21 credits) A minimum of 30 credits is required. TAL 801 Issues in Urban Education 3.00 A minimum of 6 graduate credits are required in TAL 802 Language and Literacy 3.00 the area of concentration: Chemistry Adolescent Urban Education: TAL 841B Curriculum in the 3.00 Secondary Classroom: Chemistry - Non Certification TIER II: Observation and Description of
Chemistry (15 Urban Learners (12 credits) Non-credit pre-requirement determined by Fieldwork hours) TAL 803 Perspectives on 3.00 TAL Assessment or LAST: Disabilities TAL 842B Teaching Methods in the 3.00 TAL 088 Textual Strategies for 3.00 Secondary Classroom: Educators TAL 812 Lives of Adolescents 3.00 Chemistry (15 (14 Fieldwork hours) All of the following courses are required: Fieldwork hours) TIER I: Diversity, Language and Literacies in TAL 817 Teaching Literacy: 3.00 TAL 880 Classroom Inquiry II 3.00 Urban Education (6 credits) Grades 5-12 (10 (30 Fieldwork hours) TAL 801 Issues in Urban Education 3.00 Fieldwork hours)
TIER IV: Advanced Inquiry and Practice (6 TAL 802 Language and Literacy 3.00 TAL 830 Classroom Inquiry I (30 3.00 credits) Fieldwork hours) TIER II: Observation and Description of TAL 883A Student Teaching: 3.00 Urban Learners (12 credits) TIER III: Inquiry of Urban Classrooms and Adolescence (Full-time TAL 803 Perspectives on Disability 3.00 Teaching Practices (15-21 credits) classroom fieldwork) A minimum of 6 graduate credits are required in TAL 812 Lives of Adolescents 3.00 TAL 971 Capstone Seminar 3.00 the area of concentration: English (14-20 Fieldwork hours) A minimum of 39 credits is required. TAL 841C Curriculum in the 3.00 TAL 817 Teaching Literacy: 3.00 Secondary Classroom:
Grades 5-12 (10 English (15 Fieldwork
Fieldwork hours) hours) Adolescent Urban Education: TAL 830 Classroom Inquiry I (30 3.00 TAL 842C Teaching Methods in the 3.00 Chemistry 2nd Initial Fieldwork hours) Secondary Classroom: Certification TER III: Inquiry of Urban Classrooms and English (15 Fieldwork Teaching Practices (15-21 credits) hours) All of the following courses are required: A minimum of 6 graduate credits are required in TAL 880 Classroom Inquiry II 3.00 TIER I: Diversity, Language and Literacies in the concentration area: Chemistry (30 Fieldwork hours) Urban Education (6 credits) TAL 841B Curriculum in the 3.00 TIER IV: Advanced Inquiry and Practice (6 TAL 801 Issues in Urban Education 3.00 Secondary Classroom: credits) Chemistry (15 TAL 803 Perspectives on 3.00 TAL 971 Capstone Seminar 3.00 Disabilities Fieldwork hours) TAL 883A Student Teaching: 3.00 TAL 842B Teaching Methods in the 3.00 TIER II: Observation and Description of Adolescence (Full-time Secondary Classroom: Urban Learners (6 credits) classroom fieldwork) TAL 817 Teaching Literacy: 3.00 Chemistry (15 Fieldwork hours) A minimum of 39 credits is required. Grades 5-12 (10 Fieldwork hours) TAL 880 Classroom Inquiry II 3.00 TAL 830 Classroom Inquiry I (30 3.00 (30 Fieldwork hours) Fieldwork hours) TIER IV: Advanced Inquiry and Practice (4 TIER III: Inquiry of Urban Classrooms and credits) Teaching Practices (15-21 credits)
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Adolescent Urban Education: TAL 830 Classroom Inquiry I (30 3.00 TAL 842D Teaching Methods in the 3.00 Fieldwork hours) Secondary Classroom: English 2nd Initial Certification Mathematics (15 TIER III: Inquiry of Urban Classrooms and Fieldwork hours) All of the following courses are required: Teaching Practices (15-21 credits) TIER I: Diversity, Language and Literacies in A minimum of 6 graduate credits are required TAL 880 Classroom Inquiry II 3.00 Urban Education (6 credits) in the concentration area: English (30 Fieldwork hours) TAL 801 Issues in Urban Education 3.00 TAL 841C Curriculum in the 3.00 TIER IV: Advanced Inquiry and Practice (6 Secondary Classroom: credits) TAL 803 Perspectives on Disability 3.00 English (15 Fieldwork TAL 883A Student Teaching: 3.00 TIER II: Observation and Description of hours) Adolescence (Full-time Urban Learners (6 credits) TAL 842C Teaching Methods in the 3.00 classroom fieldwork) TAL 817 Teaching Literacy: 3.00 Secondary Classroom: TAL 971 Capstone Seminar 3.00 Grades 5-12 (10 English (15 Fieldwork Fieldwork hours) hours) A minimum of 39 credits is required.
TAL 830 Classroom Inquiry I (30 3.00 TAL 880 Classroom Inquiry II 3.00 Adolescent Urban Education: Fieldwork hours) (30 Fieldwork hours) Tier III: Inquiry of Urban Classrooms and TIER IV: Advanced Inquiry and Practice (4 Mathematics 2nd Initial Teaching Practices (15-21 credits) credits) Certification A minimum of 6 graduate credits are required TAL 890 Overview of Teaching in 1.00 in the concentration area: English Alternative Settings All of the following courses are required: TAL 841C Curriculum in the 3.00 TIER I: Diversity, Language and Literacies in TAL 971 Capstone Seminar 3.00 Secondary Classroom: Urban Educatin (6 credits) English (15 Fieldwork A minimum of 37 credits is required. TAL 801 Issues in Urban Education 3.00 hours) TAL 803 Perspectives on Disability 3.00 TAL 842C Teaching Methods in the 3.00 Adolescent Urban Education: TIER II Observation and Description of Urban Secondary Classroom: Mathematics 1st Initial Learners (6 credits) English (15 Fieldwork hours) Certification TAL 817 Teaching Literacy: 3.00 Grades 5-12 (10 TAL 880 Classroom Inquiry II 3.00 Non-credit pre-requirement determined by Fieldwork hours) (30 Fieldwork hours) TAL Assessment or LAST TAL 830 Classroom Inquiry I (30 3.00 TIER IV: Advanced Inquiry and Practice (3 TAL 088 Textual Strategies for 0.00 Fieldwork hours) credits) Educators TIER III: Inquiry of Urban Classrooms and TAL 971 Capstone Seminar 3.00 All of the following courses are required: Teaching Practices (15-21 credits) TIER I: Diversity, Language and Literacies in A minimum of 30 credits is required. A minimum of 6 graduate credits are required Urban Education (6 credits) in the concentration area: Mathematics TAL 801 Issues in Urban Education 3.00 Adolescent Urban Education: TAL 841D Curriculum in the 3.00 English - Non Certification TAL 802 Language and Literacy 3.00 Secondary Classroom: TIER II: Observation and Description of Mathematics (15 Non-credit pre-requirement determined by Urban Learners (12 credits) Fieldwork hours) TAL Assessment or LAST: TAL 803 Perspectives on Disability 3.00 TAL 842D Teaching Methods in the 3.00 TAL 088 Textual Strategies for 0.00 Secondary Classroom: TAL 812 Lives of Adolescents 3.00 Educators Mathematics (15 (14 Fieldwork hours) All of the following courses are required: Fieldwork hours TIER I: Diversity, Language and Literacies in TAL 817 Teaching Literacy: 3.00 TAL 880 Classroom Inquiry II 3.00 Urban Education (6 credits) Grades 5-12 (10 (30 Fieldwork hours) TAL 801 Issues in Urban Education 3.00 Fieldwork hours) TIER IV: Advanced Inquiry and Practice (3 TAL 830 Classroom Inquiry I (30 3.00 TAL 802 Language and Literacy 3.00 credits) Fieldwork hours) TIER II: Observation and Description of TAL 971 Capstone Seminar 3.00 TIER III: Inquiry of Urban Classrooms and Urban Learners (12 credits) A minimum of 30 credits is required. Teaching Practices (15-21 credits) TAL 803 Perspectives on Disability 3.00 A minimum of 6 graduate credits are required in TAL 812 Lives of Adolescents 3.00 the area of concentration: Mathematics (14 Fieldwork hours) TAL 841D Curriculum in the 3.00 TAL 817 Teaching Literacy: 3.00 Secondary Classroom: Grades 5-12 (10 Mathematics (15 Fieldwork hours) Fieldwork hours)
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Adolescent Urban Education: TAL 802 Language and Literacy 3.00 TAL 841E Curriculum in the 3.00 TIER II: Observation and Description of Secondary Classroom: Mathematics - Non Certification Social Studies (15 Urban Learners (12 credits) Fieldwork hours) Non-credit pre-requirement determined by TAL 803 Perspectives on Disability 3.00 TAL Assessment or LAST: TAL 842E Teaching Methods in the 3.00 TAL 812 Lives of Adolescents 3.00 Secondary Classroom: TAL 088 Textual Strategies for 0.00 (14 Fieldwork hours) Educators Social Studies (15 TAL 817 Teaching Literacy: 3.00 Fieldwork hours) All of the following courses are required: Grades 5-12 (10 TIER I: Diversity, Language and Literacies in TAL 880 Classroom Inquiry II 3.00 Fieldwork hours) Urban Education (6 credits) (30 Fieldwork hours) TAL 830 Classroom Inquiry I (30 3.00 TAL 801 Issues in Urban Education 3.00 TIER IV: Advanced inquiry and Practice (3 Fieldwork hours) credits) TAL 802 Language and Literacy 3.00 TIER III: Inquiry of Urban Classrooms and TAL 971 Capstone Seminar 3.00 TIER II: Observation and Description of Teaching Practices (15-21 credits) Urban Learners (12 credits) A minimum of 30 credits is required. A minimum of 6 graduate credits are required TAL 803 Perspectives on Disability 3.00 in the area of concentration: Social Studies Adolescent Urban Education: TAL 812 Lives of Adolescents 3.00 TAL 841E Curriculum in the 3.00 (14 Fieldwork hours) Secondary Classroom: Social Studies - Non Certification Social Studies (15 TAL 817 Teaching Literacy: 3.00 Fieldwork hours) Non-credit pre-requirement determined by Grades 5-12 (10 TAL Assessment or LAST TAL 842E Teaching Methods in the 3.00 Fieldwork hours) TAL 088 Textual Strategies for 0.00 Secondary Classroom: Educators TAL 830 Classroom Inquiry I (30 3.00 Social Studies (15 Fieldwork hours) Fieldwork hours) All of the following courses are required: TIER III: Inquiry of Urban Classrooms and TIER I: Diversity, Language and Literacies in TAL 880 Classroom Inquiry II 3.00 Teaching Practices (15-21 credits) Urban Education (6 credits) (30 Fieldwork hours) A minimum of 6 graduate credits are required TAL 801 Issues in Urban Education 3.00 in the concentration area: Mathematics TIER IV: Advanced Inquiry and Practice (6 credits) TAL 802 Language and Literacy 3.00 TAL 841D Curriculum in the 3.00 TIER II: Observation and Description of Secondary Classroom: TAL 883A Student Teaching: 3.00 Urban Learners (12 credits) Mathematics (15 Adolescence (Full-time Fieldwork hours) classroom fieldwork) TAL 803 Perspectives on Disability 3.00
TAL 842D Teaching Methods in the 3.00 TAL 971 Capstone Seminar 3.00 TAL 812 Lives of Adolescents 3.00 Secondary Classroom: A minimum of 39 credits is required. (14-20 Fieldwork hours)
Mathematics (15 TAL 817 Teaching Literacy: 3.00 Fieldwork hours) Adolescent Urban Education: Grades 5-12 (10 TAL 880 Classroom Inquiry II 3.00 Social Studies 2nd Initial Fieldwork hours) (30 Fieldwork hours) TAL 830 Classroom Inquiry I (30 3.00 Certification Fieldwork hours) TIER IV: Advanced Inquiry and Practice (4 credits) All of the following courses are required: TIER III: Inquiry of Urban Classrooms and TAL 890 Overview of Teaching in 1.00 TIER I: Diversity, Language and Literacies in Teaching Practices (15-21 credits) Alternative Settings Urban Education (6 credits) A minimum of 6 graduate credits are required in the concentration area: Social Studies TAL 971 Capstone Seminar 3.00 TAL 801 Issues in Urban Education 3.00 TAL 841E Curriculum in the 3.00 A minimum of 37 credits is required. TAL 803 Perspectives on Disability 3.00 Secondary Classroom:
TIER II: Observation and Description of Social Studies (15 Adolescent Urban Education: Urban Learners (6 credits) Fieldwork hours) TAL 817 Teaching Literacy: 3.00 Social Studies 1st Initial TAL 842E Teaching Methods in the 3.00 Grades 5-12 (10 Secondary Classroom: Certification Fieldwork hours) Social Studies (15 Non-credit pre-requirement determined by TAL 830 Classroom Inquiry I (30 3.00 Fieldwork hours) TAL Assessment or LAST Fieldork hours) TAL 880 Classroom Inquiry II 3.00 TAL 088 Textual Strategies for 0.00 TIER III: Inquiry of Urban Classrooms and (30 Fieldwork hours) Educators Teaching Practices (15-21 credits) TIER IV: Advanced Inquiry and Practice (4 A minimum of 6 graduate credits are required All of the following courses are required: credits) TIER I: Diversity, Language and Literacies in in the concentration area: Social Studies TAL 890 Overview of Teaching in 1.00 Urban Education (6 credits) Alternative Settings TAL 801 Issues in Urban Education 3.00 TAL 971 Capstone Seminar 3.00
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A minimum of 37 credits is required.
Fast-Track M.S.Ed. in Adolescence Urban Education (Grades 7-12)
Designed for career-changers and others who have a background in one of the academic content areas (Biology, Chemistry, English, Math or Social Studies). This is a Fast-Track program leading to certification in Adolescence Education, grades 7-12. After one intensive fall and spring (24 credits), you will be qualified for NYS Internship Certification, which will permit you to seek a teaching position at the secondary level. After obtaining the Internship Certificate, students have up to two years to complete the M.S.Ed. degree (15 credits) and first initial certification. Student must have at least 24 credits in their content area to qualify for this program.
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 142 LIU Brooklyn
SPECIAL EDUCATION TAL 830 Classroom Inquiry I (30 3.00 TAL 854 Classroom as Community 3.00 Fieldwork hours) (10 Fieldwork hours)
TAL 851 Curriculum Theory and 3.00 TAL 871 Introduction to Reading 3.00 M.S.Ed. in Teaching Urban Practice in Special Difficulties Education: Childhood Children with Disabilities TAL 880 Classroom Inquiry II 3.00 (10 Fieldwork hours) (Grades 1-6) (30 Fieldwork hours) TIER III: Inquiry of Urban Classrooms and TIER IV: Advanced Inquiry and Practice (4-6 Teaching Practices (13 credits) The 43-credit M.S.Ed. in Teaching Urban credits) Children with Disabilities (Grades 1-6) is for TAL 852 Strategies for Teaching 4.00 TAL 884A Student 3.00 students without prior certification and leads to the Learners with Diverse Teaching:Childhood degree of Master of Science and eligibility for Needs: Childhood (10 Special Education (full- initial NYS Certification in Teaching Urban Fieldwork hours) time classroom Children with Disabilities, grades 1-6. It prepares TAL 853 Collaboration and 3.00 fieldwork) special students to teach in inclusive or self-contained Consultation: Family permission required OR special education classrooms and resource rooms School, and Community at the elementary school level. There is also a 35 TAL 884B Student Teaching for the 1.00 (10 Fieldwork hours) credit M.S.Ed. in Teaching Urban Children with Practicing Teacher: Disabilities (Grades 1-6) for students who already TAL 854 Classroom as Community 3.00 Childhood Special have certification in another area. (10 Fieldwork hours) Education (full-time classroom fieldwork) Optional extensions are available for students TAL 880 Classroom Inquiry II 3.00 special permission who wish to teach in middle schools (6 credits) or (30 Fieldwork hours) bilingual classrooms (9 credits). Students required Tier IV: Advanced Inquiry and Practice (6 graduating from this program are eligible for credits) TAL 971 Capstone Seminar 3.00 teaching certification once they have passed all A minimum of 35 credits is required. required portions of the New York State Teacher TAL 884A Student Teaching: 3.00
Certification Exam (NYSTCE). Students may also Childhood Special apply for Internship Certification after completing Education (full-time Teaching Urban Children with classroom fieldwork) the first 21 credits. Internship Certification permits Disabilities - Non Certificaiton students to begin teaching while they complete TAL 971 Capstone Seminar 3.00 their degrees. Non-credit pre-requirement determined by A minimum of 43 credits is required. Students with prior initial certification in TAL Assessment or LAST another area will, upon completing this program, Teaching Urban Children with TAL 088 Textual Strategies for 0.00 also be eligible for professional certification in Educators their original certification area. Disabilities - 2nd Initial Must Complete All Courses Below: A non-certification track is available for TIER I: Diversity, Language and Literacies in students who are not interested in or who do not TIER I: Diversity, Lanaguage and Literacies in Urban Educatin (6 credits) qualify for certification. Urban Education (6 credits) TAL 801 Issues in Urban Education 3.00 TAL 801 Issues in Urban Education 3.00 Teaching Urban Children with TAL 803 Perspectives on Disability 3.00 TAL 803 Perspectives on Disability 3.00 TIER II: Observation and Description of Disabilities - First Initial TIER II: Observation and Description of Urban Learners (18 credits) Urban Learners (9 credits) Non-credit pre-requirement determined by TAL 802 Language and Literacy 3.00 TAL Assessment or LAST TAL 822 Assessment and Special 3.00 Education TAL 811 Lives of Children (14 3.00 TAL 088 Textual Strategies for 0.00 Fieldwork hours) Educators TAL 830 Classroom Inquiry I (30 3.00 Must Complete All Courses: Fieldwork hours) TAL 816 Teaching Literacy K-6 3.00 (10 Fieldwork hours) TIER I: Diversity, Language and Literacies in TAL 851 Curriculum Theory and 3.00 Urban Education (6 credits) Practice in Special TAL 822 Assessment and Special 3.00 TAL 801 Issues in Urban Education 3.00 Education: Childhood Education (10 Fieldwork hours) TAL 803 Perspectives on Disability 3.00 TAL 830 Classroom Inquiry I (30 3.00 TIER III: Inquiry of Urban Classrooms and TIER II Observation and Description of Urban Fieldwork hours) Teaching Practices (16 credits) Learners (18 credits) TAL 851 Curriculum Theory and 3.00 TAL 852 Strategies for Teaching 4.00 TAL 802 Language and Literacy 3.00 Practice in Special Learners with Diverse Education: Childhood TAL 811 Lives of Children (14 3.00 Needs: Childhood (10 (10 Fieldwork hours) Fieldwork hours) Fieldwork hours) TIER III: Inquiry of Urban Classrooms and TAL 816 Teaching Literacy K-6 3.00 TAL 853 Collaboration and 3.00 Teaching Practices (13 credits) (15 Fieldwork hours) Consultation: Family School, and Community TAL 822 Assessment and Special 3.00 (10 Fieldwork hours) Education
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TAL 852 Strategies for Teaching 4.00 students who are not interested in or who do not Learners with Diverse qualify for certification. Teaching Urban Adolescents
Needs: Childhood (10 Fieldwork hours) with Disabilities - 2nd Initial Teaching Urban Adolescents TAL 853 Collaboration and 3.00 with Disabilities - 1st Initial TIER I: Diversity, Language and Literacies in Consultation: Family Urban Education (6 credits) School, and Community All of the following courses must be completed TAL 801 Issues in Urban Education 3.00 (10 Fieldwork hours) in Tier I: TAL 803 Perspectives on 3.00 TAL 801 Issues in Urban Education 3.00 TAL 854 Classroom as Community 3.00 Disability (10 Fieldwork hours) TAL 803 Perspectives on Disability 3.00 TIER II: Observation and Description of TAL 880 Classroom Inquiry II 3.00 All of the following courses must be completed Urban Learners (9 credits) (30 Fieldwork hours) in Tier II: TAL 822 Assessment and Special 3.00 TIER IV: Advanced Inquiry and Practice (4 TAL 802 Language and Literacy 3.00 Education credits) TAL 812 Lives of Adolescents 3.00 TAL 830 Classroom Inquiry I (30 3.00 TAL 890 Overview of Teaching in 1.00 Fieldwork hours) TAL 822 Assessment and Special 3.00 Alternative Settings Education TAL 856 Curriculum Theory and 3.00 TAL 971 Capstone Seminar 3.00 Practice in Special TAL 830 Classroom Inquiry I 3.00 A minimum of 41 credits is required. Education: Middle TAL 856 Curriculum Theory and 3.00 Childhood/Adolescence Practice in Special (10 Fieldwork hours) M.S.Ed. in Teaching Urban Education: Middle TIER III: Inquiry of Urban Classrooms and Childhood / Adolescence Adolescents with Disabilities Teaching Practices (16 credits) Generalist (Grades 7-12) All of the following courses must be completed TAL 857 Strategies for Teaching 4.00 in Tier III: Learners with Diverse The 43-credit M.S.Ed. in Teaching Urban TAL 853 Collaboration and 3.00 Needs: Adolescence (10 Adolescents with Disabilities, Generalist (Grades Consultation: Family Fieldwork hours) 7-12) is for students without prior certification and School, and Community leads to the degree of Master of Science in TAL 853 Collaboration and 3.00 TAL 854 Classroom as Community 3.00 Education and eligibility for initial NYS Consultation: Family, School and Community Certification in Teaching Urban Adolescents with TAL 857 Strategies for Teaching 4.00 (10 Fieldwork hours) Disabilities, Generalist, grades 7-12. It prepares Learners with Diverse students to teach in inclusive or self-contained Needs: Middle Childhood TAL 854 Classroom as Community 3.00 special education classrooms and resource rooms / Adolescence (10 Fieldwork hours) at the secondary school level. There is also a 35- TAL 880 Classroom Inquiry II 3.00 TAL 875 Adolescent and Young 3.00 credit M.S.Ed. in Teaching Urban Adolescents Adult Basic Literacy with Disabilities, Generalist (Grades 7-12) for Only one of the following courses must be students who already have certification in another completed in Part 2 of Tier III: OR area. TAL 871 Introduction to Reading 3.00 TAL 871 Introduction to Reading 3.00 Candidates for these degrees must have: Difficulties Difficulties • A major, concentration, or the equivalent, in TAL 875 Adolescent and Young 3.00 TAL 880 Classroom Inquiry II (30 3.00 one of more of the liberal arts and sciences; Adult Basic Literacy Fieldwork hours) • Completed a minimum of six semester hours in each of the following subject areas (total 24 The following courses must be completed in TIER IV: Advanced Inquiry and Practice (4-6 semester hours): mathematics, English Tier IV: credits) language arts, social studies, and science. TAL 971 Capstone Seminar 3.00 TAL 885A Student Teaching: 3.00 Optional extensions are also available for Adolescence Special TAL 885A Student Teaching: 3.00 students wishing to teach in middle schools (6 Education (Full-Time Adolescence Special credits) or in bilingual classrooms (9 credits). Classroom Fieldwork) Education Students graduating from this program are eligible Or for teaching certification once they have passed all A minimum of 43 credits is required. TAL 885B Student Teaching for the 1.00 required portions of the New York State Teacher Practicing Teacher: Certification Exam (NYSTCE). Students may also Adolescence Special apply for Internship Certification after completing Education (Full-Time the first 18-21 credits. Internship Certification Classroom Fieldwork) permits students to begin teaching while they complete their degrees. TAL 971 Capstone Seminar 3.00
Students with prior initial certification in A minimum of 35 credits is required. another area will, upon completing this program, also be eligible for professional certification in their original certification area.
A non-certification track is available for
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Teaching Urban Adolescents with Disabilities - Non Certification
All of the following courses below must be completed: All of the following courses must be completed in Tier I: TAL 801 Issues in Urban Education 3.00
TAL 803 Perspectives on Disability 3.00 All of the following courses must be completed in Tier II: TAL 802 Language and Literacy 3.00
TAL 812 Lives of Adolescents 3.00
TAL 822 Assessment and Special 3.00 Education
TAL 830 Classroom Inquiry I 3.00
TAL 856 Curriculum Theory and 3.00 Practice in Special Education: Middle Childhood/Adolescence All of the following courses must be completed in Tier III: TAL 853 Collaboration and 3.00 Consultation: Family School, and Community
TAL 854 Classroom as Community 3.00
TAL 857 Strategies for Teaching 4.00 Learners with Diverse Needs: Middle Childhood / Adolescence
TAL 880 Classroom Inquiry II 3.00 Only one of the following courses must be completed in Part 2 of Tier III: TAL 871 Introduction to Reading 3.00 Difficulties
TAL 875 Adolescent and Young 3.00 Adult Basic Literacy All of the following courses must be completed in Tier IV: TAL 890 Overview of Teaching in 1.00 Alternative Settings
TAL 971 Capstone Seminar 3.00 A minimum of 41 credits is required.
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TAL 827 ESOL and Content Area 3.00 A minimum of 40 credits is required. TESOL Instruction: Childhood K- 6 Teaching English to Speakers of M.S.Ed. in Teaching English to TAL 828 ESOL and Content Area 3.00 Other Languages - Non Speakers of Other Languages Instruction: Adolescence 6-12 Certification (TESOL, K-12) TAL 830 Classroom Inquiry I 3.00 TAL 801 Issues in Urban Education 3.00 The 42-credit M.S.Ed. in Teaching English to TAL 867 Sociolinguistics and 3.00 TAL 802 Language and Literacy 3.00 Speakers of Other Languages (TESOL, K-12) is Teaching for students without prior certification and leads to TAL 803 Perspectives on Disability 3.00 the degree of Master of Science in Education and TAL 868 Second Language 3.00 TAL 805 Linguistics and the 3.00 eligibility for initial NYS Certification in TESOL, Literacy and Biliteracy Structure of English for preparing students to teach English to speakers of TAL 880 Classroom Inquiry II 3.00 Teachers other languages in K through 12 classrooms. There is also a 40-credit M.S.Ed. in Teaching English to TAL 886A Student Teaching: 3.00 TAL 825 First and Second 3.00 Speakers of Other Languages (TESOL, K-12) for TESOL Language Acquisition and Classroom Practice students who already have certification in another TAL 975 Final Inquiry Seminar: 3.00 area. TESOL TAL 826 Curriculum and TESOL 3.00 Students graduating from this program are A minimum of 42 credits is required. Pedagogy eligible for teaching certification once they have passed all required portions of the New York State TAL 827 ESOL and Content Area 3.00 Teacher Certification Exam (NYSTCE). Students Teaching English to Speakers of Instruction: Childhood K- may also apply for Internship Certification after Other Languages M.S.E - 2nd 6 completing the first 21 credits. Internship Initial TAL 828 ESOL and Content Area 3.00 Certification permits students to begin teaching Instruction: Adolescence while they complete their degrees. 6-12 In order to meet the New York State Education TAL 801 Issues in Urban Education 3.00 TAL 830 Classroom Inquiry I 3.00 Department's licensing requirements, students TAL 802 Language and Literacy must have taken as part of their general education TAL 867 Sociolinguistics and 3.00 course work 12 semester hours or the equivalent of 3.00 Teaching study of a language other than English. If this requirement is not met on admission to the TAL 803 Perspectives on Disability 3.00 TAL 868 Second Language 3.00 Literacy and Biliteracy program, it can be met concurrent to the student's TAL 805 Linguistics and the 3.00 completing program requirements. Students with Structure of English for TAL 880 Classroom Inquiry II 3.00 prior initial certification in another area will, upon Teachers TAL 890 Overview of Teaching in 1.00 completing this program, also be eligible for TAL 825 First and Second 3.00 Alternative Settings professional certification in their original Language Acquisition and certification area. TAL 975 Final Inquiry Seminar: 3.00 Classroom Practice A 40-credit non-certification track is available TESOL for students who are not interested in or who do TAL 826 Curriculum and TESOL 3.00 A minimum of 40 credits are required. not qualify for certification. Pedagogy
TAL 827 ESOL and Content Area 3.00 Teaching English to Speakers of Instruction: Childhood K- Other Languages M.S.E. - 1st 6 Initial TAL 828 ESOL and Content Area 3.00 Instruction: Adolescence TAL 801 Issues in Urban Education 3.00 6-12
TAL 802 Language and Literacy 3.00 TAL 830 Classroom Inquiry I 3.00
TAL 803 Perspectives on Disability 3.00 TAL 867 Sociolinguistics and 3.00 Teaching TAL 805 Linguistics and the 3.00 Structure of English for TAL 868 Second Language 3.00 Teachers Literacy and Biliteracy
TAL 825 First and Second 3.00 TAL 880 Classroom Inquiry II 3.00 Language Acquisition and TAL 886B Student Teaching for the 1.00 Classroom Practice Practicing Teacher: TAL 826 Curriculum and TESOL 3.00 TESOL Pedagogy TAL 975 Final Inquiry Seminar: 3.00 TESOL
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I-START Program estimated 360,000 are recently arrived immigrants. Their window of opportunity to successfully The I-START-LIU program, the first urban complete high school is quite narrow, given that teacher residency in New York City, is a they are faced with learning a new language in collaboration among Internationals Network for which they must comprehend rigorous academic Public Schools, LIU, the NYC Teaching Fellows materials and acculturate into a new society, all and the Department of Education's Empowerment within four years. Schools. The I-START program is designed to How to Apply provide pre- and post-program placement, Go to the School of Education website for induction and support activities to prepare highly information on the special application process for qualified teachers of English Language Learners the I-START program: (ELL) through a cohesive program that meets New http://liu.edu/Brooklyn/Academics/Schools/SOE/S York State Learning Standards for English as a pecProg/I-START/How-to-Apply.aspx.
Second Language and integrates empirically-based practice and scientifically valid research. Rather than considering research-based knowledge and practitioner knowledge as separate domains, this urban teacher residency model requires a unified, project-based approach to both areas. Coursework builds on and extends the highly successful project-based model utilized in the Internationals High Schools and embeds this model in a theoretical framework. The program combines university coursework with a residency at one of the International High Schools. In the first year, residents work alongside an experienced mentor teacher at an International High School. The university courses serve as the context in which residents have opportunities to reflect on the work of the schools in view of theory, practice and research. During the second year of the program, residents are teachers of record either at an International or other public school serving high populations of ELLs, while continuing their coursework and mentorship. I-START's two overarching program goals are to: • Develop highly qualified and competent ESL teachers equipped to improve student academic achievement. • Create a New York City Department of Education sponsored program that partners Internationals Network, high needs Empowerment schools with large populations of English language learner students and LIU. The leveraging of expertise developed and implemented through I-START extends the successful education model used in the International High Schools and the LIU TESOL teaching preparation program positively impacting the quality of new teachers who are able to expertly address the needs of NYC English Language Learners. The Need and Opportunity There is a profound shortage of highly qualified and effective teachers of English Language Learners (ELLs) in New York City, and currently, only 23.5% of ELLs in NYC graduate in four years. More ELLs graduate after five and six years, but the results are still very low. The ELL population is one of the fastest growing K-12 populations in the United States – currently there are 900,000 high school age ELLs and an
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BILINGUAL EDUCATION TAL 866 Native Language 3.00 course from the total If you are unable to pay Teaching in the Bilingual the balance in a given semester, you will Classroom receive a bursar block and not be permitted to register for a subsequent semester. Advanced Certificate in Bilingual A minimum of 15 credits is required. Intensive Teacher Institute (ITI) Scholarship Education and Eligibility Criteria
Online Bilingual Extension Determination of ITI eligibility rests with the The 15-credit Advanced Certificate in Bilingual ITI office, but these guidelines will assist you in Education is for individuals with prior teaching Programs deciding whether or not to apply for this funding. certification and proficiency in a language besides • You are a certified teacher (initial or preferably English. The Advanced Certificate, also known as CROSS-CAMPUS ONLINE BILINGUAL professional/permanent) working out-of-license the Bilingual Education Extension, certifies EXTENSIONS with bilingual students in your class. In other students to teach in their original certification area Information for Bilingual Education Teachers words, you should be placed in a bilingual dual in bilingual classrooms. Students completing the The LIU Brooklyn Online Bilingual Extension language, transitional bilingual education or program are eligible for the extension once they Programs are a collaborative effort between LIU bilingual special education program. You must have passed the New York State Teacher Brooklyn and LIU Hudson designed, currently teach in the native language and Certification Exam, the Bilingual Education implemented, and administered by full time English, but you do not have the approved Assessment (BEA) in the target language of faculty at both campuses. All programs are certification to do so. If you teach at the instruction. Please note, the Advanced Certificate approved by the New York State Education secondary level, you may be a bilingual content in Bilingual Education is offered online as a Department. area teacher (e.g., social studies, math or Bilingual Extension through our Cross Campus To determine whether or not the online science), but not a Spanish teacher. Online Extension program and meets weekly via programs are appropriate for you, ask yourself if • You are bilingual in a language other than videoconferencing. you can answer YES to the following: English. You must be proficient enough to pass The following options are also available to • You are a self-motivated learner who can keep the NYSTCE Bilingual Education Assessment students with prior certification: up with readings & assignments. (BEA), the required exam for the NYS • M.S.Ed. leading to 2nd initial certification • You have sufficient computer skills (e.g., Bilingual Education Extension. The BEA along with optional Bilingual Extension in one advanced word-processing, PowerPoint, includes speaking, reading, writing and of the following areas: discussion forums, videoconferencing, etc.) listening components in the non-English - Childhood Urban Education • You have updated computer equipment (no language and other content from the bilingual - Early Childhood Urban Education more than three years old) at home and high- extension courses. - Early Childhood/Childhood Urban Education speed internet access. • Your administrator (principal and/or - Adolescence Urban Education • You will be required to purchase additional superintendent) must recommend you for the - Teaching Urban Children with Disabilities equipment including: a headset and webcam, if ITI scholarship by signing the ITI application - Teaching Urban Adolescents with Disabilities you do not have one built-in. and verifying your teaching placement in a • Individuals without prior teaching certification Tuition Support, Costs, and Reimbursement bilingual program and stating the need for your who are interested in bilingual education may The LIU Brooklyn and the NYSED Intensive credential by providing numbers of students pursue the M.S.Ed. leading to 1st initial Teacher Institute (ITI) program offer tuition and staff currently at your school. certification along with the optional Bilingual support to eligible applicants. A total of $600 per • After obtaining the extension, you must commit Extension in one of the following areas: credit is reimbursed ($300 each from LIU to work for two years in a bilingual education - Childhood Urban Education Brooklyn and ITI), or $1800 per three-credit setting; otherwise you may be asked to repay - Early Childhood Urban Education course. the tuition scholarship. - Early Childhood/Childhood Urban Education Note: For information about the ITI tuition - Adolescence Urban Education • ITI funding covers ONE 3-credit course per scholarship and to download the application, go to - Teaching Urban Children with Disabilities semester. You must take courses in consecutive www.emsc.nysed.gov/biling/bilinged/iti.html or - Teaching Urban Adolescents with Disabilities semesters, including summers. You will be call 631-244-4016.
given a course sequence, which must be Bilingual Education Advanced Certificate followed. Admissions Requirements • NYCDOE scholarship recipients, such as NYC You must be fully admitted to LIU to Must complete all courses below. Teaching Fellows or Teachers of Tomorrow, participate in the online program. For admissions TAL 804 Fundamentals of 3.00 are not eligible to receive New York State ITI information, visit Linguistics funding. liu.edu/Brooklyn/Admissions/Graduate.aspx • If you are not eligible for ITI funding and you For Consideration and Information TAL 823 Bilingualism and 3.00 still want to take the program, you are most To be considered by LIU Brooklyn for this Bilingual/Multicultural welcome to do so at full cost. Financial aid is special program, please fill out the questionnaire Education available for students taking a minimum of 6 at: TAL 862 ESL Curriculum and 3.00 credits per semester. See www.surveymonkey.com/s.aspx?sm=laVXAO2N Methodology: Teaching liu.edu/Brooklyn/Financial-Services.aspx 15oBQuXeXOHthg_3d_3d. Please confirm the Literacy K-12 • Please note tuition reimbursement is paid by the completion and submission of the questionnaire by LIU Brooklyn and ITI upon completion of the emailing: [email protected]. Upon TAL 863 ESL Curriculum and 3.00 course, so a grade must be posted first in order receipt of your confirmation email, you will be Methodology: Teaching for the reimbursement to be credited to your contacted promptly about next steps. Content Areas K-12 account. • You may receive a bill for full amount and should subtract $600 per credit or $1800 per
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 148 LIU Brooklyn
EDUCATIONAL LEADERSHIP significantly reducing the amount of time you’ll assessment in school district leadership. spend on campus and maximizing interaction with PROGRAM REQUIREMENTS PROGRAM faculty members and fellow students. The blended Continued enrollment in this program is learning format is perfect for busy working contingent upon: JOB OPPORTUNITIES AND CAREER professionals who want to earn an advanced • Progression to the Professional Stage (12 TRENDS degree but don’t have the time to attend on-site credits) President Obama’s Blue Print for reform, U.S. classes on a weekly basis, particularly at the end of • Interview with area coordinator who will assess Office of Education, March 15, 2010, states that: a long workday. The online component of these quality of coursework, portfolio entries, overall “the effort to improve schools will require the blended courses enables you to attend class on performance, and critical characteristics for skills and talents of many but especially our your own schedule, virtually anywhere there is an leadership nation’s principals, and other school leaders. Our Internet connection, while reaping the rewards of • G.P.A. of 3.0 must be maintained to continue in goal must be to have a great teacher in every face-to-face contact with professors on scheduled the program. classroom and a great principal in every school.” Saturdays. All of the courses in the Advanced There are many job opportunities for assistant Certificate in Educational Leadership are taught in Educational Leadership Advanced principals and principals in New York City. Since this blended format. This is an opportunity to Certificate Requirements 2006, 500 new public schools have opened. There expand your career as an educational leader, while The following courses are required: are public, portfolio, charter, parochial and also continuing to fulfill your personal and TLL 930 Administrative Core I: An 6.00 independent schools that seek competent leaders in professional responsibilities. Overview the New York area. The Department of Education ADMISSIONS REQUIREMENTS TLL 931A Administrative Core II: 3.00 seeks qualified educators to become assistant To be admitted to this program you must: Community Relations principals and principals who are proficient in the • Have a master’s degree from an accredited Department of Education’s five school leadership university with a minimum grade point average TLL 931B Research Methods In 3.00 competencies. Our successful graduates are of 3.0. Administration prepared to complete state exams and to enter the • Submit two letters of reference, one from a TLL 932 Assessment in 3.00 NYC pool for assistant principals and principals. field-based supervisor and one from a Administration university professor, indicating leadership Advanced Certificate in qualities. TLL 933 School Business 3.00 Educational Leadership • Submit a written statement of professional Administration goals, assessed for leadership qualifies and TLL 935 Education and the Law 3.00 The 36-credit Advanced Certificate in communication skills. Educational Leadership is a post-graduate program • Possess certification as a teacher or pupil TLL 936 Curriculum Development 3.00 personnel service provider or in an appropriate that leads to NYS Certification as a School District TLL 937 The Supervisor in the 3.00 specialty. Leader and a School Building Leader. School Setting The program responds to the need for high • Submit evidence of completion of training in quality educational leaders committed to creating child abuse identification and reporting, TLL 941 School District 3.00 excellent schools. Participants in the program violence prevention, substance abuse and Administrator abduction prevention. develop the core competencies in leadership which TLL 951A Internship in 3.00 • Have completed three years of full-time include: (1) a deep understanding of curriculum, Administration and teaching or pupil personnel experience in instruction and assessment to improve student Supervision I: Building schools (N-12) or the equivalent. learning; (2) use of data to set goals and improve Level achievement; (3) developing staff, sharing • A completed graduate admissions application leadership and building strong school (see below). TLL 951B Internship in 3.00 communities; (4) personal leadership that fosters a SUBMITTING AN APPLICATION FOR Administration and culture of excellence and (5) managing resources ADMISSION Supervision II: and operations to improve student learning. The All applicants must apply for admission to LIU District/Regional Level curriculum includes research, theory, fieldwork, Brooklyn. Please apply online at My LIU or use and learning opportunities offered by faculty and the Apply Now link in the top navigation bar of distinguished practitioners who prepare candidates the Campus’ website. For more information on the to become efficient, effective and caring admissions process, visit the Office of Admissions educational leaders determined to promote equity website. and excellence for diverse populations. CERTIFICATION REQUIREMENTS Our Educational Leadership program stands out Initial: School Building Education Leader for its small classes, experienced faculty, A total of 30 credits including twenty-seven individualized attention and clearly identified credits of course work, and a three-credit, 400 hour competencies that practitioners have verified as building-level internship, along with successful critical to being successful in bringing about completion of the New York State school building effective and productive schools. education leadership certification examination. BLENDED LEARNING AND SATURDAY Professional: District/Regional Education FORMAT Leader LIU Brooklyn’s new BLENDED LEARNING A total of 36 credits including thirty-three AND SATURDAY FORMAT Advanced credits of course work, and a three-credit, 400 hour Certificate in Educational Leadership fuses online district/regional level internship, along with learning with traditional classroom studies, successful completion of the written and performance components of the New York State
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Teaching and Learning Courses multicultural literature for children will be The pre-requisite or co-requisite of TAL 801 is highlighted. Students will be introduced to a variety required or membership in the NYC Teaching of literacy resources, including children's libraries Fellow Student Group or in the ISTART Student TAL 088 Textual Strategies for Educators and relevant Web sites. Group. A course that focuses on improving school The pre-requisite or co-requisite of TAL 801 is Credits: 3 professionals' abilities to write academic essays and required or membership in NYC Teaching Fellow Every Fall developing reading strategies to be applied to the Group. comprehension of complex texts in the field of Credits: 3 TAL 810 Early Development education. Students will be involved in writing, Every Fall and Spring An examination of the experience of young editing and rewriting, as well as doing close reading children from infancy through early childhood of texts. Pass/Fail only. This course has an TAL 803 Perspectives on Disability using developmental, non-developmental, additional fee. Provides an overview of the social, political, historical, and cultural approaches. Students will Credits: 0 historical, cultural and educational contexts of consider different theories of early development Every Fall and Spring disability. Students will explore the history of and their implications for understanding children. Special Education legislation and litigation that Attention will be given to physical, cognitive, socio- TAL 099 Preparing for the NYSTCE have influenced the field, attitudes toward people emotional, and moral domains of development, A course for educators. A course that enhances the with disabilities, images in the media, and different and their relation to learning and socialization. ability to read critically and write serious essays, perspectives on the meaning of disability. Major Students will also examine the role of culture, while deepening the liberal arts and education issues in the fields of Special Education and gender, disability, race, class, language, and ability knowledge base required for the LAST. Emphasis is Disability Studies as well as topics central to the in the process of learning and development. The also placed on developing successful test-taking lives of people with disabilities such as transition, lives of children with typical and atypical strategies. Required of all students who have not employment, and self-determination will be development will be explored through observations passed the LAST within the first six credits. emphasized. and readings. Fifteen hours of structured fieldwork Pass/Fail only. This course has an additional fee. The pre-requisite or co-requisite of TAL 801 is required. Credits: 0 required or membership in NYC Teaching Fellow The pre-requisite or co-requisite of TAL 801 is On Occasion Group. required. Credits: 3 Credits: 3 TAL 607 Independent Study Every Fall and Spring Every Fall Content is developed by faculty and student. Credits: 1 to 3 TAL 804 Fundamentals of Linguistics TAL 811 Lives of Children On Demand An introduction to the basic concepts of linguistics A course focusing on the experience of childhood needed to understand second language acquisition, from infancy to preadolescence using TAL 801 Issues in Urban Education language variation in urban settings, and ESL developmental, non-developmental, historical, and Using the School of Education KEEPS mission as a pedagogy for diverse learners. Students will become cultural approaches. Students will consider context, this course examines the intersection of familiar with the main components of language different theories of development as well as individuals, families, schools, communities, and structure (phonological, morphological, syntactic, physical, cognitive, socio-emotional and moral society as they exist and interact in urban settings. and lexical) and will learn their significance from a domains of development, with implications for Through readings and class discussion, students will psycholinguistic perspective. They will analyze data learning and socialization. Consideration will be examine schooling from historical, philosophical, from languages spoken in New York City. given to the role of culture, gender, disability, race, sociological, economic, and political perspectives. Credits: 3 class, language, and sexual orientation in the Factors such as language, ability, socioeconomic Every Spring process of learning and development. The lives of class, ethnicity, race, gender and sexuality will be children with typical and atypical development will introduced through a critical perspective in order to TAL 805 Linguistics and the Structure of English be explored through observations and readings. understand how they influence and shape urban for Teachers Fourteen hours of structured fieldwork required. education. Students will have the opportunity to This course addresses the structural components of The pre-requisite of TAL 801 is required or engage in field-based research related to issues language. Students develop and apply the membership in NYC Teaching Fellow Group. studied. knowledge of phonology, morphology, and syntax Credits: 3 Credits: 3 to understand the structure of the English Every Fall and Spring Every Fall and Spring Language and their students' development of oral and written fluency in English. Teaching TAL 812 Lives of Adolescents TAL 802 Language and Literacy candidates learn to design and implement A course that focuses on the experience of pre- A course focusing on the relationship between oral contextualized activities and instructional adolescents and adolescents from diverse language and literacy, highlighting the techniques to assist their students in developing backgrounds with a range of abilities using psycholinguistic and social foundations of reading. phonemic awareness, using their knowledge of developmental, non-developmental, historical, and Principles of first and second language acquisition, morphology, building vocabulary and using the cultural approaches. Theories of development will dialectal differences, and the development of syntactic structures of English in oral and written be studied as they apply to the adolescent learner in literacy in English Language Learners and bilingual communication. The course prepares students to families, communities, peer groups and schools. children will be addressed. Students will be analyze and describe the language spoken by Physical, cognitive, socio-emotional and moral introduced to different philosophical approaches to learners at different stages of language acquisition domains of development with implications for teaching reading and will explore the connection and to instruct their students to contrast their learning will be studied. Throughout the course, between reading and writing. They will examine the native language and English. Attention to the attention will be given to ways in which culture, cognitive and sociolinguistic processes involved in teaching of formal and informal English and the gender, disability, race, class, language, ethnicity making meaning from text, including the use of English for a variety of purposes, including and sexual orientation play a role in the process of importance of background knowledge, as well as the use of academic language is also provided. learning and development. The lives of adolescents processes underlying word recognition. The role of
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 150 LIU Brooklyn with typical and atypical development will be standardized and teacher-made tests, as well as Physical Response, and the Natural and explored through observations and readings. alternative assessment techniques, will be discussed. Comprehension Approaches are included. Fourteen hours of structured fieldwork required. Emphasis will be given to the underlying Students design and present lesson and curriculum For students pursuing the middle childhood assumptions of the tests and to race, class, language, plans and use classroom-based assessments of extension, 20 hours of fieldwork at the middle and gender implications in using the tests. The children's learning. They practice using technology school level will be required. process by which students receive special education and electronic media as well as participatory The pre-requisite of TAL 801 is required or services will be investigated. techniques, theater, role playing, games, visual arts, membership in NYC Teaching Fellow Group. The pre-requisite of TAL 803 is required. and music to teach ELLs. The integration of these Credits: 3 Credits: 3 approaches and techniques with content area and Every Fall and Spring Every Fall and Summer literacy instruction is emphasized. Strategies to differentiate instruction and teach in multi-level TAL 816 Teaching Literacy K-6 TAL 823 Bilingualism and ESL classrooms are addressed. Fifteen hours of A course that addresses the teaching of literacy in Bilingual/Multicultural Education structured fieldwork required. grades K-6 from the emergent to the fluent reader. Introduction to the individual, social, cognitive and The pre-requisite or co-requisite of TAL 801 or 802 Students will be introduced to a variety of linguistic nature of bilingualism, including second is required or membership in either NYC Teaching approaches for teaching reading and writing, language acquisition, sociology of language, and the Fellow Student Group or in the ISTART Student including strategies for teaching word recognition, relationship between language and culture. Group. phonics, vocabulary, and comprehension through Students will examine the socio-political, historical, Credits: 3 the use of multicultural literature and and legal foundations that have shaped bilingual Every Spring incorporation of multiple literacies. The use of and multicultural education policies, program reading for content area knowledge development models, and teaching and assessment practices. TAL 827 ESOL and Content Area Instruction: will be examined as well as reading assessment and Issues pertaining to second language learners with Childhood K-6 evaluation. This course will approach reading from diverse learning needs will be addressed. Students This course prepares students to plan and a developmental perspective, using strategies for will develop an understanding of the distinction implement instruction that develops language, adaptation of instruction for children with diverse between language differences and language literacy and content knowledge in English. abilities and language backgrounds within a disability. Fifteen hours of structured fieldwork Students become knowledgeable of how to design collaborative, inclusive model. Approaches to required. Students pursuing the bilingual extension classroom activities and use resources to teach the remediation of difficulties in literacy will also be will have an additional twenty hours of fieldwork. content areas through units that provide addressed. Ten hours of structured fieldwork Credits: 3 opportunities to use language in meaningful required. Every Fall and Spring contexts. Students learn to integrate subject matter The pre-requisite of TAL 801 is required or and language learning objectives and engage their membership in NYC Teaching Fellow Group. TAL 825 First and Second Language Acquisition students in problem-solving inquiries in science, Credits: 3 and Classroom Practice math and social studies. They are prepared to Every Spring Students become knowledgeable of different create print-rich classroom environments in which theories of language acquisitions as well as the role their students can use print regardless of their TAL 817 Teaching Literacy: Grades 5-12 that individual differences such as age, literacy, developmental stage in English and formal A course that addresses the teaching of literacy at motivation, and personality play in L1 and L2 accuracy. Ways to plan instruction to meet diverse the middle childhood and adolescent levels from a learning. Teaching candidates learn to recognize developmental and learning needs as well as developmental perspective, building upon the different stages of acquisition and understand the cultural styles are included. The use of educational foundations of literacy established in early nature of typical second language errors. Students resources, including technology and children''s childhood and childhood. Emphasis will be on the design instructional strategies and classroom literature is addressed. The course also attends to development of fluent mature reading, including environments to support their students' oral and family and community involvement and the use of strategies for teaching vocabulary, critical thinking, written first and second language development. the home language to support literacy. English reading in the content areas, and study skills. These strategies include the use of technology, acquisition and content knowledge development. Various approaches to the teaching of writing will literature, and opportunities for linguistic Fifteen hours of structured fieldwork required. be presented, and students will become familiar interaction. The course prepares students to use The pre-requisite or co-requisite of TAL 802 is with a diverse range of multicultural literature for language proficiency assessments to plan required or memebership in either NYC Teaching middle-school children and adolescents. Practices curriculum, modify instruction and monitor Fellow Student Group or in the ISTART Student related to assessment and the organization of students' progress. Group. instruction will be introduced. Strategies for The pre-requisite or co-requisite of TAL 802 is Credits: 3 adaptation of instruction for children of diverse required or membership in either NYC Teaching Every Spring abilities and language backgrounds will also be Fellow Student Group or in the ISTART Student addressed. Fifteen hours of structured fieldwork Group. TAL 828 ESOL and Content Area Instruction: required. Credits: 3 Adolescence 6-12 The pre-requisite of TAL 801 is required. Every Summer This course prepares students to create learning Credits: 3 environments that allow ELLs to access the core Every Spring TAL 826 Curriculum and TESOL Pedagogy curriculum by integrating language and content This course prepares teaching candidates to design instruction and choosing and adapting educational TAL 822 Assessment and Special Education learning environments for ELLs by examining a resources, including technology. Teaching The historical, political and social context of the wide range of approaches, practices and materials candidates learn to assess students' background testing and standards movements and their relation for the ESL classroom. Issues in second language knowledge and consider their language proficiency to assessment practices in Special Education will be pedagogy and varied approaches and methods in to plan and implement student-centered and critically examined. The concepts of reliability and second language teaching such as Sheltered culturally-relevant instruction to teach math, validity will be explored and their relevance to Instruction, Community Language Learning, Total science and social studies. The use of reading and
Page 151 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013 writing to promote language and content Credits: 3 Credits: 3 knowledge learning in English and the use of Every Spring Every Fall linguistic and nonlinguistic support to enhance comprehension are addressed. Students become TAL 832 Teaching the Arts 1-6 TAL 841A Curriculum in the Secondary knowledgeable on how to plan and manage A course that introduces students to the role of the Classroom: Biology instruction for diverse groups of learners and arts and movement in elementary education as a A course with students as researchers of the various developmental needs, including students means of helping children make sense of the world, secondary curriculum in the student's particular with disabilities and those with limited or express understanding of their experience, and discipline with a focus on teaching students with interrupted formal schooling. They become develop aesthetic appreciation. Students will diverse backgrounds and needs. Students will acquainted with strategies for school-home explore the importance of developing creativity and become familiar with NYS/Common Core communication that are linguistically and culturally self-expression in children. They will participate in Learning Standards as well as ways to bring appropriate. Fifteen hours of structured fieldwork movement, music, drama, and visual arts activities enriching multiple representations of content and required. appropriate for the elementary school classroom. multicultural materials to their classroom The pre-requisite of TAL 827 is required or Through active exploration of various media and instruction. The use of literature, technology, membership in NYC Teaching Fellow Group or in materials students will learn how to integrate the audio-visual material, and the resources of New ISTART Group. arts into their classroom teaching. Course York City will be highlighted so that students can Credits: 3 experience will include field trips to art museums become resourceful teachers who understand Every Fall and performances appropriate for elementary curriculum design and know how to access and school children. utilize a range of materials for adolescents of TAL 830 Classroom Inquiry I The pre-requisite or co-requisite of TAL 830 is varying interests, abilities, and language The course aims to develop and improve aspects of required. backgrounds. Fifteen hours of structured fieldwork teaching practice through inquiring about students Credits: 3 required. work with children and adolescents in classrooms Every Summer The pre-requisite or co-requisite of TAL 801 is and other educational settings from a required. phenomenological perspective. Through TAL 833 Teaching Science/Technology 1-6 Credits: 3 collaborative inquiry, students will learn disciplined A course that focuses on the development and Every Fall modes of observation and description and a range implementation of inquiry-based curricula to of ways to document aspects of Teaching and promote in-depth scientific literacy. Emphasis will TAL 841B Curriculum in the Secondary Learning. They will complete a child study be placed on raising questions, planning and Classroom: Chemistry including the collecting and describing of the developing solutions for open-ended science A course with students as researchers of the child's work and a Descriptive Review of the Child. problems, formative assessment, and the use of secondary curriculum in the student's particular In addition, students will investigate the technology as a teaching tool. While reinforcing discipline with a focus on teaching students with assumptions about persons and knowledge-making knowledge of basic scientific concepts and inquiry diverse backgrounds and needs. Students will underlying the phenomenological modes of inquiry skills, students will construct unit plans as a become familiar with NYS/Common Core basic to the child study. Students will begin to mechanism for integrating learning. Attention will Learning Standards as well as ways to bring develop a conceptual understanding of the nature be paid to developing strategies for helping children enriching multiple representations of content and of inquiry, documentation, evidence, questions, with diverse learning needs to meet NYS/Common multicultural materials to their classroom and knowledge. Thirty hours of structured Core Learning Standards. Ten hours of structured instruction. The use of literature, technology, fieldwork required. fieldwork required. audio-visual material, and the resources of New The pre-requisite of TAL 801 is required or The pre-requisite or co-requisite of TAL 830 is York City will be highlighted so that students can membership in NYC Teaching Fellow Group or in required. become resourceful teachers who understand ISTART Group. Credits: 3 curriculum design and know how to access and Credits: 3 Every Spring utilize a range of materials for adolescents of
Every Fall and Spring varying interests, abilities, and language TAL 834 Teaching Math/Technology 1-6 backgrounds. Fifteen hours of structured fieldwork TAL 831 Teaching Social Studies 1-6 A course that utilizes an inquiry approach to required. Introduction to a theme-based, literature-rich, explore big ideas in mathematics and to The pre-requisite or co-requisite of TAL 801 is multicultural approach to teaching and learning demonstrate how these ideas are evident across required. social studies. The course focuses on the teaching of cultures. The following questions will be raised: Credits: 3 social studies through literacy, critical thinking, and What is the teacher's role in children's learning of Every Fall an inquiry approach using student-centered mathematics? What abilities do children develop projects. Students will learn to look at their own through the learning of mathematics? How do TAL 841C Curriculum in the Secondary classrooms as places where inclusive community teachers know what children need? How do Classroom: English living can be practiced and where children can teachers organize their work to address those needs A course with students as researchers of the begin to explore values like community in the classroom? Students will be introduced to the secondary curriculum in the student's particular responsibility, equality, diversity, and freedom as use of technology as a tool in the teaching of discipline with a focus on teaching students with preparation for democratic citizenship. They will mathematics. Attention will be paid to developing diverse backgrounds and needs. Students will design instruction and assessments to help diverse strategies for helping children with diverse learning become familiar with NYS/Common Core learners meet NYS/Common Core Learning needs to meet NYS/Common Core Learning Learning Standards as well as ways to bring Standards. Relevant uses of technology will be Standards within a collaborative, inclusive model. enriching multiple representations of content and explored. Ten hours of structured fieldwork Approaches to addressing difficulties in math will multicultural materials to their classroom required. be explored. Ten hours of structured fieldwork instruction. The use of literature, technology, The pre-requisite or co-requisite of TAL 830 is required. audio-visual material, and the resources of New required. The pre-requisite of TAL 830 is required. York City will be highlighted so that students can
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 152 LIU Brooklyn become resourceful teachers who understand lesson and unit planning, multicultural curriculum the practice of teaching and co-teaching on the curriculum design and know how to access and and teaching, student-centered teaching strategies, secondary level. Topics to be explored will include utilize a range of materials for adolescents of project-based classroom instruction, methods of lesson and unit planning, multicultural curriculum varying interests, abilities, and language assessment, and classroom management. Students and teaching, student-centered teaching strategies, backgrounds. Fifteen hours of structured fieldwork will develop and implement unit plans to meet project-based classroom instruction, methods of required. NYS/Common Core Standards for adolescents of assessment, and classroom management. Students The pre-requisite or co-requisite of TAL 801 is varying abilities and language backgrounds. will develop and implement unit plans to meet required. Students will explore ways to develop and NYS/Common Core Standards for adolescents of Credits: 3 differentiate lessons and assessments based on varying abilities and language backgrounds. Every Fall students' learning needs and/or Individualized Students will explore ways to develop and Educational Programs (IEPs). Fifteen hours of differentiate lessons and assessments based on TAL 841D Curriculum in the Secondary structured fieldwork required. students' learning needs and/or Individualized Classroom: Mathematics The pre-requisite or co-requisite of TAL 801 is Educational Programs (IEPs). Fifteen hours of A course with students as researchers of the required. structured fieldwork required. secondary curriculum in the student's particular Credits: 3 The pre-requisite or co-requisite of TAL 801 is discipline with a focus on teaching students with Every Spring required. diverse backgrounds and needs. Students will Credits: 3 become familiar with NYS/Common Core TAL 842B Teaching Methods in the Secondary Every Spring Learning Standards as well as ways to bring Classroom: Chemistry enriching multiple representations of content and A course in which students will actively learn about TAL 842E Teaching Methods in the Secondary multicultural materials to their classroom the practice of teaching and co-teaching on the Classroom: Social Studies instruction. The use of literature, technology, secondary level. Topics to be explored will include A course in which students will actively learn about audio-visual material, and the resources of New lesson and unit planning, multicultural curriculum the practice of teaching and co-teaching on the York City will be highlighted so that students can and teaching, student-centered teaching strategies, secondary level. Topics to be explored will include become resourceful teachers who understand project-based classroom instruction, methods of lesson and unit planning, multicultural curriculum curriculum design and know how to access and assessment, and classroom management. Students and teaching, student-centered teaching strategies, utilize a range of materials for adolescents of will develop and implement unit plans to meet project-based classroom instruction, methods of varying interests, abilities, and language NYS/Common Core Standards for adolescents of assessment, and classroom management. Students backgrounds. Fifteen hours of structured fieldwork varying abilities and language backgrounds. will develop and implement unit plans to meet required. Students will explore ways to develop and NYS/Common Core Standards for adolescents of The pre-requisite or co-requisite of TAL 801 is differentiate lessons and assessments based on varying abilities and language backgrounds. required. students' learning needs and/or Individualized Students will explore ways to develop and Credits: 3 Educational Programs (IEPs). Fifteen hours of differentiate lessons and assessments based on Every Fall structured fieldwork required. students' learning needs and/or Individualized The pre-requisite or co-requisite of TAL 801 is Educational Programs (IEPs). Fifteen hours of TAL 841E Curriculum in the Secondary required. structured fieldwork required. Classroom: Social Studies Credits: 3 The pre-requisite or co-requisite of TAL 801 is A course with students as researchers of the Every Spring required. secondary curriculum in the student's particular Credits: 3 discipline with a focus on teaching students with TAL 842C Teaching Methods in the Secondary Every Spring diverse backgrounds and needs. Students will Classroom: English become familiar with NYS/Common Core A course in which students will actively learn about TAL 843 Curriculum in Middle School Learning Standards as well as ways to bring the practice of teaching and co-teaching on the A course in which students learn to create, evaluate, enriching multiple representations of content and secondary level. Topics to be explored will include and implement middle school curriculum by asking multicultural materials to their classroom lesson and unit planning, multicultural curriculum questions about language arts, math, science, and instruction. The use of literature, technology, and teaching, student-centered teaching strategies, social studies. Students will become familiar with audio-visual material, and the resources of New project-based classroom instruction, methods of NYS/Common Core Learning Standards and how York City will be highlighted so that students can assessment, and classroom management. Students to integrate these standards into the curriculum become resourceful teachers who understand will develop and implement unit plans to meet they develop for diverse learners. In-depth curriculum design and know how to access and NYS/Common Core Standards for adolescents of exploration of critical issues across subject areas will utilize a range of materials for adolescents of varying abilities and language backgrounds. be emphasized. Effective ways of teaching middle varying interests, abilities, and language Students will explore ways to develop and school learners will be explored. Pedagogical backgrounds. Fifteen hours of structured fieldwork differentiate lessons and assessments based on approaches will include student centered teaching required. students' learning needs and/or Individualized and learning, group work, project-based learning, The pre-requisite or co-requisite of TAL 801 is Educational Programs (IEPs). Fifteen hours of and authentic modes of assessment. Students will required. structured fieldwork required. explore how to select and adapt appropriate Credits: 3 The pre-requisite or co-requisite of TAL 801 is materials for adolescents. Thirty hours of structured Every Fall required. fieldwork required. Credits: 3 Credits: 3 TAL 842A Teaching Methods in the Secondary Every Spring On Demand Classroom: Biology A course in which students will actively learn about TAL 842D Teaching Methods in the Secondary TAL 844 Environments Practices and Play in the practice of teaching and co-teaching on the Classroom: Mathematics Early Childhood secondary level. Topics to be explored will include A course in which students will actively learn about This course studies the relationship between play
Page 153 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013 and learning for young children and the Credits: 3 provide support and services to children and significance of providing opportunities for choices Every Fall adolescents with disabilities and their families and in their interactions with the world. Students will will learn to advocate on their behalf. Ten hours of learn how to create safe and stimulating classroom TAL 851 Curriculum Theory and Practice in structured fieldwork required. environments that provide positive behavior Special Education: Childhood The pre-requisite or co-requisite of TAL 830 is support for a multicultural, inclusive and anti-bias An exploration of the role of curriculum in schools required. approach to learning. The focus will be on the with an emphasis on teaching learners with diverse Credits: 3 whole child in learning contexts that enhance learning needs. Students will learn to evaluate the Every Spring physical cognitive, social, and emotional appropriateness of existing curricula for children development and aesthetic appreciation. Particular with disabilities while developing curricula based on TAL 854 Classroom as Community consideration will be given to the role of the group an assessment of learner's interests, strengths, and Students learn to create respectful classroom in individual learning. A variety of early childhood individual needs. Strategies and instructional communities that support children and adolescents curricula will be reviewed. Fifteen hours of technology for modifying and adapting curricula for in developing communication and social skills structured fieldwork required. students with varying abilities will be presented. leading to satisfying interpersonal relationships. The pre-requisite or co-requisite of TAL 830 is Students will investigate the impact of Students will explore various ways of thinking 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 Every Spring development and implementation of curriculum for collaborative problem-solving processes to develop students with disabilities. Trends and issues in the individualized interventions. Theoretical TAL 845 Math and Science in Early Childhood field of curriculum will be discussed in relation to foundations and methods for supporting students This course will prepare students to design the delivery of special education services. Ten hours with disabilities and documenting and interpreting environments and curriculum for the development of structured fieldwork required. their behaviors will be addressed. Various of math and science knowledge in early childhood. The pre-requisite of TAL 803 is required or the perspectives on constructing classroom Students will learn to create learning centers for student must be active in the NYC Teaching environments such as Positive Behavior Support, young children based on principles of discovery, Fellows Student Group. Responsive Classrooms, and conflict resolution will hands-on experience, and reasoning to reinforce Credits: 3 be explored. basic math and science concepts and inquiry skills. Every Fall The pre-requisite or co-requisite of TAL 830 is They will also learn to develop instruction to meet required or membership in NYC Teaching Fellow diverse needs, including those of English Language TAL 852 Strategies for Teaching Learners with Group. Learners and children who present development Diverse Needs: Childhood Credits: 3 variations. Students will construct unit plans as Characteristics of children with particular disability Every Fall and Summer mechanisms for integrating learning and meeting classifications, as well as cultural, linguistic, gender, state learning standards. The role of formal and and ability differences, will be studied as a basis for TAL 856 Curriculum Theory and Practice in informal assessment as a teaching tool will be considering strategies for teaching. Ideas, methods, Special Education: Middle Childhood / examined. Fifteen hours of structured fieldwork and strategies for assessing student needs and for Adolescence required. designing, adapting, implementing, and evaluating An exploration of the role of curriculum in schools The pre-requisite or co-requisite of TAL 830 is instructional practices in academic content areas with an emphasis on teaching learners with diverse required. will be considered. Emphasis will be placed on learning needs. Students will learn to evaluate the Credits: 3 developing the ability to teach through a variety of appropriateness of existing curricula for children Every Fall teaching methods, including new technologies and with disabilities while developing curricula based on effective utilization of time, space, materials, and an assessment of learner's interests, strengths, and TAL 846 Family Literacy and Parental equipment. Consideration will be given to teaching individual needs. Strategies and instructional Collaboration learners content in academic subject areas based on technology for modifying and adapting curricula for This course will prepare students to design the NYS/Common Core Learning Standards. students with varying abilities will be presented. environments and curriculum for the development Teaching methods which support a collaborative Students will investigate the impact of the of language and literacy at home and the early learning environment, such as cooperative learning NYS/Common Core Learning Standards and childhood center. Collaborative and inclusive groups and co-teaching, will be explored. Ten hours Individualized Education Programs (IEPs) on approaches to family literacy will be emphasized. of structured fieldwork required. development and implementation of curriculum for These include how to work with diverse families on The pre-requisite of TAL 851 is required. students with disabilities. Trends and issues in the issues of child development, including Credits: 4 field of curriculum will be discussed in relation to developmental variations, the role of first and Every Spring the delivery of special education services. Ten hours second language acquisition, bilingualism and of structured fieldwork required. culture in child rearing. Students will be TAL 853 Collaboration and Consultation: Family The pre-requisite of TAL 803 is required or the introduced to a variety of activities and materials to School, and Community student must be active in the NYC Teaching promote family literacy such as children''s books as An exploration of various team approaches and the Fellows Student Group. well as materials on parenting, adult literacy and roles of team members in the delivery of special Credits: 3 English as a Second Language. They will learn to education services. Professional and family Every Fall create systems for referral and collaboration with perspectives will be examined in relation to the other agencies, including Early Intervention education of students with disabilities. Attention TAL 857 Strategies for Teaching Learners with Programs, to provide comprehensive services to will be paid to the student within the context of a Diverse Needs: Middle Childhood / Adolescence families. Ten hours of structured fieldwork family system. Emphasis will be on fostering skills Characteristics of pre-adolescent and adolescent required. that facilitate on-going and productive students with particular disability classifications, as The pre-requisite or co-requisite of TAL 830 is communication among all team members. Students well as cultural, linguistic, gender, and ability required. will become familiar with community agencies that differences, will be studied as a basis for considering
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 154 LIU Brooklyn strategies for teaching. Ideas, methods, and native language resources in the community and written language will be introduced. strategies for assessing student needs and for through evaluating culturally appropriate curricula, The pre-requisite or co-requisite of TAL 830 is designing, adapting, implementing, and evaluating children's literature and media. Students will also required. instructional practices in academic content areas analyze and strengthen their own biliteracy skills. Credits: 3 will be considered. Emphasis will be placed on Fifteen hours of structured fieldwork required. On Demand developing the ability to teach through a variety of Credits: 3 teaching methods, including new technologies and On Occasion TAL 873 Early Literacy effective utilization of time, space, materials, and A course that focuses on the importance of equipment. Consideration will be given to teaching TAL 867 Sociolinguistics and Teaching language development as a precursor to literacy in learners content in academic subject areas based on This course addresses the relationship between children from birth to five years of age, including the NYS/Common Core Learning Standards. language and society and their role in mediating children who grow up in a bilingual environment Teaching methods that support a collaborative educational success. The interplay of social class, and those with developmental delays. It will address learning environment, such as cooperative learning ethnicity, age, and gender in language teaching and the significance of providing a language-rich groups and co-teaching, will be explored. Ten hours learning is considered. Students examine the environment at home and in formal educational of structured fieldwork required. multiple ways in which children are positioned in settings that offers children opportunities to engage The pre-requisite of TAL 856 is required. terms of language, ability, disability and learning. in meaningful acts of communication and social Credits: 4 The ethnography of communication, classroom interaction as they construct their own ideas and Every Spring discourse, conversational analysis, and intercultural theories about the principles of language. The communication as well as the pragmatics of importance of children's participation in literacy TAL 862 ESL Curriculum and Methodology: communication, linguistic variation, bilingualism, events with other children and adults will be Teaching Literacy K-12 and code-switching are studied. Pidgins and emphasized. The role of play, sensory manipulation, A study of different approaches to teaching ESL in Creoles, World Englishes, the politics of teaching music, movement, story telling, children's literature an urban classroom with a focus on all aspects of English, and the role of the profession are and the arts in the development of language and language and literacy, including listening, speaking, addressed. literacy will be explored. Fifteen hours of structured reading, and writing, at different levels of The pre-requisite of TAL 802 is required or fieldwork required. proficiency in English. Students will learn to membership in the NYC Teaching Fellow Student The pre-requisite or co-requisite of TAL 830 is develop literacy through the content areas. They Group. required. will also become familiar with uses of technology in Credits: 3 Credits: 3 an ESL setting and with literacy and language Annually Every Spring proficiency assessment. Students will learn how to help English Language Learners of varying ability TAL 868 Second Language Literacy and Biliteracy TAL 875 Adolescent and Young Adult Basic meet NYS/Common Core Learning Standards in This course addresses the connection between Literacy literacy. Fifteen hours of structured fieldwork literacy and second language acquisition A course that addresses the language and literacy required. highlighting the theory and research on the needs of adolescents and young adults who have Credits: 3 development of literacy in the native language, had uneven or poor schooling. Students will learn Every Fall second language literacy, and biliteracy. Taking an how to adapt instruction, develop materials, and additive approach, the course examines the design appropriate curricula to meet the literacy TAL 863 ESL Curriculum and Methodology: linguistic and sociocultural foundations in the needs of adolescents and young adults. The specific Teaching Content Areas K-12 development of literacy among English Language needs of English language learners, speakers of a An examination of the practices of teaching the Learners and the relationships between biliteracy second dialect, and those with learning difficulties content areas of science, mathematics, social studies and content knowledge development. Students will be considered. Students will become familiar and language arts through English. Strategies for learn to teach for the development of academic with reading materials and other educational implementing sheltered instruction, adapting language as well as for the development of language resources for this population. The use of specialized materials, and developing vocabulary in specific for a variety of purposes. Approaches to teaching technology and media will be explored. content areas will be introduced. Attention is given reading and writing in the second language as well The pre-requisite or co-requisite of TAL 830 is to the teaching of content areas to second language as ways to develop biliteracy are addressed. required. learners with disabilities. The use of technology in Students examine curricula and literature for Credits: 3 teaching ESL is presented along with assessment children and adolescents as well as available On Occasion tools for measuring progress in specific subject technology to teach literacy to ELLs. areas. Students learn to develop their own The pre-requisites of TAL 802 and 828 are TAL 879 Special Topics in Education curriculum and materials in a workshop setting. required. An in-depth and intensive study of specific critical Fifteen hours of structured fieldwork required. Credits: 3 areas of interest in education, as identified by Credits: 3 Annually faculty. With approval of program faculty, students Every Spring may apply a maximum of three credits to their TAL 871 Introduction to Reading Difficulties degree program. Ten hours of fieldwork may be TAL 866 Native Language Teaching in the A course that prepares students to instruct children required. Bilingual Classroom with a variety of reading difficulties. Current Credits: 3 An exploration of theories of literacy and related research into the nature and origin of reading On Occasion teaching practices to develop native language difficulties, including dyslexia, will be reviewed. reading, writing, speaking, and listening skills, and Students will learn how to identify reading TAL 880 Classroom Inquiry II to use native language in teaching the content areas difficulties, determine instructional needs, and use A course that aims to develop and improve aspects (mathematics, science, and social studies). diagnostic information for instructional planning. of teaching practice by deepening students' Techniques of assessing native literacy skills will be Strategies for preventing and ameliorating understanding of inquiry, documentation, examined. Students will become familiar with difficulties in word identification, comprehension, evidence, questions, and knowledge as introduced in Classroom Inquiry I. Students will extend their
Page 155 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013 learning of collaborative modes of classroom employed as childhood special education teachers inquiry by formulating a question and completing TAL 882A Student Teaching: Childhood (grades 1- 6) may, with faculty approval, complete an inquiry into a school or classroom issue, a This course is designed for students seeking 1st the experience in their place of employment. 75 curricular activity, or an aspect of their teaching Initial Certification. It prepares reflective days. Pass/Fail only. Program approval required. practice. Students will explore a range of literature elementary school teachers who work to create Credits: 3 related to the questions being investigated. They excellent elementary classrooms and schools for all Every Fall and Spring will investigate and compare assumptions about urban students. Students participate in every aspect persons and knowledge-making underlying various of practice, including planning, implementation, TAL 884B Student Teaching for the Practicing modes of inquiry through exposure to a range of and assessment of curriculum and instruction. Teacher: Childhood Special Education research designs. Thirty hours of structured They immerse themselves in the life of a school, This course is designed for students seeking 2nd fieldwork required. recording and thinking about the purposes, initial certification. It prepares reflective teachers The pre-requisite of TAL 830 is required. complexities, and consequences of what they do as who work to create excellent elementary classrooms Credits: 3 teachers in order to learn from their experiences. and schools for all urban students. Students apply Every Fall and Spring Students are supervised by a university faculty concepts acquired throughout the program to plan, member and a cooperating teacher in the school implement, and assess instruction in their own TAL 881A Student Teaching: Early Childhood and meet in regularly sccheduled seminars. teaching practice. Students currently teaching This course is designed for students seeking 1st Students currently employed as elementary school children with disabilities complete the student Initial certification. It prepares reflective early teachers (grades 1-6) may, with faculty approval, teaching in their own classrooms with guidance childhood teachers who work to create excellent complete the experience in their place of from college faculty. Students not currently early childhood classrooms, environments and employment. 75 days. Pass/Fail only. Program teaching children with disabilities complete a 20- schools for young children. Students participate in approval required. day student teaching experience under the every aspect of practice, including planning, Credits: 3 supervision of a cooperating teacher and college implementation, and assessment of curriculum and Every Fall and Spring faculty. The setting must be approved by special instruction. They immerse themselves in the life of education faculty. Pass/Fail only. Program approval a school, recording and thinking about the TAL 883A Student Teaching: Adolescence required. purposes, complexities, and consequences of what This course is designed for students seeking 1st Credits: 1 they do as teachers in order to learn from their initial certification. It prepares reflective teachers Every Fall and Spring experiences. Students are supervised by a university who work to create excellent secondary classrooms faculty member and a cooperating teacher in a and schools for all urban students. Students TAL 884C Student Teaching: Alternative school or early childhood center and meet in participate in every aspect of practice, including Childhood Special Education I regularly scheduled seminars. Students currently planning, implementation, and assessment of This course is designed for students in an employed as early childhood teachers (birth-second curriculum and instruction. They immerse alternative certification program. It prepares grade) may, with faculty approval, complete the themselves in the life of a school, recording and reflective teachers who work to create excellent experience in their place of employment. 75 days. thinking about the purposes, complexities, and elementary classrooms for urban children with Pass/Fail only. Program approval required. consequences of what they do as teachers in order disabilities. Students participate in every aspect of Credits: 3 to learn from their experiences. Students are practice, including planning, implementation, and Every Fall and Spring supervised by a university faculty member and a assessment of curriculum and instruction. They cooperating teacher in the school and meet in immerse themselves in the life of a school, TAL 881B Student Teaching for the Practicing regularly scheduled seminars. Students currently recording and thinking about the purposes, Teacher: Early Childhood employed as secondary school teachers (grades 7- complexities, and consequences of what they do as This course is designed for students seeking 2nd 12), teaching in the subject area in which they are teachers in order to learn from their experiences. initial certification. It prepares reflective teachers seeking certification, may, with faculty approval, Students are supervised by a university faculty who work to create excellent early childhood complete the experience in their place of member and meet in regularly scheduled seminars. classrooms, environments, and schools for young employment. 75 days. Pass/Fail only. Program Students currently employed as childhood special children. With guidance from college faculty, approval required. education teachers (grades 1- 6) complete the students apply concepts acquired throughout the Credits: 3 experience in their place of employment. 75 days. program to plan, implement, and assess instruction Every Fall and Spring Pass/Fail only. in their own teaching practice. Students currently Membership in NYC Teaching Fellow Group or in teaching young children (birth-second grade) TAL 884A Student Teaching: Childhood Special ISTART Group is required. complete student teaching in their own classrooms Education Credits: 3 with guidance from college faculty. Students not This course is designed for students seeking 1st On Demand currently employed in an early childhood setting initial certification. It prepares reflective teachers complete a 20-day student teaching experience who work to create excellent elementary classrooms TAL 884D Student Teaching: Alternate under the supervision of a cooperating teacher and for urban children with disabilities. Students Childlhood Special Education II college faculty. Students seeking and Advanced participate in every aspect of practice, including This course is designed for students in an Certificate in Early Childhood or Dual planning, implementation, and assessment of alternative certification program. It prepares Certification in Early Childhood and another area curriculum and instruction. They immerse reflective teachers who work to create excellent must complete the student teaching required in themselves in the life of a school, recording and elementary classrooms for urban children with their first certification before enrolling in TAL thinking about the purposes, complexities, and disabilities. Students participate in every aspect of 881B. The setting must be approved by early consequences of what they do as teachers in order practice, including planning, implementation, and childhood faculty. 20 days. Pass/Fail only. to learn from their experiences. Students are assessment of curriculum and instruction. They Program approval required. supervised by a university faculty member and a immerse themselves in the life of a school, Credits: 1 cooperating teacher in the school and meet in recording and thinking about the purposes, Every Fall, Spring and Summer regularly scheduled seminars. Students currently complexities, and consequences of what they do as
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 156 LIU Brooklyn teachers in order to learn from their experiences. initial certification. It prepares reflective teachers Every Fall Students are supervised by a university faculty who work to create excellent secondary classrooms member and meet in regularly scheduled seminars. for urban students with disabilities. Students TAL 885D Student Teaching: Alternate Students currently employed as childhood special participate in every aspect of practice, including Adolescence Special Education II education teachers (grades 1- 6) complete the planning, implementation, and assessment of This course is designed for students in an experience in their place of employment. 75 days. curriculum and instruction. They immerse alternative certification program. It prepares Pass/Fail only. themselves in the life of a secondary school, reflective teachers who work to create excellent Membership in NYC Teaching Fellow Group or in recording and thinking about the purposes, secondary classrooms for urban adolescents with ISTART Group is required. complexities, and consequences of what they do as disabilities. Students participate in every aspect of Credits: 3 teachers in order to learn from their experiences. practice, including planning, implementation, and On Demand Students are supervised by a university faculty assessment of curriculum and instruction. They member and a cooperating teacher in the school immerse themselves in the life of a school, TAL 884E Student Teaching for the Practicing and meet in regularly scheduled seminars. Students recording and thinking about the purposes, Teacher: Alternate Childhood Special Education I currently employed as adolescent special education complexities, and consequences of what they do as This course is designed for students in an teachers (grades 7-12) may, with faculty approval, teachers in order to learn from their experiences. alternative certification program. It prepares complete the experience in their place of Students are supervised by a university faculty reflective teachers who work to create excellent employment. 75 days. Pass/Fail only. Program member and meet in regularly scheduled seminars. elementary classrooms for urban children with approval required. Students currently employed as adolescent special disabilities. Students participate in every aspect of Credits: 3 education teachers (grades 7-12) complete the practice, including planning, implementation, and Every Fall and Spring experience in their place of employment. 75 days. assessment of curriculum and instruction. They Pass/Fail only. immerse themselves in the life of a school, TAL 885B Student Teaching for the Practicing Membership in NYC Teaching Fellow Group or in recording and thinking about the purposes, Teacher: Adolescence Special Education ISTART Group is required. complexities, and consequences of what they do as This course is designed for students seeking 2nd Credits: 3 teachers in order to learn from their experiences. initial certification It prepares reflective teachers Every Spring Students are supervised by a university faculty who work to create excellent elementary classrooms member and meet in regularly scheduled seminars. and schools for all urban students. Students apply TAL 885E Student Teaching for the Practicing Students currently employed as childhood special concepts acquired throughout the program to plan, Teacher: Alternate Adolescence Special Education education teachers (grades 1- 6) complete the implement, and assess instruction in their own I experience in their place of employment. 75 days. teaching practice. Students currently teaching This course is designed for students in an Pass/Fail only. adolescents with disabilities complete the student alternative certification program. It prepares Membership in NYC Teaching Fellow Group or in teaching in their own classrooms with guidance reflective teachers who work to create excellent ISTART Group is required. from college faculty. Students not currently secondary classrooms for urban adolescents with Credits: 0 teaching adolescents with disabilities complete a 20- disabilities. Students participate in every aspect of On Demand day student teaching experience under the practice, including planning, implementation, and supervision of a cooperating teacher and college assessment of curriculum and instruction. They TAL 884F Student Teaching for the Practicing faculty. The setting must be approved by special immerse themselves in the life of a school, Teacher: Alternate Childhood Special Education education faculty. Pass/Fail only. Program approval recording and thinking about the purposes, II required. complexities, and consequences of what they do as This course is designed for students in an Credits: 1 teachers in order to learn from their experiences. alternative certification program. It prepares Every Fall and Spring Students are supervised by a university faculty reflective teachers who work to create excellent member and meet in regularly scheduled seminars. elementary classrooms for urban children with TAL 885C Student Teaching: Alternate Students currently employed as adolescent special disabilities. Students participate in every aspect of Adolescence Special Education I education teachers (grades 7-12) complete the practice, including planning, implementation, and This course is designed for students in an experience in their place of employment. 75 days. assessment of curriculum and instruction. They alternative certification program. It prepares Pass/Fail only. immerse themselves in the life of a school, reflective teachers who work to create excellent Membership in NYC Teaching Fellow Group or in recording and thinking about the purposes, secondary classrooms for urban adolescents with ISTART Group is required. complexities, and consequences of what they do as disabilities. Students participate in every aspect of Credits: 0 teachers in order to learn from their experiences. practice, including planning, implementation, and Every Fall Students are supervised by a university faculty assessment of curriculum and instruction. They member and meet in regularly scheduled seminars. immerse themselves in the life of a school, TAL 885F Student Teaching for the Practicing Students currently employed as childhood special recording and thinking about the purposes, Teacher: Alternate Adolescence Special Education education teachers (grades 1- 6) complete the complexities, and consequences of what they do as II experience in their place of employment. 75 days. teachers in order to learn from their experiences. This course is designed for students in an Pass/Fail only. Students are supervised by a university faculty alternative certification program. It prepares Membership in NYC Teaching Fellow Group or in member and meet in regularly scheduled seminars. reflective teachers who work to create excellent ISTART Group is required. Students currently employed as adolescent special secondary classrooms for urban adolescents with Credits: 0 education teachers (grades 7-12) complete the disabilities. Students participate in every aspect of On Demand experience in their place of employment. 75 days. practice, including planning, implementation, and Pass/Fail only. assessment of curriculum and instruction. They TAL 885A Student Teaching: Adolescence Special Membership in NYC Teaching Fellow Group or in immerse themselves in the life of a school, Education ISTART Group is required. recording and thinking about the purposes, This course is designed for students seeking 1st Credits: 3 complexities, and consequences of what they do as
Page 157 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013 teachers in order to learn from their experiences. emerging bilingual learners. Students participate in TAL 886F Student Teaching for the Practicing Students are supervised by a university faculty every aspect of practice, including planning, Teacher: Alternate TESOL II member and meet in regularly scheduled seminars. implementation, and assessment of curriculum and This course is designed for students in an Students currently employed as adolescent special instruction. They immerse themselves in the life of alternative certification program. It prepares education teachers (grades 7-12) complete the a school, recording and thinking about the reflective teachers who work to create excellent experience in their place of employment. 75 days. purposes, complexities, and consequences of what elementary and secondary classrooms for urban Pass/Fail only. they do as teachers in order to learn from their emerging bilingual learners. Students participate in Membership in NYC Teaching Fellow Group or in experiences. Students are supervised by a university every aspect of practice, including planning, ISTART Group is required. faculty member and meet in regularly scheduled implementation, and assessment of curriculum and Credits: 0 seminars. Students currently employed as TESOL instruction. They immerse themselves in the life of Every Spring teachers complete the experience in their place of a school, recording and thinking about the employment. 75 days. Pass/Fail only. purposes, complexities, and consequences of what TAL 886A Student Teaching: TESOL Membership in NYC Teaching Fellow Group or in they do as teachers in order to learn from their This course is designed for students seeking 1st ISTART Group is required. experiences. Students are supervised by a university initial certification. This experience prepares Credits: 3 faculty member and meet in regularly scheduled reflective TESOL teachers who work to create Every Fall seminars. Students currently employed as TESOL student-centered and challenging classrooms and teachers complete the experience in their place of supportive schools for English Language Learners. TAL 886D Student Teaching: Alternate TESOL II employment. 75 days. Pass/Fail only. Teaching candidates participate in every aspect of This course is designed for students in an Membership in NYC Teaching Fellow Group or in practice, including planning, implementation, and alternative certification program. It prepares ISTART Group is required. assessment of curriculum and instruction. They reflective teachers who work to create excellent Credits: 0 immerse themselves in the life of a TESOL elementary and secondary classrooms for urban Every Spring classroom, recording and thinking about the emerging bilingual learners. Students participate in purposes, complexities, and consequences of what every aspect of practice, including planning, TAL 890 Overview of Teaching in Alternative they do as teachers in order to learn from their implementation, and assessment of curriculum and Settings experiences. Students are supervised by a university instruction. They immerse themselves in the life of Analyzes the history and development of education faculty member and a cooperating teacher in the a school, recording and thinking about the in alternative settings. Special attention is paid to school and meet in regularly scheduled seminars. purposes, complexities, and consequences of what the difference between teaching ESOL in public Candidates student-teach in an elementary and a they do as teachers in order to learn from their schools and the kind of teaching that takes place in secondary setting for a total of 75 days. Students experiences. Students are supervised by a university museums, parks, community-based organizations, currently employed as a TESOL teacher in an faculty member and meet in regularly scheduled schools other than public ones, homes, and clinical appropriate setting may, with faculty approval, seminars. Students currently employed as TESOL settings. During the first half of the course, complete the experience in their place of teachers complete the experience in their place of students visit a variety of alternative settings. employment. Pass/Fail only. Program approval employment. 75 days. Pass/Fail only. During the second half of the course, students required. Membership in NYC Teaching Fellow Group or in select a setting and participate in planning, Credits: 3 ISTART Group is required. implementation, and assessment of an educational Every Fall and Spring Credits: 3 plan. Pass/Fail only. Every Spring Credits: 1 TAL 886B Student Teaching for the Practicing On Demand Teacher: TESOL TAL 886E Student Teaching for the Practicing This course is designed for students seeking 2nd Teacher: Alternate TESOL I TAL 971 Capstone Seminar initial certification. It prepares reflective teachers This course is designed for students in an In this seminar, students meet graduation who work to create student-centered and alternative certification program. It prepares requirements with the creation and submission of a challenging classrooms and supportive schools for reflective teachers who work to create excellent portfolio that demonstrates their attainment of the English Language Learners. Teacher candidates elementary and secondary classrooms for urban TAL program standards in the areas of Knowledge, apply concepts acquired throughout the program to emerging bilingual learners. Students participate in Enquiry, Empathy, Pluralism and Social plan, implement, and assess instruction in their every aspect of practice, including planning, Commitment (the KEEPS Claims). Through the own teaching practice. Students currently teaching implementation, and assessment of curriculum and selection and examination of prior coursework in English as a second language complete the student instruction. They immerse themselves in the life of the context of readings from the contemporary and teaching in their own classrooms with guidance a school, recording and thinking about the historical field of education, students reflect on the from college faculty. Students not currently purposes, complexities, and consequences of what knowledge and skills gained through the program teaching English as a second language complete a they do as teachers in order to learn from their and the implications for their teaching practice. 20-day student teaching experience under the experiences. Students are supervised by a university The pre-requisite of TAL 880 is required and the supervision of a cooperating teacher and college faculty member and meet in regularly scheduled pre-requisite or co-requisite from one of the faculty. The setting must be approved by TESOL seminars. Students currently employed as TESOL following courses is required; TAL 881A, 881B, faculty. Pass/Fail only. Program approval required. teachers complete the experience in their place of 882A, 883A, 884A, 884B, 884F, 885A, 885B, 885F Credits: 1 employment. 75 days. Pass/Fail only. or 890. Every Fall, Spring and Summer Membership in NYC Teaching Fellow Group or in Credits: 3 ISTART Group is required. Every Fall and Spring TAL 886C Student Teaching: Alternate TESOL I Credits: 0 This course is designed for students in an Every Fall TAL 974 Advanced Topics in TESOL and alternative certification program. It prepares Bilingual Education reflective teachers who work to create excellent A capstone seminar that helps students gain an in- elementary and secondary classrooms for urban depth understanding of some of the issues that are
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 158 LIU Brooklyn at the forefront of current research on bilingualism, Department consent. second language acquisition and pedagogy. Educational Leadership Courses Credits: 3 Students will critically examine relevant research in Every Spring selected areas. They will write a major paper synthesizing the research in an area of particular TLL 930 Administrative Core I: An Overview TLL 932 Assessment in Administration interest and integrating it with their own teaching This course will focus on organizational This course will focus on understanding assessment practice. development and systems theory. It deals with the theory. Students will become knowledgeable about The pre-requisite of TAL 880 is required. structural, cultural, political, business, human obtaining assessment data from automated Credits: 3 relations, and policy elements of traditional and informational links and using those data in order to On Occasion non-traditional schools as social systems concerned make administrative decisions about students, with inputs, environments, transformation, and faculty, and curriculum. Emphasis will also be TAL 975 Final Inquiry Seminar: TESOL outcomes. Students will be expected to identify placed on the ways in which administrators use This capstone seminar uses the knowledge and personal leadership, supervisory, and administrative standardized and alternative assessments of skills gained through the program to write and abilities and demonstrate skills in the functions and students, formative and summative assessments of present an in-depth study on an aspect of second processes of leadership, management, interpersonal faculty, and program evaluation. Issues of reliability language acquisition and teaching practice. communication, and motivation for school change and validity and their relationship to the decision- Students continue the work begun in Classroom by linking theory and practice in classroom-based making process will be explored. The effects of Inquiry I and II and complete a project that looks and field-based activities. Strategies for the diversity in language, culture, gender, and closely at an English language or bilingual learner implementation of initiatives and the evaluation of ability/disability on the use of assessment data will or TESOL curriculum/instructional activity. their impact on schools are discussed. be investigated. Students complete a comprehensive portfolio of Credits: 6 Credits: 3 their work throughout the TESOL program that Every Fall Every Summer demonstrates their attainment of the KEEPS claim. In this seminar students share their works in TLL 931A Administrative Core II: Community TLL 933 School Business Administration progress and work together on issues of Relations This course will focus on the business-related documentation, literature review, methodology and This course broadens the focus from aspects of school and district/regional writing. school/district/regional-related theories and administration as they support the improvement of The pre-requisites of TAL 868 and 880 are required practices to those that define the nature of public the instructional program. Emphasis will be given and the pre-requisites or co-requisites of TAL 886A, schooling and interrelationships between the to business management practices, i.e., funding 886B and or 890 are required, or membership in educational agency and local, state, federal and sources, budgeting, automated accounting systems, the I-START Student Group or Chancellor Fellow's community forces as they impact on teaching, and federal, state, and municipal mandates. In Student Group. learning and achievement. Emphasis is put on addition, strategic human resource planning Credits: 3 gaining support for safe and secure learning including recruiting and selection techniques will Every Spring environments. Legal frameworks with respect to be explored. Students will review the collective community needs and their right to know are bargaining process and understand the application addressed. Students will use technological, of technology to the human resource field. interpersonal and research skills to explore The pre-requisite of HDL 930 is required or community, understand the relationship between Department consent. school and community, and plan for the Credits: 3 involvement of community in the life of the school Every Spring and the district/region. The pre-requisite of HDL 930 is required or TLL 935 Education and the Law Department consent. This course will explore, from a historical Credits: 3 perspective, legal and ethical issues as they impact Every Fall education in a multicultural/multilingual/multiracial and TLL 931B Research Methods In Administration economically diverse society. Students will study The focus of this course is to help administrators issues such as teachers', students' and parents' rights become lifelong consumers and producers of and responsibilities, separation of church and state, research. Students will develop technological skill in censorship, freedom of speech, affirmative action, locating research materials from varied sources. and educational equity and access. Special attention Students will learn to read, analyze, and evaluate will be given to the implications of the No Child qualitative and quantitative research articles and to Left Behind legislation. Case law and case studies use the information gained to inform decision- will be used as they relate to policy development. making in order to support teaching/learning/ Credits: 3 achievement. Students will also learn to critically Every Fall
evaluate published research, formulate research TLL 936 Curriculum Development questions, write research reports, and develop A review of learning theory, human development, research proposals that will become the bases for and motivation as they relate to teaching, learning internship projects. Strategies for sharing and achievement. Principles of curriculum information with teachers and parents, development, design, and assessment to enhance disseminating research data, and understanding the teacher practice in standard-based and impact of research on practice will be explored. constructivist classrooms will be studied. Students The pre-requisite of HDL 930 is required or will focus on the learning standards and analyze,
Page 159 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013 critically evaluate, utilize, and develop strategies for engaging teachers in the process of assessing TLL 951B Internship in Administration and academic needs, implementing and adapting Supervision II: District/Regional Level curriculum, and evaluating outcomes. The This internship consists of 550 hours at the district importance of technology in student learning will or regional office level. Eight core areas are be included. Organizational decision-making and addressed: leadership, management, curriculum problem-solving skills needed in the development of and instruction, student issues, personnel issues, appropriate curricula will be discussed. Connecting staff development, in-district/region relationships, the curriculum to the world of work will be and community relations. explored. The pre-requisite of HDL 951A is required. Credits: 3 Credits: 3 Every Summer Every Spring
TLL 937 The Supervisor in the School Setting TLL 998 Special Topics in School Leadership This course focuses on the elements of effective This course is designed to provide participants with supervisory practice in the school. Students will the opportunity to explore one topic of consider the learning standards relative to the administrative importance in depth. Topics will principles of supervision, supervisory leadership vary each semester. styles, and the assessment of teacher performance. Credits: 1 to 3 Important topics include effective instructional On Occasion practices, adult learning theories, organizing and planning professional staff development, and coaching and mentoring models, as well as team and consensus-building approaches that include parents and other constituents. Strategies for the development of school/district/regional comprehensive plans for the continuous professional growth of all staff will be examined. Credits: 3 Every Spring
TLL 941 School District Administrator This course will explore the complex role of today's school district/regional administrator as an effective leader in the broader, urban-inclusive educational community intent on enhanced student achievement. Students will explore district/regional composition and understand strategies and develop skills for: building and articulating a system-wide vision; coordinating groups for achieving district/regional short-range and long-range goals and objectives; developing procedures and policies; generating and allocating resources; developing a research-based approach to building safe and effective schools; developing leadership in school and community groups; working with governance groups; capacity building; negotiating; and program planning and accountability. Credits: 3 Every Summer
TLL 951A Internship in Administration and Supervision I: Building Level This internship consists of 550 hours at the school building level. Eight core areas are addressed: leadership, management, curriculum and instruction, student issues, personnel issues, staff development, in-district/region relationships, and community relations. Credits: 3 Every Fall
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 160 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 the areas of respiratory care; diagnostic medical sonography; physician assistant; occupational therapy; athletic training, health and exercise science (including sport management and exercise physiology); physical therapy; social work; and public health. The programs within these divisions span the undergraduate, graduate and doctoral levels, and lead to careers in growing professions that offer a wealth of career opportunities. Graduates of our programs are in high demand in the current health care job market, and this level of demand will continue for many years to come. The School of Health Profession’s faculty members are renowned experts in their fields and have vast experience in their respective areas of specialization, which contributes to their exceptional teaching abilities. Many faculty members are engaged in research, which greatly contributes to the learning experience of their students and to their own professional growth. The School of Health Professions offers a three year post-baccalaureate Doctor of Physical Therapy (DPT) degree. The school also offers the M.S. degree in Health Sciences with tracks in Adapted Physical Education, Coaching and Conditioning, and Exercise Physiology; the B.S./M.S. program in Athletic Training and Sports Sciences; the B.S./M.S. degree program in Occupational Therapy; the M.S. degree in Advanced Athletic Training and Sports Sciences; the M.S. in Physician Assistant Studies; the M.S.W. in Social Work; and a Master of Public Health degree with a concentration in Health Education, Advocacy and Communications. For information, please contact the Dean’s Office at 718-780-6578, fax 718-780-4561, or visit the website at www.liu.edu/brooklyn/shp.
Barry S. Eckert, Ph.D., FASAHP Dean [email protected]
Stacy Gropack, Ph.D. Associate Dean [email protected]
Terry Macon Administrative Assistant [email protected]
Page 161 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013
Criminal Background Checks concentrations students must: DIVISION OF ATHLETIC • Must have a bachelor’s degree from an and Drug Testing accredited college TRAINING, HEALTH AND • Attain a grade-point average of 2.5 or above Many clinical/field experience affiliates now EXERCISE SCIENCE • Undergo an interview with the director of the require the completion of criminal background concentration checks and/or drug testing for employees, Division Director and Associate Professor: Eugene volunteers and students affiliated with the site. Spatz, M.S. M.S. in Exercise Science Plan Therefore, students who plan to participate in a Associate Professor: David Spierer, Ed.D. Requirements clinical/field experience may be asked to undergo Assistant Professors: Tracye Rawls-Martin, M.S., Must Complete All Core Courses Listed Below. a criminal background check, and/or a drug screen. ATC, Director, Athletic Training Education EXS 501 Exercise Physiology in 3.00 A criminal conviction and/or the use of illegal Program; Rebecca Petersen, M.S., ATC, Clinical Chronic Disease I drugs may impede or bar your entry into your Coordinator of B.S./M.S. in Athletic Training; chosen field of study. Students desiring entrance Arpi Terzian, Ph.D. M.P.H.; Kevin Duffy, M.S.; EXS 510 Nutrition and Wellnes for 3.00 into the School of Health Professions should be TJ Kostecky, Coordinator of Sport Management Physical Activity aware that our clinical/field affiliates can reject or Concentration Program EXS 524 Exercise and Fitness for 3.00 remove a student from the site if a criminal record Coordinator of Health Science Program: Melissa Special Populations is discovered or if a drug test is positive. In the Lent, M.S. event that a student is rejected from a clinical/field Practicum Coordinator: Scott Westervelt, M.S. EXS 535 Field Experience I 3.00 site due to information contained in the criminal Adjunct Faculty: 30 EXS 540 Research Methods in 3.00 background check, or drug screen, you may be Exercise Science unable to complete a required clinical/field experience. If you are unable to complete program M.S. in Exercise Science M.S. in Exercise Science Plan requirements, you may be advised to withdraw Requirements - Fitness for Special from the program. The master’s of science in exercise science Populations Track In addition, students seeking entrance into offers a comprehensive educational experience Select 9 Credits for Fitness for Special Populations health and human service professions should be including lectures and laboratories on the Track Requirements. aware that the presence of a criminal record can constructs and applications of advanced exercise Non-Thesis Option result in the refusal of physiology. Specific concentrations serve to EXS 592 Physiology of Exercise 3.00 licensing/certification/registration agencies to position graduates and career professionals in an for Healthy and Aging issue the credential needed to practice in that field ever-changing health care environment. The of study. Prospective students are urged to contact program is designed to enhance students’ EXS 530 Adapted Physical Activity 3.00 the pertinent state and/or federal licensing board to marketability by combining Sports Nutrition with for Individuals with inquire whether a criminal record will have an three well-established and popular areas of study: Autism impact on your eligibility to obtain licensure or Exercise Physiology, Strength & Conditioning and EXS 600 Exercise Physiology in 3.00 certification. Fitness for Special Populations. Although there are Chronic Disease II three distinct areas of study, the program also offers academic flexibility with several elective EXS 620 Analytical Approach to 3.00 courses. In addition, an active research laboratory Exercise Prescription
allows students the opportunity to pursue their Select 12 Credits from Exercise Science
own data collection or get involved as a volunteer Electives or graduate assistant. The M.S. curriculum has an EXS 527 Grant Writing for Health 3.00 overall credit requirement of 36 credits with the & Fitness Professionals intention of developing graduates that can be competitive across the academic and career EXS 507 Corrective Exercise 3.00 landscape while providing students with an Specialist (CES) education that is both satisfying and valuable. Preparation
The concentrations for the M.S. in Exercise EXS 750 Alternative Therapies in 3.00
Science include: Health • Exercise Physiology and Sports Nutrition • Strength and Conditioning and Sports Nutrition Psycho-Social Cultural & • Fitness for Special Populations EXS 581 Political Aspects of 3.00 Admission Requirements Disability
To qualify for acceptance into the M.S. in Exercise Students will have an opportunity to take a variety
Science program: of courses as electives. Students should discuss
• Entering students (including transfer students) their plan of study and elective options with their
must have an undergraduate G.P.A. of 2.5 or advisor. Courses will be offered occasionally
higher depending upon demand. The four courses above
• Submit a general application for admission are examples of elective courses in this track.
through My LIU M.S. in Exercise Science Thesis Option
• The application must be accompanied by at Requirements
least two letters of reference (preferably one EXS 799 Research Thesis I 3.00 academic and one personal) To qualify for acceptance into any of the three EXS 899 Research Thesis II 3.00
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 162 LIU Brooklyn
M.S. in Exercise Science Plan EXS 700 Biomechanics of Human 3.00 such as but not limited to, certified athletic Requirements - Exercise Physiology and Performance trainers, physical therapists, registered nurses, physician assistants and/or occupational therapists, Sports Nutrition Track Physical Training & EXS 630 3.00 who have the opportunity to gain knowledge Select 9 credits for Exercise Physiology and Sport Conditioning through challenging coursework including Nutrition Track Requirements. Students will have an opportunity to take a variety neuroscience and advanced sports medicine. Non-Thesis Option of courses as electives. Students should discuss Current trends and perspectives in surgery and EXS 600 Exercise Physiology in 3.00 their plan of study and elective options with their rehabilitation are covered and students also have Chronic Disease II advisor. Courses will be offered occasionally the opportunity to observe surgical procedures EXS 653 Advanced Laboratory 3.00 depending upon demand. The four courses above with the program’s medical director. Techniques in Exercise are examples of elective courses in this track. Working closely with their adviser, students Physiology M.S. in Exercise Science Thesis Option can individualize their program of study, choosing Requirements from an extensive selection of electives. They also EXS 620 Analytical Approach to 3.00 EXS 799 Research Thesis I 3.00 have the choice of two options as a culminating Exercise Prescription experience – a clinical experience or a thesis. EXS 899 Research Thesis II 3.00 EXS 645 Sport Nutrition and 3.00 These options are chosen, taking into Pharmacology consideration educational background, career
12 Credits from Exercise Science Electives. goals and professional interests. Faculty members are seasoned professionals, EXS 591 Entrepreneurship in 3.00 Athletic Training Program who are highly proficient and are well-regarded in Fitness & Health The Athletic Training Education Program their respective fields. Through the use of state-of- EXS 650 Cardipulmonary Health & 3.00 prepares students for careers as certified athletic the-art laboratories, students participate in a truly Disease trainers and culminates in a B.S./M.S. in Athletic dynamic educational experience. Many courses Training. Certified Athletic Trainers (ATCs) are may qualify for Continuing Education Units EXS 670 Research in Health, 3.00 health care professionals who specialize in the (CEUs) through the Board of Certification (BOC). Exercise & Sport prevention, assessment, treatment and Admission Requirements Technology in Health & rehabilitation of injuries and illnesses that affect To be admitted to this program, you must: EXS 518 3.00 Disease athletes and the physically active. • Hold a bachelor’s of science/art in the health Students will have an opportunity to take a variety The American Medical Associations recognizes profession or in a related field. of courses as electives. Students should discuss Certified Athletic Trainers as health care • Have a minimum undergraduate grade-point their plan of study and elective options with their professionals who prevent, rehabilitate and average of 2.75. advisor. Courses will be offered occasionally manage athletic injuries and general medical • Submit two letters of recommendation from depending upon demand. The four courses above conditions in secondary schools; universities; individuals who can comment on clinical are examples of elective courses in this track. clinics; professional athletics; the military; sports competence and scholarly ability. M.S. in Exercise Science Thesis Option medicine clinics and hospitals; the performing arts; • Be certified or licensed in good standing as a: Requirements physician offices; occupational workplaces and certified athletic trainer (ATC®), physical industry. therapist, registered nurse, physician assistant, EXS 799 Research Thesis I 3.00 The athletic trainer's professional preparation is or occupational therapist. EXS 899 Research Thesis II 3.00 directed toward the development of specified Based on life and professional experience, M.S. in Exercise Science Plan competencies in the following 12 performance applicants from other fields may be considered for domains which define the profession of athletic the Advanced Athletic Training program at the Requirements - Strength and training: risk management and prevention of discretion of the program director and the Conditioning and Sport Nutrition Track injuries; pathology of injuries and illnesses; Application Review Committee. *This program is Select 9 credits for Strength and Conditioning and assessment and evaluation; acute care of injury NOT an entry-level route to certification as an Sport Nutrition Track Requirements. and illness; pharmacology; therapeutic modalities; athletic trainer, which is distinctly separate and Non-Thesis Option: therapeutic exercise; general medical conditions apart from the B.S./M.S. degree program in EXS 507 Corrective Exercise 3.00 and disabilities; nutritional aspects of injury and Athletic Training and Sports Sciences. After Specialist Preparation illness; psychosocial intervention and referral; completing the M.S. in Advanced Athletic EXS 508 Certified Strength and 3.00 health care administration; and professional Training and Athletic Sciences, you are NOT Conditioning Specialist development and responsibility. eligible to sit for the BOC Exam as an athletic
Prepartaion trainer. Individuals considering certification M.S. in Advanced Athletic should inquire about the CAATE-accredited EXS 615 Performance 3.00 B.S./M.S. in Athletic Training. Enhancement Specialist Training and Sports Sciences Program Requirements Prepartion Continued enrollment in this program is The Division of Athletic Training, Health and contingent upon: EXS 645 Sport Nutrition and 3.00 Exercise Science offers the 36-credit M.S. in • All deficiencies in an applicant’s qualifications Pharmacology Advanced Athletic Training and Sports Sciences being removed during the first year of study. A 12 Credits from Exercise Science Electives. that provides a progressive educational experience student may be required to take additional EXS 593 Functional Movement, 3.00 for allied health professionals. The curriculum courses to remove deficiencies. Until all Assessment & Program addresses not only the traditional areas of athletic deficiencies are removed, matriculation will be Design training, but also includes relevant topics such as withheld. pathology and pharmacology. • Student earning a cumulative grade-point EXS 605 Nutritional Biochem 3.00 The program is open to professional applicants, average of 3.0 in order to receive his/her
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degree. (Grades below C are not acceptable as EXS 798 Research Thesis I 3.00 credit toward a graduate degree. Students EXS 899 Research Thesis II 3.00 earning less than a 3.0 grade-point average in any two semesters will be placed on probation.) • All degree requirements being completed within five years after the initial matriculation date. Six transfer credits of graduate courses may be applied to the program if they meet the program’s educational objectives and the approval of the program director. Fellowships and Assistantships Appropriately qualified individuals may be selected for a teaching fellowship or a graduate assistantship. To qualify for these positions, applicants must be certified athletic trainers (ATC®) or be certification eligible. Teaching fellows are an integral part of the Athletic Training Education Program’s framework. They work directly with the professors to enhance the learning process, teaching classes and supervising the Athletic Training Laboratory. Graduate assistants work in the Department of Athletics in the Athletic Training Room. They provide athletic training services to LIU Brooklyn athletes. Students who are interested in these positions should contact the Division for more information.
Advanced Athletic Training Master of Science Requirements Requirements for Athletic Training, Master of Science Plan All Courses Below Are Required. EXS 501 Exercise Physiology in 3.00 Chronic Disease I
EXS 510 Nutrition and Wellness 3.00 for Physical Activity
EXS 700 Advanced Analysis of 3.00 Human Motion and Biomechanics
EXS 720 Neuroscience and 3.00 Exercise
EXS 655 Pathology and Illness in 3.00 Sport and Physical Activity
EXS 540 Research Methods in 3.00 Exercise Science
EXS 645 Sports Nutrition 3.00 and Pharmacology in Sport
EXS 750 Alternative Therapies in 3.00 Health Option A Requirements EXS 705 Individual Problems 3.00
EXS 721 Seminar: Current Issues 3.00 and Topics in Athletic Training
Option B Requirements
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Exercise Science Courses learn the movement assessment process using the experiences in developing exercise programs for Functional Movement Screen, gait analysis etc., and individuals who have a specific disability or health develop an individualized correct exercise program. limitation including aging, arthritis, diabetes, EXS 500 Personal Training Certification Common conditions include low back pain, ACL intellectual disabilities, spinal cord injuries and Preparation injuries and muscle imbalance. The course will asthma. This course covers applied methods of This course will provide students with the most help prepare the student for the well-recognized exercise prescription for individuals who require current state-of-the art fitness education. Students NASM Corrective Exercise Specialist (CES) exam. adaptations and modifications to an exercise will be expected to have a firm grasp of the theories Credits: 3 program. This course covers a brief summary of the and facts involved with practical fitness testing and Every Fall physiology and pathophysiology of each condition, programming. Students will apply this information selected research on each disability or health in a practical setting through the performance of EXS 508 Certified Strength and Conditioning condition and translation of the research in laboratory exercises. Each lab will address the Specialist (CSCS) Preparation practical exercise guidelines and functional fitness knowledge and skills that a fitness professional This course will cover such topics as sports activities to facilitate effective program must possess to safely implement effective fitness physiology, sport specific conditioning and training, development. Class activities will include theory- programs. Students will be prepared to take exercise physiology, instructional techniques, based lecture and practical experiences in the personal training certification tests from well- pediatric sports, functional movement training and functional training lab. organized professional organizations. developing balance, mobility, agility, speed, strength Credits: 3 Credits: 3 and power of an athlete. Students will learn Every Fall Every Spring program design variables for improving these areas. Students will be prepared to sit for the CSCS EXS 527 Grant Writing for Health and Fitness EXS 501 Exercise Physiology in Chronic Disease I Certification exam administered by the NSCA. This course will provide an introduction to the A course designed to provide students with an in- Credits: 3 basic skills, principles, and techniques of successful depth understanding and appreciation of the effect Every Fall grant writing. Students completing the course will of exercise in chronic illness. Class activities include work to gain an understanding of fundamental theory-based lectures; group case studies and role- EXS 510 Nutrition for Physical Activity components of a grant proposal such as the abstract play using standardized patients. Students will learn A course designed to expose students to basic or summary, background and significance, specific how to analyze and interpret exercise and medical concepts of nutrition for non-athletic and athletic aims/goals and objectives, project design and data as it relates to disease, and prescribe populations. Students will be introduced to daily methods, sustainability, assessment, broader appropriate exercise parameters. This course has an requirements for macro-nutrients and will also impacts, budget, and budget justification. Students additional fee. analyze a nutritional recall. Emphasis is also placed will further learn how to locate available funding Credits: 3 on current nutrition and exercise guidelines opportunities from Federal and private institutions, Every Fall essential for a healthy quality of life. This course focus on skills needed to develop competitive grant has an additional fee. proposals and finally prepare a complete grant EXS 503 Introduction to Health Care Credits: 3 proposal to an agency of their choice. If the Management Every Fall student is planning to continue their education
Students are introduced to current practices and onto the doctoral level in any biomedically related EXS 518 Technology in Health and Disease theories of health care policies and management. descipline will be encouraged to submit to the NIH This course will explore the use of new devices and This course presents an overview of the U.S. health Ruth L. Kirchstein MRSA Service Award. technologies currently utilized to monitor, assess, care system and recent trends in public policy and Applications will be reviewed prior to submission and evaluate healthy and disease states. Students health care reform. Topics include: hospital by a mixed board of internal and external reviewers will learn the theory behind the engineering of such organization management, marketing, finance, to enhance competiveness of applications and to devices as heart rate monitors, pedometers, human resources, strategic planning, ethics, and provide feedback for further development of a accelerometers, and automated systems. Students health information systems. competittive application. will also have the opportunity to experience these Credits: 3 Credits: 3 items in real-time setting. On Occasion Alternate Fall Credits: 3 EXS 506 Administration in Health and Fitness On Occasion EXS 530 Adapted Physical Activity for Individuals
This course is designed to help students to acquire with Autism EXS 520 Program Design in Adapted Physical administration and management skills across areas This course provides students with the opportunity Activity of health and fitness. It will review financial to learn applied behavior analysis (ABA) and its An examination of the methods and techniques management, human resources, sales and application to teaching exercise and fitness skills to applicable to the planning and design of marketing, facility design and maintenance, safety people with autism. Topics include exercise individualized adapted physical activity and daily and risk management, program evaluation and physiology adaptations of balance, coordination, living programs for people with developmental fitness industry perspectives and standards. strength and endurance, task analysis of exercises, disabilities. Skills are developed in designing rubric Credits: 3 prompting continuum, environmental equipment assessments, data collection, identification of On Occasion and instructional modifications, reinforcement, appropriate goals and objectives, task analysis, discrete trial communication and rubrics EXS 507 Corrective Exercise Specialist (CES) modification of equipment and activities, picture assessment of exercise skills. Preparation rehearsals, prompts and program evaluation. Credits: 3 This course is designed to enable fitness Credits: 3 Every Spring professionals to expand their knowledge and Alternate Fall abilities in human movement science. Students EXS 535 Field Experience I EXS 524 Exercise and Fitness for Special develop an expertise in injury prevention and An opportunity for the student to gain experience Populations recovery working with deconditioned and in his or her chosen track by spending a minimum conditioned populations. Specifically students This course provides didactic and practical
Page 165 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013 of 90 hours at a public or private institution. and evaluating the efficacy of therapeutic exercise physiology to an analysis of the aging process. It Students will be placed in areas related to selected programs for the rehabilitation/reconditioning of identifies the positive effects that regular exercise track: Exercise Physiology and Sports Nutrition, injuries and illnesses of the physically active. and physical activity have on longevity, delaying Strength and Conditioning, or Fitness for Special The pre-requisite of HS 577 is required or specific diseases, decreasing morbidity and Populations. permission increasing quality of life. Course content focuses The pre-requisite of EXS 501 is required. Credits: 3 on three groups found in the aging and health Credits: 3 Every Spring spectrum; average aging individuals, frail elderly Every Semester and master athletes. EXS 577 Therapeutic Modalities in Athletic The pre-requisite of EXS 524 is required. EXS 540 Research Methods in Exercise Science Training Credits: 3 An introduction to various types of research designs A review of the knowledge and skills in therapeutic Every Spring and statistical methods relating to physical activity modalities required by an entry-level athletic within the disciplines of exercise physiology, fitness trainer, including planning, implementing, EXS 600 Exercise Physiology in Chronic Disease for special populations, strength and conditioning, documenting, and evaluating the efficacy of the II and athletic training. The student also learns to modalities used in the treatment and rehabilitation Lecture topics in this course will focus on work with basic statistical research in the of injuries/illnesses of athletes. pathophysiological content related to chronic formulation of the various study designs. The The pre-requisite of SPS 173 is required or disease. Students will learn how to apply testing and student is able to apply the above to solve a permission of the Division. training techniques used in chronic disease particular research problem in their respective Credits: 3 populations through role play and simulated profession. Every Fall environments. The latest concepts of the role of Credits: 3 exercise, fitness, and physical activity on diseases Every Semester EXS 581 Psycho-Social, Cultural and Political such as asthma, type II diabetes, obesity, heart Aspects of Disability failure, osteoporosis, and aging will be discussed. EXS 542 Psychology of Exercise and Physical This course examines basic principles and There will also be a laboratory focus on diagnostic Activity philosophies of disability in relationship to testing (e.g., ECG) in chronic conditions (i.e., This course examines the relationship between institutionalization, normalization, inclusion, asthma, COPD, CAD). psychosocial factors and participation in exercise diversity and disability rights movement, The pre-requisite of EXS 501 is required. and physical activity. Students will learn the employment, government policies and international Credits: 3 importance of exercise and physical activity in perspectives. Every Spring promoting long-term health while reducing the risk Credits: 3 of coronary heart disease, type II diabetes, colon On Occasion EXS 615 Performance Enhancement Specialist cancer and other types of diseases that arise from Preparation physical inactivity and how to change an EXS 590 Functional Movement, Assessment, and Students will learn progressive integrated training individual's behavior to exercise. Program Design techniques and programs to enable athletes to Credits: 3 This course will help students identify muscular perform at the highest level. Utilizing National On Occasion imbalances and determine deficits that may be Academy of Sports Medicine (NASM) optimum overlooked during a traditional performance performance training methodology, students will EXS 545 Field Experience II evaluation. Students will become proficient in the learn how to individualize training programs and An opportunity for the student to gain additional functional movement screen and be able to deliver consistent results in performance experience in his or her chosen track by spending a pinpoint functional deficits related to enhancement and reconditioning. Additional minimum of 90 hours at a public or private proprioceptive, mobility and stability weaknesses. course fees will cover review materials and institution. Students will be placed in areas related Students will learn exercise progressions to correct registration for the NASM PES Certification exam. to selected track: Exercise Physiology and Sports muscular imbalances and incorporate them into a Credits: 3 Nutrition, Strength and Conditioning, or Fitness complete functional training program. Every Spring for Special Populations. The pre-requisite of EXS 507 is required. Credits: 3 Credits: 3 EXS 620 Analytical Approach to Exercise Every Semester Every Spring Prescription Students will undergo informative discussion on EXS 560 Sports Psychology EXS 591 Entrepreneurship in Fitness and Health the basic components of fitness and their relation This course will enable students to apply the basic This course aims to provide the student with a to assessment and evaluation of athletes, non- principles of sport psychology directly to hands-on introduction to the venture creation athletes and special populations. This course will competitive athletes. By understanding the process of business with a strong influence and consist of a strong practical component where relationship between sport psychology and athletic direction toward fitness/wellness entrepreneurship. under the supervision of a faculty member, students performance, students will be better prepared to This course is designed for a variety of student develop a model program of exercise prescription achieve professional goals in the areas of coaching, interests and backgrounds. It directly addresses the focused on current recommendations for fitness exercise science and strength and conditioning for concerns of students wanting to become and health, emphasizing metabolic equations set athletes. entrepreneur in the future. This course will take the forth by governing bodies such as, the American Credits: 3 student from the innovation stage to the expanding Heart Association and the American College of On Occasion or ending the venture. Sports Medicine. This course is appropriate for
Credits: 3 students interested in clinical work upon EXS 576 Therapeutic Exercise in Athletic Every Spring graduation. Training Credits: 3 A review of the knowledge and skills in therapeutic EXS 592 Physiology of Exercise and Healthy Every Spring exercise required of the entry-level athletic trainer, Aging including planning, implementing, documenting, This course applies the science of exercise
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EXS 645 Sports Nutrition and Pharmacology in The pre-requisite of EXS 501 is required. EXS 670 Research in Health, Exercise and Sport: Sports Credits: 3 Reading Between the Lines This course will cover content related to Every Fall Past and current literature in health, exercise and pharmacology and supplementation and is designed sport will be discussed. Didactic and practical to meet specific athletic training competencies in EXS 655 Pathology and Illness in Sport and experience will encourage students to inquire as to pharmacology. Course content will provide Physical Activity what is truth and what is fluff. Students will also students with a strong foundation in the area of The study of disease processes associated with a learn the techniques and process of writing a sports nutrition and supplementation. The impact variety of systems of the human body including research paper, specific aspects such as of supplementation, nutrition and pharmacological cardiovascular, neurological, musculoskeletal, and introduction, methods, results and discussion will agents on athletic performance will be discussed. respiratory systems. Special emphasis is placed on be explored. The content of this course is designed to equip the relationship between a variety of such diseases The pre-requisite of EXS 540 is required. students with the knowledge, skills and abilities and how they may affect human performance and Credits: 3 necessary to become certified sports nutritionists via rehabilitation. Demonstration and laboratory On Occasion the International Society of Sports Nutrition reinforced material presented in lecture. Students (ISSN). Course activities will include current topic will also observe various health care providers for a EXS 700 Biomechanics of Human Performance debates, theoretical concepts and analysis of current total of 12 hours during the semester. The use of recently developed instrumentation to research in the areas of pharmacology and sports Credits: 3 study applied anatomy and kinesiology of the nutrition. Every Spring human body. Analyses of normal and pathological
Credits: 3 conditions are studied and compared with EXS 660 Clinical Education in Athletic Training Every Spring emphasis on biomechanics of human performance. II Demonstration and laboratory reinforce material EXS 650 Cardiopulmonary Health and Disease This course requires the student to apply their presented. Recommended background in physics This course is designed to provide the student with knowledge in a hands-on, practical environment and kinesiology. a basic understanding of current topics in suitable for athletic training student. Each student Credits: 3 cardiovascular health, the pathophysiology of will be assigned to an approved clinical instructor Every Spring disorders limiting exercise, the significance in (ACI) in a clinical situation according to each athletes and those with such conditions/disease, individual plan of study. The focus of this course is EXS 705 Individual Problems and management of these disorders through on the axis, including the head and spine, as well as The course provides an opportunity to select and exercise and nutrition. Topics to be addressed the upper extremity, including the shoulder, elbow, research a topic of interest. The student must include, cardiomyopathies, ischemia, infarction, forearm, wrist and hand. Additionally, the student present and orally defend his or her research coronary artery disease, valvular diseases, peripheral will be responsible for skin condition recognition. findings. arterial diseases, and atheroslcerosis. Special topics The student is responsible for the recognition, Credits: 3 to be covered include; the affects of obesity, evaluation, and immediate care of athletic injuries Every Fall, Spring and Summer metabolic syndrome, diabetes mellitus, and to this region, while under the direct supervision of EXS 709 Clinical Education in Athletic Training endocrine disorders on the cardiovascular systems. a qualified certified athletic trainer. This course IV Additionally an emphasis on the affects of nutrition requires additional hours (minimum of 150 hrs) An opportunity for the student to apply his or her and exercise on cardiovascular health and disease other than the standard meeting times listed in the knowledge in a hands-on, practical environment will pervade each discussion and will be also schedule of classes. This course has an additional suitable for athletic training student. Each student addressed as independent topics. fee. Open only to Athletic Training students. will be assigned to clinical situation according to The pre-requisite of HS 501 is required. The pre-requisite of SPS 165 and 173 are required. each individual plan of study and fulfill all exposure Credits: 3 Credits: 3 requirements. The focus will be on the collection of Every Fall Every Fall knowledge, skills, and values required of the entry- EXS 652 Introduction to Diagnostic Testing EXS 661 Clinical Education in Athletic Training level Certified Athletic Trainer to plan, implement, Students will be introduced to theoretical and III document, and evaluate the efficacy of therapeutic practical aspects of diagnostic testing, including x- This course will require the students to apply their modality programs for the rehabilitation/ ray, MRI, CT Scan, Cardiopulmonary testing, knowledge in a hands-on, practical environment reconditioning of injuries to and illnesses of the electrocardiography. Class discussions will focus on suitable for athletic training students. Each student physically active. This course requires additional the use of these tools and their impact in medicine will be assigned to a clinical situation according to hours (minimum of 200 hours) other than the in past, present, and future. each individual plan of study. The focus of this standard meeting times listed in the schedule of Credits: 3 course will be on the collection of knowledge, skills, classes. Open only to Athletic Training Students. On Occasion and values required of the entry-level Certified Credits: 3 Athletic Trainer to plan, implement, document, Every Fall EXS 653 Advanced Laboratory Techniques in and evaluate the efficacy of therapeutic Exercise Physiology rehabilitation program for injuries to and illnesses EXS 710 Organization and Administration in An exploration of new techniques to test the limits of the physically active. Open only to the Athletic Athletic Training of exercise science. Students will participate in class Training Students. This course requires additional This course will cover the organization and discussions related to venous occlusion time (minimum of 200 hours) in addition to class administration of an athletic training facility. plethysmography, isokinetic assessment, and lactate schedule. Review of topics include: written and electronic threshold testing. Practical applications in the The pre-requisites of EXS 577 and 660 are medical record keeping, medico-legal aspects, laboratory will allow for students to experience first required. preparation of budgets, purchasing, facility design, hand, how these techniques can be used by an Credits: 3 personnel management, public relations, liability exercise physiologist for teaching and research Every Spring and health insurance. purposes. Credits: 3 Every Fall
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Implementation of their proposed research is EXS 720 Neuroscience and Exercise contingent upon faculty and IRB approval. This A study of the gross and microscopic structures and course has an additional fee. Pass/Fail. functions of the human nervous system, including Credits: 3 the spinal cord and peripheral and autonomic Every Semester nervous systems as the they pertain to physical activity and disease. Laboratory examinations of EXS 899 Research Thesis II human models are offered. A sequence of lectures Students enrolled in this course will complete their is given with laboratory work. research begun in Thesis I and writing a Credits: 3 dissertation and oral defense. Issues regarding the Every Spring statistical analyses and interpretation of research findings are of primary concern. The completion of EXS 721 Seminar: Current Issues and Topics in the thesis is contingent upon faculty approval and Athletic Training meeting university guidelines for thesis submission. Students will participate in and lead discussions This course has an additional fee. Pass/Fail. regarding current issues and topics in Athletic Credits: 3 Training. It is designed to meet specific athletic Every Semester training competencies in professional development. Students will also be required to develop a poster presentation to be presented in a professional forum. Credits: 3 Every Spring
EXS 746 Multidisciplinary Approaches to Autism This course will review autism spectrum disorders (ASD). There will be an emphasis on etiology, symptomology (i.e., social, communicative, motor, and stereotypical issues), identification, and appropriate supports for individuals with autism. The National Autism Council National Standards Project Report will be reviewed and discussed as a basis for developing evidence-based practice guidelines in working with individuals with ASD. Students will have an opportunity to be exposed to current research regarding ASD, as well as current legal issues, legislations and movements that define current practice in the field. Credits: 3 Cross-Listings: CSP 746, EXS 746 On Occasion
EXS 750 Alternative Therapies in Health A course designed to expand the knowledge of sports medicine practitioners in alternative approaches to health care. Students have the opportunity to learn and experience specific hands- on techniques used to enhance sports performance and activities of daily living. The students will be introduced to alternative modalities including Acupuncture, Herbal Medicine, Massage Therapy, Qui Kung exercise, Meridian Therapy and the concept of Yin-Yang. A review of both old and new case studies are used throughout the course to illustrate advances in the field of sports medicine. Credits: 3 Alternate Spring
EXS 798 Research Thesis I Students choosing this option will select a research topic in their field of study in consultation with a faculty advisor. Students enrolled for Thesis I will complete a written thesis proposal for faculty to review. The proposal should include the purpose, hypothesis, methodology and literature review.
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DEPARTMENT OF adapting tasks and the environment to maximize a pre-occupational therapy candidate. They need to independence and quality of life. Occupational apply using the LIU main application system from OCCUPATIONAL THERAPY therapists help people adapt to changes resulting our Admissions office: from disability and the aging process, focus on www.liu.edu/Brooklyn/Admissions. Upon Chairperson: Katherine Dimitropoulou, Ph.D., illness and injury prevention, and promote healthy acceptance students need to complete 64 pre- OTR/L, Associate Professor and satisfying lifestyles for people of all ages. requisites and then apply for the professional Dale Coffin, M.A., OTR/L, Assistant Professor, Our faculty is actively involved in promoting phase of the program (please see details below). In Academic Fieldwork Coordinator community health and wellness through funded order to maintain status as a pre-occupational Associate Professor: Michael Saraceno, M.A., research and programs assisting people to achieve therapy candidate and to apply to the professional OTR/L, CHT their highest level of functioning within the phase of the program, students must maintain a Assistant Professors: Donna Covello, OTD, context of their own communities. Our students minimum cumulative grade-point average of 3.0 in OTR/L; Cindy, Supawadee Lee, Ph.D., OTR/L; are involved in these activities as part of their liberal arts and sciences courses. Grades below Susan Nesbit, M.A., OT/L; Doris Obler, Ph.D., training since their first year in our program. Using a C - are not acceptable in prerequisite courses. M.S.W., OTR/L; Renee Ortega, M.A.,COTA/L, a variety of teaching methods and the integration Please be note that LIU pre-occupational therapy Assistant Professor, Academic Fieldwork of technology in the coursework, our students students do not automatically enter the Administrator; Holly Wasserman, M.S. OTR/L develop a comprehensive understanding of professional phase of the program. All students go Associate Professor, Evening/Weekend Program practice and build their research skills. Embedded through the application and selection process Coordinator in our curriculum are activities that enhance outlined below. Adjunct Faculty: 17 students’ communication and critical thinking Application and Selection Process for College The Occupational Therapy Program offers a skills contributing to personal and professional Students and Graduates: dual B.S./M.S. degree. It is designed to educate growth. Our students are prepared for successful The Department of Occupational Therapy entry-level occupational therapists whose skills clinical careers and leadership roles within their accepts transfer students with or without a degree. and training prepare them to practice competently professional community. Transfer students can use one of the two in the rapidly changing urban health care ADMISSIONS procedures listed below for applying to our environment and to equip patients and clients with Our program presents an excellent opportunity program: skills for the workplace and for home. The for high school students who want to pursue a • The OTCAS system: www.otcas.org. occupational therapy curriculum offers students degree in occupational therapy. High school If you choose this system you do not need any the opportunity to focus on individual professional students can complete a B.S./M.S. degree in additional applications or documents other than growth, to participate in community-service Occupational Therapy in 5 years (2 years for the what the OTCAS requires. Please follow the learning, to refine cultural sensitivity and practice completion of the pre-requisites and 3 years for the directions that the OTCAS system provides and skills, to use health promotion in community professional phase of the program). Our program complete their on-line application. Our department settings, to utilize activity to promote health and also presents a great opportunity for college has direct access to those records. independence, and to develop the skills required to students and college graduates with a degree in • Directly apply to LIU: treat the whole person. another field who want to pursue a career in www.liu.edu/Brooklyn/Admissions. The Occupational Therapy Program is approved occupational therapy. All transfer students or LIU graduates must by the New York State Education Department and Students seeking the entrance into health and first apply directly to the Office of Admissions the Accreditation Council for Occupational human service professions should be aware that (718-488-1011) by filling out the on- line Therapy Education. Occupational therapy is an the presence of a criminal record can result in the undergraduate application (see link listed above). upper-division professional program, spanning refusal of licensing/certification/registration Part Two – OT PROGRAM APPLICATION three years of full-time professional academic agencies to issue the credential needed to practice (for all applicants) courses and clinical work that is integrated with in the field of study. Prospective students are Applicants who do not apply through OTCAS several community-service learning experiences. urged to contact the pertinent state and/or federal must also fill out an OT Program Application . The professional phase of the program also may be licensing board to inquire whether a criminal You can find the application on- line at completed on a part-time basis over four years. record will have an impact on your eligibility to www.liu.edu/Brooklyn/Admissions/Forms- Students must complete the liberal arts and obtain licensure or certification. A criminal Documents, or you can request a hard copy at sciences core curriculum, which offers a rich base conviction and/or the use of illegal drugs may Department of OT at (718) 780-4508. You also of sciences, humanities and social sciences, before impede licensure in New York State. Students who need to submit three letters of recommendation on entering the professional phase of the program; a have had a prior conviction are advised to contact Departmental Forms. minimum of 64 credits in the liberal arts and NBCOT (www.nbcot.org) for clearance before Pre-OT and/or other majors (LIU) students can sciences for the baccalaureate degree are required. beginning their academic program. For a fee, apply directly to the Department of OT at LIU (no Occupational therapy is a vital health-care and NBCOT will review the circumstances which led OTCAS application is necessary). Admission rehabilitation profession whose practitioners help to a conviction and the individual’s personal application and reference letter forms can be clients to develop or restore and sustain the highest record and render a decision concerning whether obtained from the OT Department (5 th Floor, quality of productive life to persons recovering or not the individual would qualify to work as an Health Science Building, Room 512, 718-780- from illness or injury. Occupational therapy is the occupational therapist. 4508) or on-line at therapeutic use of self-care, work/productive tasks Application Policies and Procedures www.liu.edu/Brooklyn/Admissions/Forms- and play/leisure activities to increase independent Both high school graduates and college transfer Documents. function, enhance development and prevent students may apply for admission to the The Department of Occupational Therapy disability. The term occupation refers to activities Occupational Therapy Program, to which the publishes the application deadline on the that are meaningful to the individual within the following criteria apply: website. All students accepted begin the program environments in which the person lives and Application Process for High School Students: in the fall semester of each academic year. All functions. Occupational therapy promotes healthy Students must have a minimum high school prerequisite courses and volunteer work must be lifestyles, prevents disability and facilitates active average of 85 and a minimum combined completed prior to entering the program in participation through occupation. It includes Scholastic Aptitude Test score of 1000 to apply as September. We encourage students to meet with
Page 169 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013 faculty in the Department of Occupational Therapy Prerequisite Courses for LIU Students and Algebra 3 credits to prepare their application and to make sure that Transfer Students Without a Degree Statistics 3 credits prerequisites are completed. Biology (Bio 3, 4) 8 credits INTERVIEW (with lab) General Psychology 3 credits All eligible students will be invited to the Anatomy (Bio 131) 4 credits Developmental 3 credits Department of Occupational Therapy for an (with lab) Psychology interview with a faculty member so that students can become more familiar with the Program and Physiology (Bio 132) 3 credits Abnormal Psychology 3 credits the Campus. Finite Math (Math 16) 3 credits English Composition 6 credits LETTERS OF RECOMMENADATION and/or Literature Students are required to submit 3 letters of Statistics (Math 100, 3 credits recommendation on the designated reference Psy 150) Intro Sociology or 3 credits forms of the Department (these forms are integral Anthropology General (Psy 3) 3 credits to the OTCAS system or can be obtained from the Psychology *39 credits Department of OT, the Admissions Department, or on-line at Developmental (Psy 107) 3 credits *The total prerequisite credit requirement for entry www.liu.edu/Brooklyn/Admissions/~/media/Files/ Psychology into the program is *64 credits. Completion of the Brooklyn/Admissions/Forms/BK_Admiss_underG 25 additional required prerequisite credits of Abnormal (Psy 110) 3 credits raduateApp. Liberal Arts or Science course work must be Psychology We REQUEST that letters of recommendation evident on your transcript. Computer Science, be completed by people who know you well—for English (Eng 16) 3 credits Education, and Physical Education courses are not example, college professors, academic counselors, Composition acceptable for completion of the Liberal Arts and or employers. The person completing the Science requirement. All prerequisite course work Core Seminar (formerly 3 credits recommendation form MUST return it to you in a must be completed prior to initiation of Eng 17) sealed envelope with his or her signature across professional phase course work. the flap of the envelope. You should collect all English (Eng 61-64) 6 credits For more information about our program visit sealed envelopes and submit them together along Literature our website: with your application to the Department of www.liu.edu/Brooklyn/Academics/Schools/SHP/ Intro Sociology 3 credits Occupational Therapy. Dept/Occupational-Therapy or PERSONAL STATEMENT (as part of the Academic Standards Anthropology admission packet) Once accepted into the Occupational Therapy In your personal statement explain your career History (His 1, 2) 6 credits Program, students must maintain a cumulative goals, your interest in occupational therapy, past professional-phase grade point average of at least Philosophy (Phil 61, 62) 6 credits work/volunteer experience that is relevant, and if 3.0 each semester. Students also must meet there is a specialized area of occupational therapy Oral Commun- (Spe 3) 3 credits standards of professional behavior with faculty, that interests you most. You may also wish to ication peers and clinical instructors. Upon completion of describe your experience with illness and the curriculum, students are awarded a dual Liberal Arts 4 credits disability—whether the experience is your own or Bachelor of Science/Master of Science Degree in that of a family member or close friend. *64 credits Occupational Therapy and are eligible to take the NBCOT exam. Please include ALL required materials when submitting your application for your application to Occupational Therapy Curriculum * Each Applicant is required to complete an be processed. The Occupational Therapy Program curriculum additional 4 credits of Liberal Arts or Science • LIU application includes 122 credits in the professional phase of course work and will accept OS 1 for one credit • Occupational Therapy Program Application the program. Occupational therapy course and 3 credits from an elective course. Computer (Must be filled out completely) offerings provide 23 credits of basic and medical Science, Education, and Physical Education • 3 Recommendation Forms (these are the only science classes, 82 credits in occupational therapy courses are not acceptable for completion of the forms that we will accept) theory and practice, and 17 credits of clinical Liberal Arts and Science requirement. The total # • Official Transcript(s) (current) education. of prerequisite credits required for graduation is * • Personal Statement The developmental nature of our curriculum 64 credits. All prerequisite course work must be Pre-requisites allows students to be introduced, practice and completed prior to initiation of professional phase College students wishing to transfer into the master, core competencies pertaining to the course work. professional phase of the program must have a clinical practice of Occupational Therapy. The VOLUNTEER WORK: 50 hours. A letter from minimum cumulative grade point average of 3.0. curriculum is brought to life through organizing an Occupational Therapist that confirms your A 3.0 minimum cumulative grade point average is strands, which serve to infuse the mission and volunteer hours is necessary. also required in both liberal arts and sciences philosophy of the program into each course. The Prerequisite Courses for LIU Graduates and courses. An average G.P.A. of 3.0 in the four courses are organized into sequences that aim to Transfer Students With a Degree (Associate or Biology Pre-requisite courses is preferred (BIO 3, gradually enable students' learning and Bachelor Degree) 4, 131, 132). Science grades more than 10 years professional competency. General Biology 8 credits old are not acceptable. Official transcripts from all The organizing strands for the curriculum are: (with lab) colleges and universities attended are required. 1. Clinical reasoning/evidence-based Below are the prerequisite courses for current Anatomy 4 credits practice/research LIU students, LIU graduates, and transfer students (with lab) 2. Engagement in meaningful occupation from other colleges/universities: 3. Health promotion, prevention and wellness Physiology 3 credits 4. Professional socialization/community service
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The occupational therapy program will allow you agencies addressing health promotion, disease to: prevention and rehabilitation needs). B.S./M.S. in Occupational • Focus on your individual professional growth Fieldwork Education and development Clinical practice constitutes an integral part of Therapy
• Participate in community service learning the course of study. It provides an excellent • Enhance cultural sensitivity and practice skills opportunity for students to acclimate themselves to Occupational Therapy Dual Degree • Use health promotion in community settings the health care setting, practice selected aspects of Requirements • Develop skills to treat the whole person occupational therapy, observe various types of A minimum of 48 credits above 100 (Advanced) is including physical, cognitive and psychosocial health care settings, and develop your professional required. needs competence. Occupational Therapy Core Curriculum • Use purposeful activity to promote health and The clinical practice component begins with a Requirements independence ten week clinical experience in the fall of the English Composition Core Requirement • Prepare for a successful career and leadership second professional year. The following clinical ENG 16 English Composition 3.00 roles within the Occupational Therapy practice experiences gradually become more ENG 16X English Composition for 3.00 profession. demanding and varied in nature. The program Nonnative Speakers Students spend their first year completing 72 concludes in clinical internships with a minimum hours of community service that introduces them of 28 weeks in the fall/spring/summer semesters of Core Seminar Requirement to service learning experiences related to life-span your final graduate year at LIU Brooklyn (at which COS 50 Idea Of The Human 3.00 development and understanding of occupations. time students will be responsible for providing all Speech Core Requirement During the second of the curriculum students occupational therapy services to their own SPE 3 Oral Communication 3.00 participate in an enriched clinical component caseload, under the supervision of licensed (Fieldwork I) that includes several supervised part- occupational therapists). English Literature Core Requirement time experiences with clients and patients of all Many of our clinical/field experience affiliates ENG 61 European Literatures I 3.00 ages, located in a variety of medical, educational now require the completion of criminal ENG 62 European Literatures II 3.00 and community-based organizations. In the third background checks and/or drug testing for year, students participate for seven months in full- employees, volunteers and students affiliated with ENG 63 American Literatures 3.00 time fieldwork (Fieldwork II) that includes 3 the site. Therefore, the LIU Brooklyn students who ENG 64 Non-Western Literatures 3.00 rotations of 8-10 or 12 weeks in a variety of plan to participate in a clinical/field experience clinical, educational, or community settings (focus may be asked to undergo a criminal background HEG 21 Literature of the Human 3.00 is on: mental health, physical disabilities, check and/or drug screen. A criminal conviction Imagination pediatrics). Students also have the unique and/or the use of illegal drugs may impede or bar HEG 22 English Literature of the 3.00 opportunity to design and implement a four-credit your entry into your chosen field of study. Human Imagination research project in which they conduct a faculty Students desiring entrance into the School of mentored research project. Health Professions should be aware that our Philisophy Core Requirement Community Service clinical/field affiliates can reject or remove a PHI 61 Philosophical 3.00 Students will be prepared to ultimately work in student from the site if criminal record is Explorations I the urban environment, which presents unique discovered or if a drug test is positive. In the event PHI 62 Philosophical 3.00 challenges to health care provision. Consistent that a student is rejected from a clinical/field site Explorations II with the mission of LIU Brooklyn to provide due to information contained in the criminal service to the community, occupational therapy background check, or drug screen, you may be History Core Requirement students will participate in the Common Ground, a unable to complete a required clinical/field HIS 1 History of Civilizations to 3.00 unique community service-learning program experience. If you are unable to complete program 1500 sponsored by the University. The curriculum requirements, you may be advised to withdraw HIS 2 History of Civilizations 3.00 emphasizes the importance of community service from the program. Since 1500 learning, cultural competence and the relationship Accreditation of the environment to health and illness. It is The Occupational Therapy program is Social Science Core Requirement critical that students have early and consistent accredited by the Accreditation Council for PSY 3 Introduction to 3.00 exposure to the community facilitated through Occupational Therapy Education (ACOTE) of the Psychology developmental learning activities. The community- American Occupational Therapy Association Social Science Core Requirement based learning experiences will foster a deep (AOTA) located at 4720 Montgomery Lane, P.O. ANT 4 Physical Anthropology 3.00 appreciation of the broad spectrum of social, Box 31220, Bethesda, MD 20824-1220; (301) cultural, political, and economic forces that shape 652-AOTA. The program is registered with the ANT 5 Cultural Anthropology 3.00 this environment and influence the individual in New York State Education Department. Graduates SOC 3 Introduction to Sociology 3.00 his/her daily activities and valued occupations. will be eligible to sit for the national certification Math Core Requirement During the course of the curriculum, students examination by the National Board for will have three placements in the community, and Certification in Occupational Therapy (NBCOT). MTH 16 Finite Mathematics 3.00 will participate in a capstone project in which they After successful completion of that examination, Orientation Seminar Core Requirement will develop a research project that promotes the individual will be an Occupational Therapist OS 1 The University: 1.00 occupational therapy in a community setting or Registered (OTR). Most states require licensure in Discovery and Change emerging practice area. This project will order to practice; however, state licenses are Ancillary Requirements: Must complete both contribute to the goal of the occupational therapy usually based on the results of the NBCOT courses educational program to prepare students who can Certification Examination. effectively work in traditional and nontraditional PSY 107 Developmental 3.00 settings (including health, social, and community Psychology I
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PSY 110 Abnormal Psychology 3.00 OT 301 Skills for Living 1: Play 3.00 OT 513 Level II: Fieldwork IV 2.00 Ancillary Requirements: Must complete one of and Leisure (Elective) the following courses OT 302 Skills for Living 2: Work 3.00 OT 520 Theory 5: Research 3.00 MTH 100 Introductory Statistics 3.00 Year 2 Requirements OT 533 Medical Sciences 3: 3.00 PSY 150 Statistics in Psychology 3.00 OT 122 Medical Conditions 2: 3.00 Clinical Conditions in Occupational Therapy Pre-Professional Science Mental Health in Pediatrics Adolescents, Adults and Requirements OT 535 Fieldwork Level I: 1.00 Geriatrics BIO 3 Life: Its Origin, 4.00 Practice 3: Pediatrics Maintenance and Future OT 200 Fieldwork Level I: 1.00 OT 620 Theory 6: Research 2.00 Geriatric Practice BIO 4 Life: Its Origin, 4.00 Proposal Development Maintenance and Future OT 205 Professional 1.00 OT 720 Theory 7: Community 2.00 Development 5: Health BIO 131 Human Anatomy 4.00 Practice Education and Promotion Health Promotion BIO 132 Human Physiology 3.00 OT 210 Fieldwork Level I: 1.00 OT 820 Theory 8: Community 4.00 Occupational Therapy Professional Phase Mental Health Practice: Practice Research Project Requirements Adolescents and Adults Year 1 Requirements OT 215 Fieldwork Level I: 1.00 OT 100 Introduction to 2.00 Physical Disability Occupational Therapy Practice: Adolescents and OT 106 Therapeutic Skills 1: 2.00 Adults Interpersonal Skills OT 303 Skills for Living 3: Self 3.00 OT 110 Human Development and 3.00 Care Occupation 1: Pediatrics OT 306 Therapeutic Skills 3: 2.00 OT 111 Human Development and 2.00 Teamwork and Occupation 2: Leadership Adolescence/Adults OT 320 Theory 3: Comprehensive 4.00 OT 112 Human Development and 2.00 Models and Mental Occupation 3: Geriatrics Health Sets of Guidelines for Practice OT 119 Anatomy - Kinesiology 5.00 OT 330 Practice 1: Mental Health 5.00 OT 120 Theory 1: Introduction 2.00 - Adolescents, Adults and OT 121 Medical Conditions 1: 3.00 Geriatrics Physical Disabilities in OT 420 Theory 4: Physical 5.00 Adolescents, Adults and Disabilities Sets of Geriatrics Guidelines for Practice OT 129 Kinesiology 2 4.00 OT 430 Practice 2: 5.00 OT 140 Neuroscience 5.00 Neurorehabilitation Adolescents, Adults and OT 201 Professional 2.00 Geriatrics Development 1: Occupational Therapy OT 431 Practice 3: Orthopedic 4.00 Student Academic Rehabilitation and Experience Orthotics: Adolescents Adults and Geriatrics OT 202 Professional 1.00 Development 2: OT 432 Practice 4: Medical and 2.00 Communication Skills Surgical Rehabilitation: Adolescents Adult and OT 203 Professional 1.00 Geriatrics Development 3: Advocacy and Disability OT 506 Therapeutic Skills 5: 2.00 Perspectives Technology and Assistive Devices OT 206 Therapeutic Skills 2: 3.00 Group Process Year 3 Requirements OT 510 Level II: Fieldwork I 5.00 OT 220 Theory 2: Learning 2.00 Theories Applied to OT 511 Level II: Fieldwork II 5.00 Practice OT 512 Level II: Fieldwork III 4.00
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Occupational Therapy Courses and development including the family, the social process of adaptation in elders. and physical environment, daily life experience, and The pre-requisite of OT 111 is required. the unique individual characteristics of the child Credits: 2 OT 100 Introduction to Occupational Therapy will be incorporated throughout the course. The Every Summer Introduction to the profession of occupational role of the occupational therapist in prevention and therapy including the history, philosophy, promotion of health and well being with pediatric OT 119 Anatomy - Kinesiology knowledge, skills and attitudes reflective of past, populations will be introduced. Through volunteer This course is an in depth study of the human body current and future practice. The course content work in a community service agency, students will structure, functions and abnormal motion, with introduces students to the nature of theory and the have opportunities to develop observation and emphasis on the neuro-musculoskeletal systems. evolution of the profession related to practice, interaction skills with children in a naturalistic Structural interrelationships shall be examined as standards of practice, core values and attitudes, setting. A comprehensive understanding of the basis for normal functions and as a means to ethical and legal issues, roles and tasks of childhood occupations is achieved through class understand structural and functional dysfunctions occupational therapists and certified occupational activities and community service.Community of body structures that affect body functions and therapy assistants, the organizational structure of service and course assignments also provide the occupational performance. The course facilitates the professional association and accreditation and opportunity for students to link classroom learning students'' understanding of neuro-motor substrates credentialing bodies and international resources. to both home and community practice settings. of human performance skills required to participate Trends are examined in health care and models of The pre-requisites of PSY 107, PSY 110 and in meaningful occupations. Directed laboratory practice including wellness and health maintenance admissions to the OT program are required. experiences are comprised of cadaver dissection, and health promotion in the context of social, Credits: 3 study of skeletal materials and anatomical models, economic, political, demographic and cultural Every Fall surface anatomy, palpation, joint, and muscle factors that influence the delivery of services are function as well computer-assisted learning and addressed. OT 111 Human Development and Occupation 2: video-tape presentation. Students obtain the The pre-requisites of PSY 107, 110 and COS 50 are Adolescence/Adults background knowledge that assists them to required. This course addresses human growth and understand, analyze and interpret neuro-motor Credits: 2 development for adolescents and adults in the areas body structures and functions that hinder Every Fall of neurosensory, motor, visual, perceptual, occupational performance. All students must cognitive, physical, physiological and psychosocial participate in cadaver dissection lab. OT 106 Therapeutic Skills 1: Interpersonal Skills skills. Principles of health promotion and disability Pre-requisite of OT 140 is required. This course will introduce the students to prevention and the influences of culture and Credits: 5 professional interpersonal skills and techniques diversity are examined as they interface with the Every Spring used by Occupational Therapists across treatment age-related needs and risks of this cohort. Students settings and age groups. Students will both learn will examine the influence age-related life stages and OT 120 Theory 1: Introduction and practice skills including: therapeutic use of self, development on occupations within the framework This course will provide the opportunity for interviewing/counseling skills, assertive professional of performance skills and patterns and contexts. students to learn about the theoretical foundations communication and therapeutic interaction. Students will be exposed to current research of the profession. Students will examine how Students will begin to appreciate factors relevant to protocols and findings related to adolescents/adults theoretical information largely developed by the disability perspectives, cultural sensitivity, client- development and their relationship to occupations disciplines is used to support the development of (a) centered care and advocacy. Students will develop and healthy lifestyle. This course is coupled with a sets of guidelines for occupational therapy practice in their identity as a "Helping Professional" and will community service learning experience in which and (b) screening and assessment tools. Both non- show sensitivity when using new interpersonal kills students have the opportunity to integrate course occupational therapy theories and occupational in the experiential setting. content through lectures, seminar discussions, and therapy theories will be explored. Students will also Prerequisites: PSY 107 and 110, 1 Sociology or community service experiences. Students also learn how to read, critique, interpret and Anthropology course and Admissions to the OT examine designated cultures and health related summarize research (basic and applied) regarding program. issues in depth using a problem based learning the reliability and validity of theories, and the The pre-requisites of PSY 107 and 110; one (PBL) approach. effectiveness of guidelines for occupational therapy Sociology or Anthropolgy course; and Admissions The pre-requisite of OT 110 is required. practice and screening assessment tools.The course to the OT program are required. Credits: 2 has a writing intensive component in which Credits: 2 Every Spring students develop professional writing skills related Every Fall to documenting evidence for practice. Language OT 112 Human Development and Occupation 3: structure, format and argument development are OT 110 Human Development and Occupation 1: Geriatrics empasized. Students complete progressive Pediatrics Human development and occupation for elders is assignments that are gradually revised using the This course focuses on bio-psycho-social the core interest of this course. Development in the professor's feedback, the assistance of writing tutors, development from infancy through childhood. areas of sensory, motor, perceptual, physical, and the use of googledocs. Finally students are Concepts and theories of typical human growth cognitive, physiological and psychosocial skills is introduced to clinical reasoning and decision and development across the life span will be examined. Principles of health promotion, disease making skills by assessing a client's occupational presented as a context for understanding behavior prevention and the influences of culture and role dysfunction identify the impact of cultural, and occupation. Age related occupations in infancy diversity are examined in depth. Assignments and socioeconomic and political factors on their and childhood will be examined in the context of community service experiences integrated in this disability and determine an appropriate developmental theories. Current research findings course examine the role of age-related occupations theoretically based OT intervention. Opportunities will be integrated in the course to inform on maturity, aging, death and dying, quality of life, to practice clinical reasoning, professional writing occupational therapists about human growth and and well-being. The course integrates performance and decision making skills are provided through development in sensory, motor, cognitive and skills, patterns and contexts as key factors in case studies, media (e.g., books, film, and video) psychosocial domains. Factors influencing growth understanding changing occupational roles and the and scientific literature.
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The pre-requisite of OT 100 and 201 are required. understanding of the neuroanatomical and occupational profile/evaluation in order to create Student must be admitted into the Occupational neurophysiologic substrates of normal and long /short-term goals, formulate an evidence based Therapy Program abnormal human behavior. The study of cortical treatment plan, progress note and discharge note. Credits: 2 and subcortical anatomy and physiology includes: The pre-requisites of OT 112, 121 and 129 are Every Spring cranial and peripheral nerves; the ventricular required. system; vascular brain anatomy; the neuron and The co-requisites of OT 303 and 420 are required. OT 121 Medical Conditions 1: Physical neural activity; neurotransmitters, enzymes, and Credits: 1 Disabilities in Adolescents, Adults and Geriatrics other neurochemicals; the autonomic nervous Every Fall This course is a study of the medical, neurological, system; spinal cord tracts; and proprioceptors and orthopedic conditions that commonly occur (muscle spindles and golgi tendon organs). The OT 201 Professional Development 1: during the life span of adolescents, adults, and the neuroanatomical and physiologic functions of Occupational Therapy Student Academic elderly. An understanding of the etiology, special senses include: the vestibular system, vision, Experience pathology, signs and symptoms, treatment, audition, olfaction, gustation, and proprioception. This course focuses on foundation skills to support psychosocial issues, and prognosis of common The neurologic substrates of motor control, professional education and personal development conditions and diseases are promoted. The stress/emotions/motivation, learning and memory, as an occupational therapy student. Course influence of culture, diversity, environmental the aging of the brain, and neuroplasticity is also content will include student work with self- context, and the impact of occupation and health reviewed. Students will learn to use their knowledge management and health promotion, learning styles promotion are considered. of neuroanatomical and physiologic functions of and learning skills, learning contracts, study skills, The co-requisites of OT 129 and 112 are required. the central nervous system (CNS) to understand test-taking skills, use of support groups and The pre-requisite of OT 119 is required. CNS disease, dysfunction, and injury (e.g., spinal refinement of active listening, and goal setting. Credits: 3 cord injury, traumatic brain injury, schizophrenia, Students develop e-portfolios and begin to Every Summer coma, Parkinson's, sensory integrative disorders). recognize themselves in their new professional
Students will also use their knowledge of roles. Students develop and expand skills in OT 122 Medical Conditions 2: Mental Health in neuroanatomy and physiology to begin to computer literacy, improve utilization of library and Adolescents, Adults and Geriatrics understand the neurologic theories underlying data bases for review of professional literature, and This course presents an overview of the medical, specific occupational therapy practices (e.g., NDT - start to develop experience with scientific and neurological and psychiatric conditions which Neurodevelopmental Treatment, PNF - professional writing and speaking. Students will commonly occur during the life span of Proprioceptive Neuromuscular Facilitation, SI - participate in writing groups with tutors from the adolescents, adults and the elderly, building upon Sensory Integration, and splinting and casting). Lab Writing Center to identify areas for skill prior course work in the basic science curriculum will provide the opportunities for students to development in writing and refine written and growth and development. Students develop an directly examine human brain specimens, practice communication skills, critical thinking and problem understanding of medical and psychiatric clinical neurologic exams, and develop clinical solving.This course is part of our enrichment conditions, the etiology, signs, symptoms and problem identification skills through case program. prognosis. Implication for the person's studies.During lab sessions students are also The pre-requisites of COS 50, ENG 16, SOC 3; occupational roles and performance are examined. exposed to real life clients with neurological Two from ENG 61, 62, 63 and or 64; and the Occupational therapy practice is discussed with damages and learn the functional impact of the student must be in the Occupation Therapy major focus on the process of screening, assessment, neurological problems (using the "clinic in the are required in order to register for this course. treatment and reassessment. In addition, the classroom" approach). Credits: 2 influence of culture, ethnicity, health care policies The pre-requisites of BIO 3, 4, 131 and 132 are Every Fall and gender and its impact on occupation and required and the student must be in the health promotion are examined across the life span. OT 202 Professional Development 2: Occupational Therapy major in order to register for The pre-requisite of OT 112 is required. The co- Communication Skills this course, requisite of OT 320 is required. Students will continue to refine professional Credits: 5 Credits: 3 communication skills in the areas of written, Every Fall Every Fall graphic, and oral presentation. Students will
OT 200 Fieldwork Level I: Geriatric Practice identify areas for refining professional behavior, OT 129 Kinesiology 2 This course provides the opportunity for students ongoing professional development, and continuing This lecture/lab course provides an introduction to to directly experience occupational therapy practice competency in academic and community contexts. the analysis of the human motion. It includes the with a geriatric population in a clinical or Students continue to assemble an ePortfolio study of muscle function and biomechanics of the community setting. Through fieldwork experience, reflective of their ongoing professional human body. The course content integrates students will begin to integrate and apply the development. They will formulate a professional principles of kinesiology with muscle testing and theoretical knowledge, and professional development goal and continue to identify their goniometry. Changes in movement patterns across behaviors/attitudes and clinical skills learned in the focus for personal wellness, study skills and stress the life span are included. It provides didactic and classroom. An integrative clinical reasoning management. Students will also review how to practical experience with examination of movement fieldwork seminar both in person and on-line present themselves in professional interviews for principles. The impact of biomechanics on accompanies the fieldwork experience to provide employment, scholarship applications, fieldwork functional performance is also discussed. Students students with an opportunity to analyze the experiences and to promote the profession through learn to apply principles of kinesiology, muscle professional and clinical practices observed in the community and legislative advocacy. Students will testing and goniometry in clinical cases. clinic/ community setting, and integrates this with expand knowledge of resources to research The pre-requisite of OT 119 is required. the clients' cultural background, health status, and professional and current literature content, broaden Credits: 4 valued occupations. Students will complete understanding of evidence-based practice and Every Summer literature reviews, further develop skills in using intensive documentation assignments that will help media, and creative arts for professional, patient, OT 140 Neuroscience facilitate their understanding and ability to analyze consumer, client and community education, This course provides students with an and synthesize a client's information in an
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 174 LIU Brooklyn practice and advocacy. promotion and quality of life. A range of The pre-requisites of OT 320 and 122 are required. The pre-requisite of OT 201 is required and the approaches supporting health promotion and The co-requisite of OT 330 is required. student must be in the Occupational Therapy disease prevention in various populations, in Credits: 1 major in order to register for this course. institutional, community and home settings will be Every Spring Credits: 1 examined. Students will begin to develop skills in Every Spring using occupational therapy interventions to OT 215 Fieldwork Level I: Physical Disability enhance the quality of life and well-being. A variety Practice: Adolescents and Adults OT 203 Professional Development 3: Advocacy of health-related occupations using traditional, This course provides the opportunity for students and Disability Perspectives alternative and complementary activities will be to directly experience occupational therapy practice The course provides principles of advocacy for demonstrated and practiced. Areas of focus include in adolescents/adults with physical disability in a Occupational Therapy and Advocacy for our enhancing coping and adaptation with stress clinical or community setting. Through fieldwork clients. Professional issues related to State and management, time management, pain management, experience, students will begin to integrate and National Advocacy groups for OT as well as, smoking cessation, and withdrawal from substances. apply the theoretical knowledge, and professional current professional topics for advocacy are Patterns of diet, physical activity, psychological behaviors/attitudes and clinical skills learned in the discussed. Students learn the importance and the states and attitude, social activities, and the role of classroom. An integrative clinical reasoning nature of participation in professional advocacy. In spirituality in practice reflecting fieldwork seminar accompanies the fieldwork this course students also examine psychosocial sociocultural/economic, diversity, cultural and life experience to provide students with an opportunity factors, stereotypes, and negative attitudes affecting span factors are examined. to analyze the professional and clinical practices people with disabilities, their families and The pre-requisites of PSY 107, 100 and COS 50 are observed in the clinic/community setting, and caregivers. Methods of instruction include required. The student must be admitted into the integrates this with the clients' cultural background, literature review, media resources, narratives, and Occupational Therapy Program. health status, and valued occupations. Students will in-class interviews with people with a range of Credits: 1 complete intensive documentation assignments that stigmatizing conditions. Major civil rights legislation Every Spring will help facilitate their understanding and ability and the disability rights movement will be explored to analyze and synthesize a client's information in and different models of viewing disability will be OT 206 Therapeutic Skills 2: Group Process an occupational profile/evaluation in order to reviewed. Students will enhance their A group process course for treatment, teamwork, create long /short-term goals, formulate an evidence understanding of the importance of practitioner, and community interventions. Introduction and based treatment plan, progress note and discharge consumer and patient advocacy to promote application of theories of group dynamics, task, and note. empathy and skills in client-centered practice. activity groups, including evaluation of The co-requisite of OT 430 is required. The pre- Students will increase sensitivity and skills required interpersonal style and group roles, therapeutic requisites of OT 121, 129, 303 and 420 are in the implementation of client-centered practice interaction and leadership skills, collaborative and required. with people with a wide range of physical, professional communication skills. Students learn Credits: 1 psychological, and socially stigmatizing conditions. to carry out groups, reflect on their experiences and Every Spring The pre-requisites of OT 100 and 201 are required. provide feedback to each other on the group Credits: 1 process. OT 220 Theory 2: Learning Theories Applied to Every Spring The pre-requisites of OT 100, 106 and 201 are Practice required and the student must be admitted into the This course provides students with an OT 204 Professional Development 4: Occupational Therapy Program. understanding of teaching and learning processes. Independent Study (Elective) Credits: 3 Students are prompted through class activities and An in-depth exploration of a topic of study through Every Spring the discussion of theories of learning (such as review of literature, field visits or community Bloom's) to reflect on their own learning process as service learning under the guidance of a faculty OT 210 Fieldwork Level I: Mental Health they pursue the OT degree. In addition students are mentor. Professional writing development is Practice: Adolescents and Adults introduced in how learning theories are used to emphasized. Students, with the instructor, define This course provides the opportunity for students support the development of occupational therapy the scope of the study, methods, and outcomes. to directly experience occupational therapy practice interventions that are designed to facilitate personal Professional development will be fostered through in mental health with adolescent/adult populations change. Learning theories that are studied include the identification of learning objectives for the in a clinical or community setting. Through Social Learning Theory (Bandura), The Health experience that will be assessed/monitored during fieldwork experience, students will begin to Belief Model (Becker), PRECEDE-PROCEED the course of the independent study process. integrate and apply the theoretical knowledge, Model, Theory of Reasoned Action (Fishbein & The pre-requisite or co-requisite of OT 100 is professional behaviors/attitudes and clinical skills Ajzen), Stages of Change Theory-Transtheoretical required. learned in the classroom. An integrative clinical Model (Prochaska & DiClemete), Theory of Credits: 1 reasoning fieldwork seminar accompanies the Multiple Intelligences (Gardner), Learning Styles On Demand fieldwork experience to provide students with an Model (Dunn & Dunn), Motor Learning, opportunity to analyze the professional and clinical Behaviorism and Model of Human Occupation OT 205 Professional Development 5: Health practices observed in the clinic/community setting, (MOHO). Characteristics of therapists and Promotion and integrates this with the clients' cultural environments that facilitate positive change are Consideration of current public health initiatives background, health status, and valued occupations. examined. Learning styles and learning contracts designed to improve the quality of health, eliminate Students will complete intensive documentation that are sensitive to multicultural concerns and disparities, and explore occupation-based assignments that will help facilitate their literacy levels of patients, clients, and caregivers are interventions to address major indicators of poor understanding and ability to analyze and synthesize explored. The course is also focused on professional health, to prevent disorders and to maintain a client's information in an occupational writing and the ability of the students to review wellness. The course will examine evidence-based profile/evaluation in order to create long/short- literature and summarize it in a logical and practice, intervention programs, evaluation and term goals, formulate an evidence based treatment comprehensive manner. outcome assessments for wellness, health plan, progress note and discharge note. The pre-requisite of OT 120 is required.
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Credits: 2 clinical techniques of grading and adaptation of practice is also presented. Each comprehensive Every Summer self-care activities in accordance with an individual's model will be examined with respect to its (a) disability status. There will be opportunity to author/source, (b) origin, (c) populations OT 301 Skills for Living 1: Play and Leisure practice grading and adaptation self-care skills, addressed, (d) theoretical foundations, (e) concepts This course has a dual focus: play and leisure across through case studies and problem-based learning and assumptions, (f) sensitivity to multicultural the life span and activity analysis and synthesis. activities. Students will have the opportunity to concerns of patients/clients, (g) principles of Meaningful occupation, with a specific focus on identify a variety of screenings, assessments, and assessment, (h) client-therapist relationship, and (i) play and leisure will be examined in a social and intervention methods for clients who have principles of intervention. These comprehensive cultural contexts and temporal contexts of age, disabilities, which interferes with self-care activities. models will be explored, analyzed and critiqued for developmental and life cycle stages, and disability The students will have the opportunity to practice the purpose of determining their adequacy as a status. Content includes the role of play and leisure documentation skills (goal and note writing) basis for practice. Health promotion and wellness in health promotion and disability prevention, and through case studies and problem-based learning. models are also presented and analyzed. Current the screening and assessment of play and leisure. The pre-requisites of OT 121 and 129 are required. practice issues such as reimbursement for services, Students develop skills in task and activity analysis, The co-requisite of OT 420 is required. the professions domain of concern, and research activity modification and adaptation based on an The student must be in the Occupational Therapy priorities will be discussed relative to contrasting occupational performance model. major in order to register for this course. assumptions about the way in which comprehensive The pre-requisites of COS 50; PSY 107 and 110; Credits: 3 models should be used to guide occupational and SOC 3 are required in order to register for this Every Fall therapy practice course. The co-requisites of OT 122 is required. The pre- Credits: 3 OT 306 Therapeutic Skills 3: Teamwork and requisites of OT 111 and 112 are required. The Every Fall Leadership student must be in the Occupational Therapy
This course will introduce students to the major in order to register for this course. OT 302 Skills for Living 2: Work conceptual, interpersonal and self-knowledge Credits: 4 This course focuses on the role of work/productive components of teamwork and leadership. Practice Every Fall activities across the life span and in occupational in applying theory and skills to teamwork will therapy. Content includes vocational and prepare students for developing competence in OT 330 Practice 1: Mental Health - Adolescents, functional capacity evaluation, work related interdisciplinary collaboration, client and family Adults and Geriatrics assessment tools, work programs for clients with centered intervention and health promotion. Roles This course addresses the sequence of practice in injury, developmental disabilities, cognitive deficits and contribution of the full range of participants occupational therapy: screening, evaluation, and mental health concerns. The influence of from various practice domains in institutional, reevaluation, formulation and implementation of unique client characteristics, the environment, professional and community settings will be intervention and discharge planning in mental culture, social, economic and political factors explored. Students will examine approaches to health practice with adolescents, adults and impacting work and work programs will be problem solving, ethical challenges and conflict- geriatrics in traditional and non-traditional settings. considered throughout the semester. Students will handling styles in leadership. Students will be The influence of culture and diversity, environment be introduced to ergonomics, cumulative work introduced to mentorship models and strategies context and psychological issues, as well as the injury and work hardening. Skill in activity analysis that support effective supervision. Students will impact of occupation and health promotion in will be expanded through a job analysis, analysis of design and implement wellness/health promotion practice are examined. Reflections on clinical work related behaviors and skills, tool analysis, and groups for a variety of populations in the reasoning are applied to practice via clinical an ergonomic seating evaluation. Lab activities link community (non-traditional settings). Students will fieldwork and field visits.Students are exposed to theory to clinical application. play an active role in developing educational health promotion, wellness and quality of life The pre-requisite of OT 119 is required. The co- presentations using technology for educational principles and practices. requisites of OT 129 and 121 are required. presentations on the reading material pertaining to The co-requisites of OT 210 is required. The pre- Credits: 3 teamwork and leadership. Work from this course requisites of OT 122 and OT 320 are required. Every Summer will be used to enrich students' e-portfolios The student must be in the Occupational Therapy
reflecting their continues professional development. major in order to register for this course. OT 303 Skills for Living 3: Self Care The pre-requisites of OT 106 and 206 are required Credits: 5 This course provides students with the opportunity and the student must be in the Occupational Every Fall to examine the meaning of self-care activities Therapy major in order to register for this course. throughout the life span and across various Credits: 2 OT 420 Theory 4: Physical Disabilities Sets of cultures. The course content emphases clinical Every Fall Guidelines for Practice reasoning/evidence-based practice research as it This course provides the opportunity for students relates to the engagement in self-care skills as part of OT 320 Theory 3: Comprehensive Models and to examine the primary theoretical information meaningful occupation, health promotion, Mental Health Sets of Guidelines for Practice underlying occupational therapy practice in physical prevention and wellness. The specific performance This course provides students with the opportunity disabilities (i.e., biomechanical, sensory processing, components of self-care activities (i.e., sensorimotor, to study the underlying theories of occupational neurodevelopmental, neurobehavioral, and cognitive and psychosocial components) will be therapy comprehensive models with an emphasis cognitive-perceptual). Each set of guidelines (or analyze. The way in which various performance on adaptation and the environment. The structure frame of reference) is studied with regard to (a) its contexts (i.e., age group, developmental stage, and content of theories, models, and frames of theoretical base, (b) the predominant screening and disability status, environmental conditions, and reference/sets of guidelines for practice in mental evaluation assessments used by therapists, (c) socio-cultural factors) influence self-care activities health will be described. The delineation between principles of intervention, (d) reassessment and will be explore. Students will have the opportunity basic and applied scientific inquiry will also be revision of treatment plans, (e) applicability to to practice activity analyses of self-care tasks (for presented. The role of occupation as described by specific client populations, and (f) studies reporting specific populations, age groups, socio-cultural occupational science, occupational adaptation, the the degree of efficacy of the practice approach. environments, etc.). Students will also practice the Model of Human Occupation, and client-centered Students are exposed to the theoretical
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 176 LIU Brooklyn underpinnings of occupational performance and in opportunity to apply modalities, such as, thermal, health promotion and wellness strategies that ultrasound, TENS, NMES, light and laser therapy. OT 507 Therapeutic Skills 6: Organization and promote engagement in meaningful occupation. Finally, students will focus on hand on evaluation Administration The co-requisite of OT 303 is required. The pre- and treatment skills for common hand problems. Application of the principles of management in the requisites of OT 129 and 121 are required. The co-requisites of OT 215 and 430 are required. provision of occupational therapy services to Credits: 5 The pre-requisites of OT 121, 303 and 420 are individuals and organizations including: planning, Every Fall required. marketing, organizing, fiscal management, Credits: 4 maintaining staffing, coordination, directing, OT 430 Practice 2: Neurorehabilitation Every Spring controlling, and evaluating programs. Students will Adolescents, Adults and Geriatrics develop an understanding of a variety of service This course addresses neurorehabilitation practice OT 432 Practice 4: Medical and Surgical delivery models and knowledge of the broad with adolescents, adults, and geriatrics within a Rehabilitation: Adolescents Adult and Geriatrics spectrum of influences that impact on health care variety of healthcare and community related This course addresses current occupational therapy delivery and ethical practice. Completion of a grant settings. Students will learn about the sequence of practice methods for clients having general medical application or business plan complete with a rehabilitative practice in occupational therapy and/or surgical diagnoses- in adolescent, adult, and literature review that includes evidence-based and specific to addressing the needs of clients with geriatric populations. Students will learn about the best practice, background/need, mission statement, neurological impairment, including: screening and most commonly seen medical/surgical diagnoses project description/implementation/evaluation, evaluation, reevaluation, intervention planning and treated by occupational therapists, as well as some budget, sources of income, foundation support, implementation, and discharge planning. The specialty diagnoses. The sequence of practice for staffing and job descriptions. course also acknowledges the influence of culture, this diagnostic population will be covered-including The pre-requisites of OT 430, 432, 432, 330 and diversity, environmental context, and their impact screening and evaluation, observation of 533 are required. The co-requisites of OT 530 and on occupation and health promotion in clients with contraindications and safety protocol, formulation 535 are required. neurological damages. Students will be expected to of treatment plans, implementation of treatment, Credits: 3 reflect on the clinical reasoning processes required family/caregiver education, re-evaluation, and Every Fall to provide competent and evidence based practice discharge planning. The impact of multicultural to this client population via class discussions, case sensitivity, cultural diversity, and environmental OT 510 Level II: Fieldwork I based assignments, and clinical fieldwork context ¿as they affect treatment will be explored. This course provides 10 to 12 weeks of full-time experiences. Students will be expected to appropriately grade supervised fieldwork. It provides in-depth initial The co-requisites of OT 215 and 431 are required. and analyze activities in the process of developing experience in delivering occupational therapy The pre-requisites of OT 121, 303 and 420 are treatment plans for patients having general services to various groups of clients across the life required. medical/surgical rehabilitation needs as well as span, persons with a variety of psychosocial and Credits: 5 some complex and less common diagnoses. physical performance deficits, in various service Every Spring Students will also enhance their clinical reasoning delivery models reflective of current and emerging and decision-making skills as they apply treatment practice and trends in the profession. Through this OT 431 Practice 3: Orthopedic Rehabilitation methods via review of fieldwork experiences and fieldwork experience, students will integrate and and Orthotics: Adolescents Adults and Geriatrics case studies.Students are asked to integrate the apply the theoretical knowledge, and professional This course is designed to provide students with the client's health status, occupational performance and behaviors/attitudes and clinical skills learned in the background and experience in splint fabrication develop treatment plans that take under classroom. A peer supervision process via and orthotic management for orthopedic consideration the client's values & routines and the Blackboard discussions will be incorporated for conditions. Furthermore, students will learn context of care. additional supervision amongst students and from evaluation and intervention principles with The pre-requisites of OT 430 and 431 are required. the faculty. adolescents, adults, and geriatrics. The lecture Credits: 2 The pre-requisites of OT 205, 430, 431, 432 and component will incorporate biological principles, Every Summer 330 are required. The co-requisites of OT 533, anatomical, kinesiological concepts, and bio- 530, 507 and 716 are required. mechanics relating to orthopedics and splinting. OT 506 Therapeutic Skills 5: Technology and Credits: 5 The class will be divided into two sections; a two- Assistive Devices Every Fall hour lecture followed by a four-hour lab. The The course provides a close look (hands on lecture component will incorporate biological experiences, clinical visits, in-class equipment OT 511 Level II: Fieldwork II principles, anatomical, kinesiological concepts, and presentations) at assistive devices, assistive This course provides 10 to 12 weeks of full-time bio- mechanics relating to orthopedics and technology, compensatory strategies and supervised fieldwork. It provides in-depth initial splinting. Common diagnoses and indications for environmental adaptations used in the treatment of experience in delivering occupational therapy selected splints will be reviewed as well as common children,adoloscents, adults and elders with a wide services to various groups of clients across the life protocols. In addition, students will be learning range of disabilities to promote functional span, persons with a variety of psychosocial and about the sequence of practice in occupational: adaptation and accessibility in the client's physical performance deficits, in various service screening and evaluation, reevaluation, formulation environment. Students explore the use of adaptive delivery models reflective of current and emerging of intervention plans and implementation, and equipment and the processes of assessment and practice and trends in the profession. Through this discharge planning. The lab portion will focus on intervention using adaptive equipment for clients fieldwork experience, students will integrate and splint design and fabrication as well as modality with a variety of disabilities. The role of adaptive apply the theoretical knowledge, and professional application. Students will be exposed to a variety of equipment in promoting occupational performance behaviors/attitudes and clinical skills learned in the splinting equipment, tools, supplies, and low and participation is integral to the course. classroom. A peer supervision process via temperature thermoplastics used in clinical settings, The pre-requisites of OT 430 and 431 are required. Blackboard discussions will be incorporated for and develop basic splinting skills. Furthermore, The co-requisites of OT 432 and 533 are required. additional supervision amongst students and from students will understand and demonstrate electrical Credits: 2 the faculty. safety standards. In addition, students will have the Every Summer The pre-requisite of OT 510 is required.
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Credits: 5 opportunity to implement and evaluate a research OT 535 Fieldwork Level I: Practice 3: Pediatrics Every Spring project. This course provides the opportunity for students The pre-requisite of OT 205, 430, 431 and 330 are to directly experience occupational therapy practice OT 512 Level II: Fieldwork III required. The co-requisites of OT 533, 520 and in children/adolescents with a variety of disabilities This course provides 8 to 12 weeks of full-time 620 are required. a clinical or community setting. Through fieldwork supervised fieldwork. It provides in-depth initial Credits: 3 experience, students will begin to integrate and experience in delivering occupational therapy Every Summer apply the theoretical knowledge, and professional services to various groups of clients across the life behaviors/attitudes and clinical skills learned in the span, persons with a variety of psychosocial and OT 530 Practice 3: Pediatrics classroom. An integrative clinical reasoning physical performance deficits, in various service A comprehensive review of best practices related to fieldwork seminar accompanies the fieldwork delivery models reflective of current and emerging clinical decision making, interdisciplinary experience to provide students with an opportunity practice and trends in the profession. Through this collaboration, client-centered practice and to analyze the professional and clinical practices fieldwork experience, students will integrate and supervision is discussed in this course. The focus is observed in the clinic/community setting, and apply the theoretical knowledge, and professional primarily in pediatric practice. The role of integrates this with the clients' cultural background, behaviors/attitudes and clinical skills learned in the legislation, policy, and reimbursement are health status, and valued occupations. Students will classroom. A peer supervision process via extensively discussed. The students are exposed to complete intensive documentation assignments that Blackboard discussions will be incorporated for pediatric clinical cases from a variety of practice will help facilitate their understanding and ability additional supervision amongst students and from settings. The occupational therapy process of to analyze and synthesize a client's information in the faculty. screening, assessment, reassessment, formulation of an occupational profile/evaluation in order to The pre-requisite of OT 511 is required. intervention plans, implementation and discharge create long /short-term goals, formulate an evidence Credits: 4 is carried out, while addressing the influence of based treatment plan, progress note and discharge Every Spring culture, diversity, and environment on occupation note.
and health promotion. Hands-on experiences The co-requisites of OT 530, 507 and 716 are OT 513 Level II: Fieldwork IV (Elective) provide students with challenges in observation, required. The pre-requisite of OT 533 is required. This elective course provides 6 to 12 weeks of full- clinical reasoning skills, communication skills, Credits: 1 time supervised fieldwork. The number of credits professional writing and documentation skills. Every Fall awarded is prorated on the length of the fieldwork Students bring in examples from their clinical experience. It provides in-depth fourth experience experiences with children and their families. OT 620 Theory 6: Research Proposal in delivering occupational therapy services to Evidence based practices are reinforced through Development various groups of clients across the life span, assigments and class activities, to support clinical The course exposes the students to the process of persons with a variety of psychosocial and physical decision making and advocacy needs of clients research proposal development. Students engage in performance deficits. It is taken place in various (pediatrics). mentored research projects with their faculty service delivery models reflective of current and The co-requisites of OT 535 and 507 are required. advisors. They are asked to development research emerging practice and trends in the profession with The pre-requisite of OT 533 is required. questions and/or hypothesese pertaining to the a concentration in practice focus substantially Credits: 5 research problem of interest. They explore plausible different than the setting and population in OT Every Fall theoretical frameworks that provide the conceptual 510, OT 511 & OT 512. Through this fieldwork context of their research project. They complete a experience, students will integrate and apply the OT 533 Medical Sciences 3: Clinical Conditions research proposal that includes methods of theoretical knowledge, and professional in Pediatrics assessment, relevant literature and theoretical base, behaviors/attitudes and clinical skills learned in the This course presents a study of the medical, program implementation and evaluation. The classroom. A peer supervision process via neurological, psychiatric, orthopedic and course has writing intensive component and Blackboard discussions will be incorporated for developmental conditions that occur in childhood requires advance library skills. additional supervision amongst students and from and adolescence. Students develop an The pre-requisites of OT 205, 430, 431 and 330 are the faculty. understanding of the etiology, pathology, signs and required. The co-requisites of OT 533 and 520 are The pre-requisite of OT 512 is required. symptoms, medical treatment, prognosis of required. Credits: 2 common conditions and the influence of the Credits: 2 Every Spring clinical conditions on development, occupational Every Summer performance and adaptation of the child, and the OT 520 Theory 5: Research client's family. The role of the occupational OT 716 Professional Development 6: Student This course provides the opportunity for students therapist and the occupational therapy assistant in Clinical Experience to learn the primary approaches of research design, assessment, intervention and ongoing management, This course prepares for the transition from methods, data collection, and analysis. Students will health promotion, and prevention relative to the academic to clinical student roles and from student study (a) quantitative research designs conditions covered in the course,extensively to practitioner. Ethics, supervision, conflict (experimental, quasi-experimental, and non- discussed. Students practice through clinical videos resolution, documentation, evolution of clinical experimental); (b) qualitative designs (ethnography, their clinical observation and clinical reasoning reasoning skills, scientific inquiry, teamwork, and phenomenology, grounded theory, etc.); and (c) skills. collaboration with certified occupational therapy quantitative and qualitative data collection and The pre-requisites of OT 110, 111, 430, 431 and assistants will be covered. Students will have a analysis methods. Students will develop an applied 330 are required. The co-requisites of OT 506, better understanding of national and state research question based on the health promotion 520, 620 and 720 are required. regulatory bodies and their effects on practice. The needs of individuals within a community service Credits: 3 course gives students knowledge related to national setting, and will begin the process of writing a Every Summer and state requirements for credentialing and research/grant proposal that will be refined licensing. Tools and information are also given to throughout the remainder of the curriculum (in OT the students to prepare them for becoming 620, 720, and 820). Students may also have the fieldwork educators.
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The pre-requisites of OT 205, 430, 431, 330 and 533 are required. The co-requisites of OT 530, 507 and 535 are required.
Credits: 1 Every Fall
OT 720 Theory 7: Community Practice Education and Health Promotion This course presents the theory and practice of community-based practice, education, health promotion and prevention services for the well population and populations at risk for specific physical, mental, social, or environmental problems. Foundation material includes community context, multicultural competence, and principles of prevention, use of evidence to plan and evaluate services, and consultation and collaboration. Utilizing a life-span developmental perspective, information is presented on the needs of each target group, settings to access the population, and empirical evidence supporting prevention services. The program development process is described in depth, with special emphasis on needs assessment and outcome evaluation. Students will participate in the process of identifying potential grant funding sources and understanding the requirements for grant submission. Occupational therapists and other professionals will present their experience with consultation, marketing, grant writing, implementation and evaluation. The co-requisites of OT 533, 520 and 620 are required. The pre-requisite of OT 205, 430, 431 and 330 required. Credits: 2 Every Summer
OT 820 Theory 8: Community Practice Research Project This course provides students with the opportunity to refine their research proposals (from OT 620) and carry out their project under the supervision of their research mentor. Students will continue to refine skills in professional and scientific writing through the production of successive drafts leading to the final manuscript. Students will expand knowledge of resources to research professional and current literature resources, expand understanding of evidence based practice and literature review, further develop skills in applying principles of theory and practice to formulating and implementing a viable capstone research project. Students will be guided in data coding, analysis, results and intepretation of findings as well as development of discussion that describes the scientific and clinical contributions of their projects. Students are asked to produce a manuscript and present their project in a poster format during OT research day. The pre-requisites of OT 520, 620 and 720 are required. Credits: 4 Every Spring
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DIVISION OF PHYSICAL start date of the program. Applicants to the DPT Doctor of Physical Therapy program must: THERAPY • Hold a baccalaureate degree in any major (DPT) • Have a cumulative undergraduate grade-point
Department Chair and Associate Professor: average (G.P.A.) of at least 3.0 on a scale of 4.0 The 118-credit Doctor of Physical Therapy Shannon Nicole Clifford, PT, Ph.D.; 718-788- • Have successfully completed the following (D.P.T.) is a professional entry-level degree 1498; Fax: 718-780-4002 prerequisite science courses with a G.P.A. of at program for students seeking a career as a physical Professors: Marshall Hagins, Ph.D., D.P.T.; least 3.0 and no grades lower than C:* therapist. The D.P.T. program has been designed Rebecca States, Ph.D. — 1 semester of general biology with lab to prepare highly competent professionals to act as Associate Professors: Evangelos Pappas, PT, (designed for science majors; at least 4 credits) autonomous practitioners in health care settings Ph.D.; Michael Masaracchio, D.P.T. — 2-semester sequence of general chemistry that include direct access by the public to physical Assistant Professors: Wing Fu, M.A., PT; Kahl with lab (preferably designed for science or therapy services. Graduates will be prepared to Collins, PT, Ph.D.; Nicki Silberman, D.P.T. health-related majors; at least 4 credits each) provide a full range of physical therapy services Adjunct Faculty: 16 — 2-semester sequence of general physics with including screening and referral, evaluation, The professional-level Doctor of Physical lab (preferably designed for science or health- diagnosis, intervention, consultation and Therapy (D.P.T.) program at LIU Brooklyn is related majors; at least 4 credits each) education. designed for the student seeking a career as a — 1 semester of human anatomy or part 1 of a The D.P.T. program is fully accredited by the physical therapist. The D.P.T. program prepares 2-semester sequence of combined anatomy- Commission on Accreditation in Physical Therapy autonomous practitioners who can provide a full physiology (at least 4 credits; lab required) Education (CAPTE) and is registered with the range of physical therapy services, including — 1 semester of human physiology or part 2 of New York State Education Department. It is a 3- screening and referral, evaluation, diagnosis, a 2-semester sequence of combined anatomy- year, full-time program that spans over 11 intervention, consultation and education in diverse physiology (at least 3 credits; lab preferred, but academic terms and includes 35 weeks of clinical health care settings. Our faculty members are not required for human physiology; lab education. The program is a clinical doctorate that nationally recognized for excellence in their required for combined anatomy-physiology) requires candidates to possess a baccalaureate clinical specializations. Our state-of-the-art — 1 semester of statistics (at least 3 credits) degree upon entrance. The 1st year of the teaching facilities include the Center for Physical • Submit an official score report for the GRE program begins in July. Rehabilitation, an out-patient physical therapy general test. ** A minimum of 900 composite A separate course of study (also 118 credits) is clinic, and a therapeutic pool. The Division’s (verbal and quantitative) score is offered to allow students to complete the same diverse student body has a tradition of excellence recommended. program in a 5-year time frame, with fewer credits and achievement on national licensing • Provide evidence of a minimum of 36 hours of required each semester. examinations. Merit-based scholarships are work experience in 2 different physical therapy The D.P.T. program enables the graduate to: available for students in the D.P.T. program. settings, including an inpatient and an • Value individual diversity and respect the outpatient setting, with at least 18 hours in each human dignity of patients, family members and setting. professional associates • Submit three completed recommendation forms • Provide physical therapy services as an (available at www.PTCAS.org after starting the autonomous practitioner, who is able to PTCAS application – see below): competently serve as a point of entry to, and - One from a physical therapist collaborate within, the health care environment - Two academic references with at least one • Integrate theory, academic knowledge and from an instructor of an upper division course clinical skills to practice physical therapy in the undergraduate major within the complexities of the current health • Submit an application to the LIU Brooklyn's care environment Office of Admissions (see Submitting an • Assess the physical therapy or health care needs Application for Admission to LIU Brooklyn) of a patient; establish optimum patient • Submit an application for the D.P.T. Program outcomes based on examination, evaluation, through the Physical Therapist Centralized diagnosis and prognosis; and plan and Application Service (see Submitting an implement interventions to address the Application to the PTCAS) identified needs NOTE: BOTH A CAMPUS AND A PTCAS • Communicate clearly and effectively with APPLICATION MUST BE SUBMITTED patients, families, colleagues, policy makers, All international and non-native applicants reimbursement representatives and community must take the TOEFL examination. The minimum members total score accepted is 79 on the Internet-based • Apply critical thinking strategies and self- test, 213 on the computer-based test, or 550 for the directed learning to the role of physical paper-based test. All international students who therapist attended colleges and universities outside of the • Pursue and apply knowledge of the underlying United States will need to submit a course-by- science on which physical therapy practice is course evaluation of their transcript(s) by an based accepted international credential evaluation • Understand the contributing economic, agency. To view accepted agencies, please medical, cultural and psychosocial issues that download the accepted credential evaluator’s list. impact delivery of health care services. All applications will be reviewed and screened. Application Requirements Quality applicants will be notified and scheduled All requirements must be fulfilled prior to the for an interview.
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*Due to the fact that basic sciences form the • Each semester grade-point average (G.P.A.), A minimum 3.2 undergraduate cumulative G.P.A. foundation for clinical decisions by physical must equal 2.75 or greater throughout the at the time of application to the D.P.T. program is therapists, proficiency in all prerequisite science program required for consideration. courses is paramount. In addition to an applicant's As indicated in the LIU Brooklyn Graduate Award recipients who have not yet completed ability to demonstrate competency in the critical Bulletin, “a B average or a minimum 3.00 the baccalaureate degree will receive a provisional science disciplines, the Admissions Committee cumulative grade-point average (G.P.A.) is award. The provisional award will be activated takes into consideration their ability to do so required for awarding of the graduate degree of upon receipt of the final transcript, indicating without having to repeat courses. As a result, any graduate certificate.” conferral of the baccalaureate degree with a final applicants must be aware that while a minimum Curricular Coursework undergraduate cumulative G.P.A. of 3.2 or above. grade of C or better is mandatory for each and The Doctor of Physical Therapy curricular Students who are not eligible for federal student every science prerequisite, the Admissions coursework includes learning in respect to: aid will not be considered for the Award. Committee also reviews an "average" science • The foundational sciences (anatomy, Students not selected for the Award upon grade for any prerequisite course taken multiple physiology, pharmacology, psychology, admission, or those who are not eligible based on times. In addition, any science prerequisite course neuroscience and movement analysis) with their undergraduate G.P.A. may be reconsidered taken more than 10 years prior to the application emphasis on the human movement system to for the Award on a merit basis, should scholarship will not be accepted. increase the knowledge required by the monies remain available after the start of the **Visit www.gre.org for more information physical therapist as the primary provider of program. For these students, a D.P.T. cumulative about the GRE. The LIU Brooklyn code is R2369. health care intervention for movement G.P.A. of at least 3.5 is required for consideration. The Physical Therapy Department code is 0619. dysfunction In order to remain eligible for the Award during These codes are needed for the Office of • The clinical sciences (musculoskeletal, the program, all recipients are required to complete Admissions to receive your GRE results. It can cardiopulmonary, neuromuscular, the Free Application for Federal Student Aid take up to 6 weeks for the official GRE report to be integumentary, urogenital, endocrine (FAFSA) each year, and must maintain a received. Applicants applying for the early pathology, nature of illness and movement minimum cumulative G.P.A. of 3.0. Recipients decision cycle must have taken the GRE general dysfunction through the lifespan) who fall below a 3.0 G.P.A. will be reviewed by test prior to Dec 1, 2009. Those who are applying • Evidence-based physical therapy examination, the Division of Physical Therapy to determine for the regular decision cycle must have taken the diagnosis and intervention with emphasis on probationary status and continued eligibility for test by March 1, 2010. clinical decision making the Physical Therapy Scholars Award. Submitting an Application for Admission to • A clinical education model including 35 weeks Note: No combination of tuition awards may LIU Brooklyn of full-time clinical experience in diverse exceed 100% of the cost of tuition each semester. All applicants must apply for admission to LIU practice settings. Participation of LIU Brooklyn Tuition awards include Physical Therapy Scholars Brooklyn. Please apply online at My LIU or use faculty members in the clinical education Award, graduate assistantship and any other the Apply Now link in the top navigation bar. program promotes a teaching/learning model award (from any source) covering tuition. • For the field “Campus”, select “Brooklyn” that facilitates self-directed and collaborative • For the field “Admit type”, select “Graduate” student learning and communication Physical Therapy D.P.T. or “International graduate” as appropriate • Emphasis on the new and expanding roles for Requirements. • For the field “Admit term”, select Summer physical therapists in cultural competence; Physical Therapy Professional Phase Year 1. Term health promotion and wellness; administration All Courses Required. • For the field “I’ll be applying as”, select “Full and management; health care financing; PT 750 Anatomy I 2.00 time” consultation in health care; and client education • For the field “Intended major”, select “Physical on individual, community and public levels PT 752 Anatomy II 3.00 therapy D.P.T.” • Preparation for critical consumption of PT 755 Human Physiology 3.00 For more information on the admissions scientific and clinical literature in support of process, visit the Office of Admissions Web site. evidence-based practice and future participation PT 757 Pharmacology 2.00 Submitting an Application to the PTCAS in research PT 759 Neuroscience 3.00 The Division of Physical Therapy at LIU • The opportunity to participate in elective Brooklyn participates in the Physical Therapist courses in advanced topics in specialized PT 760 Movement Analysis I 2.00 Centralized Application Service, known as practice areas. PT 762 Movement Analysis II 2.00 PTCAS. In addition to submitting an application Physical Therapy Scholoars Award Program for admission to LIU Brooklyn, those applying to For the Doctor of Physical Therapy (D.P.T.) PT 764 Movement Analysis III 4.00 the DPT program for the 2011 entering class professional class entering in summer 2012, a PT 766 Tests and Measurements 4.00 must: considerable number of Physical Therapy Scholars • Visit www.ptcas.org to begin the PTCAS Awards will be granted on a merit basis. Each PT 770 Psychological Issues 3.00 application process award provides an annual scholarship of up to PT 775 Clinical Seminar I 3.00 • Read the instructions available at the PTCAS $10,000 per year ($5,000 per semester). The Web site carefully Award is applied toward tuition charges (fees are PT 780 Research Methods 3.00 • Logon to the 2011-12 PTCAS application to not covered) provided that the recipient is PT 877 Teaching and Learning 2.00 complete the application process registered as a full-time D.P.T. student, taking at Strategies • Select “LIU Brooklyn” as a designated physical least 12 credits per term. The Award is renewable PT 890 Foundations of 3.00 therapy program. for up to six (6) semesters of study and is applied Therapeutic Exercise PROGRAM REQUIREMENTS during the fall or spring semesters only (summers In order for a student to progress within the excluded). Physical Therapy Professional Phase Year 2. program, the following criteria must be met: The selection of Award recipients is based on All Courses Required. • Each course must be completed with a grade of undergraduate cumulative grade-point average PT 785 Evidence-Based Practice 3.00 “C” or better (G.P.A.), GRE scores and interview performance.
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PT 790 Musculoskeletal 3.00 Pathology
PT 810 Physical and Mechanical 4.00 Modalities
PT 820 Pulmonary: Pathology, 3.00 Diagnosis and Management
PT 822 Cardiac: Pathology, 3.00 Diagnosis and Management
PT 830 Neuromuscular Pathology 3.00
PT 832 Pediatric Neuromuscular 3.00 Diagnosis and Management
PT 834 Adult Neuromuscular 4.00 Diagnosis and Management
PT 850 Clinical Practice I 4.00
PT 875 Clinical Seminar II 2.00
PT 879 Health Promotion and 2.00 Wellness
PT 880 Physical Therapy Across 2.00 the Lifespan
PT 885 Specific System 4.00 Diagnosis and Management
PT 892 Musculoskeletal 4.00 Diagnosis and Management Physical Therapy Professional Phase Year 3. All Courses Required. PT 910 Clinical Decision-Making 3.00 I
PT 915 Clinical Decision-Making 4.00 II
PT 950 Clinical Practice II 5.00
PT 955 Clinical Practice III 8.00
PT 956 Clinical Practice IV 8.00
PT 960 Instrumented Movement 1.00 Analysis
PT 975 Health Care Delivery 3.00
PT 995 Elective Seminar 3.00
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Physical Therapy Courses 770, 775 and 780 are required. traditional lectures. Additional course content Credits: 2 includes theoretical perspectives on how to analyze Every Spring movements, cognitive skills underlying motor PT 750 Anatomy I learning and performance, and theoretical issues The first part of a two-course sequence for the PT 759 Neuroscience regarding the relationship between motor skills and detailed study of human structure using a regional The basic structure, organization, and function of the disablement model. Upon course completion, approach with an emphasis on various systems, the nervous system within the context of students should demonstrate an understanding of including nervous, pulmonary, endocrine, rehabilitation are presented in classroom setting the fundamental skills and challenges required to integumentary, muscular, skeletal, genitourinary, with an emphasis on problem-oriented learning to perform movement in both healthy and disabled gastrointestinal, and cardiovascular. The focus of encourage active student participation and clinical populations. Prerequisites: PT 750 (Anatomy I), PT the course pertains to the relationship between decision-making. An emphasis is placed on 752 (Anatomy II), PT 759 (Neuroscience), PT 760 anatomical structure and normal human movement neuroanatomy and neurophysiology of the sensory and 762 (Movement Analysis I & II). This course with lectures that supplement human dissection and motor systems that govern posture and has an additional fee. laboratories and problem-oriented exercises. An movement. A rehabilitation framework is built on The co-requisites of PT 757, 766, 877 and 890 are introduction to the clinical reasoning process by the fundamental relationship between normal required. The pre-requisites of PT 752, 759, 762, applying anatomy to clinical cases will be discussed. structure and function, damage and dysfunction, 770, 775 and 780 are required. The co-requisite of PT 760 is required and the sensory processing and integration, motor control, Credits: 4 student must be a PT major. posture and balance. Prerequisites: PT 750 Every Spring Credits: 2 (Anatomy I), PT 755 (Human Physiology), PT 760 Every Summer (Movement Analysis I). Corequisites: PT 752 PT 766 Tests and Measurements (Anatomy II), PT 762 (Movement Analysis II), and Tests and Measurements is a 4-credit course during PT 752 Anatomy II PT 780 (Research Methods). This course has an the third semester of the first year of the Doctorate Continuation of a two-course sequence for the additional fee. of Physical Therapy (DPT) curriculum and is detailed study of the structures of the human body The co-requisites of PT 752, 762, 770, 775 and 780 designed to provide the student an introduction using a regional approach as described for PT 750 are required. The pre-requisites of PT 750, 775 and and overview to the tests and measures used in (Anatomy I). 760 are required. patient examination in order to determine the need The pre-requisites of PT 750, 755 and 760 are Credits: 3 for physical therapy intervention. The pedagogical required. The co-requisites of PT 759, 762, 770, Every Fall approach of the course includes an emphasis on 775 and 780 are required. problem-oriented learning in an effort to encourage Credits: 3 PT 760 Movement Analysis I active student involvement in the educational Every Fall The first part of a two-course sequence designed for process. Course content has been organized to a detailed regional study of human provide the student with theoretical knowledge that PT 755 Human Physiology arthrokinematics and osteokinematics. Course can be used for administration, analysis, and The microscopic anatomy (histology) and function materials include biomechanics of human tissue interpretation of tests and measures. (physiology) of the cardiovascular, integumentary, and neurological regulation of movement with an Administration encompasses the development of nervous, pulmonary, skeletal, muscular, emphasis on the clinical relationship of joint psychomotor skills; analysis includes measurement genitourinary, gastrointestinal, metabolic, and structure and muscle function at individual joints. theory; and interpretation involves the endocrine systems are studied. Emphasis is on the Lectures and laboratory sessions supplement implementation of foundational clinical decision- interaction of all systems relative to human problem-oriented learning exercises that cover making skills. Students will be expected to recall movement and particularly as applied to exercise, palpation of anatomical structures, observation of and apply information from the prerequisite rest, and immobility. Additional emphasis includes human movement with an emphasis on clinical courses in a clinically relevant manner to critically the principles of healing, the inflammatory process, problems, and their relationship to the mechanical analyze problems covering a variety of clinical tissue plasticity, repair, and regeneration. Lectures and physiological concepts that direct foundations scenarios. Upon completion of the course, are supplemented by problem-oriented learning of human movement. students will be expected to utilize a problem- exercises in a clinical context. The co-requisites of PT 750 and 755 are required. solving approach to the selection and application The co-requisites of PT 750 and 760 are required. Credits: 2 of tests and measures. Credits: 3 Every Summer The co-requisites of PT 757, 764, 877 and 890 are
Every Summer required. The pre-requisites of PT 752, 759, 762, PT 762 Movement Analysis II 770, 775 and 780 are required. PT 757 Pharmacology A continuation of a two-course sequence for Credits: 4 Course content emphasizes the physiologic and detailed study of human arthrokinematics and Every Spring metabolic responses of the human body to osteokinematics using a regional approach as commonly used medications. Classroom described for PT 760 (Movement Analysis I). PT 770 Psychological Issues presentations reinforce prerequisite information in The co-requisites of PT 752, 759, 770, 775 and 780 This course integrates the psychosocial, economic, anatomy and physiology and include a focus on a are required. The pre-requisites of PT 750, 755 and vocational, cultural, familial, religious, sexual, and problem-oriented instruction to encourage active 760 are required. illness/disability specific factors that may be student involvement. Course content will provide Credits: 2 encountered by a professional physical therapist. the student with a theoretical knowledge base that Every Fall An emphasis is placed on small group discussions, can be used as a framework for understanding the problem-oriented learning, role-playing, simulation PT 764 Movement Analysis III effects of various medications on a variety of activities, and structured experiential learning This course continues the analysis of functional normal and pathologic conditions through critical outside the classroom. The content will provide movements from Movement Analysis I and II, and analyses of clinical problems. theoretical and practical knowledge that can be introduces students to foundational issues in motor The co-requisites of PT 764, 766, 877 and 890 are used during care of individuals with acute and learning and motor control of basic skills through required. The pre-requisites of PT 752, 759, 762, chronic disabilities, stress-related disorders, victims problem-oriented exercises, lab activities, and
Page 183 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013 of domestic violence, and mental disorders and develop skills in the formulation of clinical decision making skills in the examination, requiring intervention and/or appropriate referral. research questions, search for evidence related to evaluation, and intervention design for Students are expected to recall and apply those questions through various media, critically patients/clients with pulmonary dysfunction. information from previous and concurrent and systematically evaluate and write about current Students will be expected to recall and apply coursework in psychology, ethics and literature and clinical research studies, and draw information from previous coursework including communication and synthesize course content to conclusions from the literature with regard to the the basic sciences of anatomy, physiology, and demonstrate competency in the professional implications for physical therapy practice. pharmacology in a clinically relevant manner to behaviors. The pre-requisites of PT 820, 834, 880 and 892 are critically analyze problems covering a variety of The co-requisites of PT 752, 759, 762, 775 and 780 required. The co-requisites of PT 822, 832, 885 clinical scenarios. The pedagogical approach of the are required. The pre-requisites of PT 750, 755 and and 960 are required. course will include didactic lectures enhanced by 760 are required. Credits: 3 the use of case studies with a problem oriented Credits: 3 Every Spring approach to encourage active student involvement Every Fall in the educational process. Laboratory sessions will PT 790 Musculoskeletal Pathology focus on psychomotor skills, examination and PT 775 Clinical Seminar I This course functions as a survey of commonly treatment techniques. Clinical documentation Clinical Seminar I is a 3 credit course during the encountered musculoskeletal conditions with an skills and professional behaviors will also be Fall of the first year of the Doctorate of Physical emphasis on problem-oriented instruction in an reinforced. therapy curriculum and is designed to provide the effort to encourage active student involvement. The co-requisites of PT 834, 850, 880 and 892 are student with an introductory exploration of Course content is organized to provide a theoretical required. professional issues including the history, philosophy knowledge base as a framework to understand the Credits: 3 and present status of the profession of physical pathophysiology, clinical signs and symptoms, Every Fall therapy, the role of the physical therapist in health diagnosis, prognosis, and therapeutic intervention care delivery, the examination of human behavior of common musculoskeletal disorders. Students are PT 822 Cardiac: Pathology, Diagnosis and as a basis for interaction between therapist and expected to recall and apply clinically relevant Management client, including skills of cultural competence. information from previous coursework to critically This course will review normal and abnormal Course content will include ethics, patient rights, analyze problems covering a variety of clinical cardiopulmonary and cardiovascular anatomy and an introduction to the Guide to Physical therapist scenarios. physiology. Disease pathologies and their relevance Practice and the Disablement Model, use of The co-requisites of PT 810, 830 and 875 are to clinical settings will be discussed. Additionally, portfolios, core values and generic abilities to foster required. The pre-requisites of PT 757, 764, 766, diagnostic procedures will be reviewed as they relate professional development, and communication 877 and 890 are required. to specific disease processes. Both medical and skills, including documentation. The pedagogical Credits: 3 surgical management will be discussed. The role of approach for the course will include didactic Every Summer the health care team will be discussed as well as lecture, discussion, student presentation and integration of data from the patient chart review, demonstration. PT 810 Physical and Mechanical Modalities objective assessment and creation of a The co-requisites of PT 752, 759, 762, 770 and 780 This course is designed to provide students with a comprehensive plan of care including, goals, are required. The pre-requisites of PT 750, 755 and theoretical knowledge base and the psychomotor frequency setting and discharge recommendations. 760 are required. skills required for the therapeutic application of Laboratory sessions will focus on psychomotor Credits: 3 commonly used physical and mechanical skills, examination and treatment techniques. Every Fall modalities. Clinical reasoning and evidence-based The co-requisites of PT 785, 832, 885 and 960 are practice will be fostered through traditional required. The pre-requisites of 820, 834, 880 and PT 780 Research Methods lectures, group discussions, hands-on laboratory 892 are required. This course presents the theoretical and practical activities, case studies and review of literature. Credits: 3 foundations of research design and measurement, Students will be expected to apply information Every Spring including descriptive and inferential statistical from previous coursework in a relevant manner to techniques common to clinical research studies critically analyze a variety of clinical scenarios. PT 830 Neuromuscular Pathology through lectures, problem sets, problem-oriented Upon completion of the course, students will be This course presents pathophysiology related to learning experiences, and student presentations. expected to demonstrate sound clinical decision neuromuscular disorders with an emphasis on the Upon course completion, students should have a making and competency in selecting, justifying and mechanisms of injury, surveys of epidemiology and clear understanding of a basic set of research administering physical and mechanical modalities. etiology, symptomology, pathology, acute designs and statistical tests common to clinical The co-requisites of PT 830, 790 and 875 are management, and prognosis of specific research studies. required. The pre-requisites of PT 757, 764, 766, neuromuscular disorders. Lecture and case study The co-requisites of PT 752, 759, 762, 770 and 775 877 and 890 are required. presentations focus on problem-oriented learning to are required. The pre-requisites of PT 750, 755 and Credits: 4 encourage active student participation and clinical 760 are required. Every Summer decision-making. Course materials reinforce earlier Credits: 3 course work in neuroanatomy and neurophysiology Every Fall PT 820 Pulmonary: Pathology, Diagnosis and to provide students with an understanding of Management neuromuscular disorders such as multiple sclerosis, PT 785 Evidence-Based Practice This course is designed to provide the student an spinal cord injury, peripheral neuropathy, Guillain- This course focuses on improving student skills introduction and overview of commonly Barre Syndrome, cerebrovascular disease, regarding reading, understanding, and applying encountered pulmonary conditions. Course Parkinson's Disease, Alzheimer's Disease, muscular clinical research literature in physical therapy. content has been organized to provide the student dystrophy, amyotrophic lateral sclerosis, cerebral Classroom experiences include lecture, group with a theoretical knowledge base that can be used palsy, and the neurological implications of aging. discussion, Socratic questioning, group projects, to understand the pathophysiology of common The co-requisites of PT 810, 790 and 875 are and student presentations. Students will practice pulmonary disorders and to promote clinical required. The pre-requisites of PT 757, 764, 766,
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877 and 890 are required. consecutive weeks with specific hours arranged by behavior and communication skills. Clinical Credits: 3 each facility. This clinical experience is designed to documentation skills will also be reinforced. The Every Summer provide the student an opportunity to develop pedagogical approach for the course will include professional behaviors and communication skills, lecture, demonstration, case study, and discussion. PT 832 Pediatric Neuromuscular Diagnosis and apply the patient management model, develop gross The co-requisites of PT 810, 830 and 790 are Management and specific examination and intervention skills, required. The pre-requisites of PT 757, 764, 766, This course presents the patient management develop documentation skills, and begin to develop 877 and 890 are required. model of examination, evaluation, diagnosis, clinical decision-making and critical thinking skills Credits: 2 prognosis, intervention, and outcomes related to within the content of evidence-based practice. Every Summer neuromuscular disabilities of children and Emphasis during this clinical practice is on the adolescents. Course expectations include problem- evaluation and treatment of patients, including the PT 877 Teaching and Learning Strategies oriented learning, literature review for evidence- areas of basic examination and evaluation skills, This course presents an overview of the process of based practice, and live video demonstrations. ambulation training, transfer training, the teaching in settings relevant to physical therapy Principles of motor development, motor learning administration of modalities, and in administering practice. Presentation of the course materials and motor control are explored as students become therapeutic exercise. Students are expected to recall reinforces earlier coursework from Psychological familiar with different practice settings including and apply information from previous coursework in Issues, and Clinical Seminar with an emphasis on the Neonatal Intensive Care Unit, early a clinically relevant manner to critically analyze problem-oriented learning, small group discussions, intervention, and the school setting. Laboratory problems within a variety of clinical settings. Upon and simulation activities, and instructional unit sessions enable students to learn assessment and completion of the clinical experience, students are development. Course content has been organized to intervention strategies consisting of standardized expected to synthesize course content in such a way provide the student with theoretical and practical tests, outcome measures, handling techniques, and as to demonstrate development of the generic knowledge of curriculum design, as well as the neurophysiological and neurodevelopmental abilities and core values necessary for becoming a clinician as an educator in the academic, clinical, treatment techniques. Upon completion, students physical therapist. and community settings. will have entry-level clinical knowledge and skills to The pre-requisites of PT 790, 810, 830 and 875 are The co-requisites of PT 757, 764, 766 and 890 are manage a client with a developmental disability. required. required. The pre-requisites of PT 752, 759, 762, The co-requisites of PT 785, 822, 960 and 885 are Credits: 4 770, 775 and 780 are required. required. The pre-requisites of PT 820, 834, 880 Every Fall Credits: 2 an d892 are required. Every Spring Credits: 3 PT 857 Current Physical Therapy Practice Every Spring This course is designed to provide the student an PT 879 Health Promotion and Wellness introduction to recent fundamental changes that Health Promotion and Wellness is a 2-credit course PT 834 Adult Neuromuscular Diagnosis and have occurred in physical therapy practice relative designed to provide students with the theoretical Management to patient management model and the roles and and practical aspects of maintaining and promoting This course presents assessment procedures and responsibilities of the physical therapist including health. Students will examine theories of wellness therapeutic management techniques of adult relevance and procedures of medical screening, as well as the effects of lifestyle and the patients with neurological dysfunction and spinal systems review, and theories and concepts of environment on wellness. The patient-practitioner cord injuries through the use of case study clinical decision-making and diagnosis. The student collaborative model and approaches to facilitating presentations with an emphasis on problem- will also be oriented to the scientific basis of the adherence to healthy lifestyle behavior changes will oriented learning to encourage active student physical therapy profession and instructed in the be explored. Emphasis will be placed on social, participation and clinical decision-making. The methods of evidence-based practice. Students will epidemiological, and behavioral and environmental presentation of course materials reinforces earlier be instructed in the relevance and basic skills of assessment as well as educational and ecological course work in neuroanatomy, neurophysiology and cultural competence in patient management. The assessment of factors affecting health-related neuromuscular pathology. Laboratory sessions expanding role, responsibility, and accountability of behavior and environments. Students will also emphasize the development of specific psychomotor the physical therapist as a doctoring level profession become knowledgeable about patient education and skills necessary for assessment and treatment of the will be introduced and discussed. This course serves participation in community activities in the adult neurological client. Course content also as a prerequisite or corequisite for all other courses. promotion of health and healthy lifestyles and the provides an eclectic theoretical treatment rationale Offered every Fall and Spring. Three credits. prevention of illness and injury. Upon completion based on normal sensorimotor development, Student must be a Physical Therapy major in order of the course students are expected to understand neurophysiology, and motor control to include to register for this course. wellness theories and implement programs on the Neurodevelopmental Treatment (NDT), individual and community levels. Brunnstrom, Proprioceptive Neuromuscular PT 875 Clinical Seminar II The co-requisites of PT 915, 975 and 995 are Facilitation (PNF), and Motor Relearning Clinical Seminar II is a 2-credit course during the required. The pre-requisite of PT 950 is required. Programme (MRP) as a basis for clinical decision- Summer semester of the second year of the Credits: 2 making. Doctorate of Physical Therapy curriculum and is Every Fall The co-requisites of PT 820, 850, 880 and 892 are designed to provide the student with the essential required. skills basic to the practice of physical therapy. The PT 880 Physical Therapy Across the Lifespan Credits: 4 psychomotor component of these essential skills Physical Therapy Across the Lifespan is a 2-credit Every Fall include: body mechanics, positioning and draping, course during the fall semester of the second year of bed mobility, transfers, wheelchair mobility and the Doctorate of Physical Therapy curriculum and PT 850 Clinical Practice I management, and gait training. Patient safety will is designed to explore concepts of human growth Clinical Practice I is a 6-week, full time clinical be strongly emphasized. This course will also and development from conception to senescence practice course under the supervision of a licensed provide the student with an overview of the HIPPA including physical, cognitive, social and emotional physical therapist clinical instructor (CI). The and OSHA requirements for clinical practice. development. Theories of aging including somatic student attends a clinical practice facility for six There will be a strong focus on professional and other factors that influence wellness and
Page 185 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013 disability across the lifespan will be addressed. course content will include indications, diagnosis and new skills learned include spinal Course content has been organized to provide the precautions, contraindications, principles and manipulation and taping techniques. Presentations student with a theoretical knowledge base that can procedures for applying various types of therapeutic will take place in both the classroom and laboratory be used in the diagnosis, prognosis, examination, exercise interventions. Clinical reasoning, evidence settings, and will foster critical thinking, and intervention of individuals with metabolic, based practice, and independent learning will be independent learning and problem-solving through endocrine, gastrointestinal, genitourinary, and fostered through traditional lectures, group traditional lectures and small group discussions. other pathologies. Students will be expected to discussions, laboratory activities, and case Upon completion of the course the student will be recall and apply information from previous presentations. In order to critically analyze clinical able to safely examine and treat individuals with coursework in a clinically relevant manner to scenarios presented in this course, students will be musculoskeletal problems. critically analyze problems covering a variety of expected to integrate and apply information learned The pre-requisites of PT 785, 822, 834 and 885 are clinical scenarios. Upon completion of the course, from any preceding physical therapy coursework in required. students will learn to understand and apply lifespan addition to those learned from this course. At the Credits: 3 theory to the examination, evaluation and completion of the course, students will be expected Every Summer treatment of various patient types and conditions to be able to design an exercise program aimed at based on information acquired in prior courses in improving physical impairments and functional PT 915 Clinical Decision-Making II the curriculum and their clinical practice limitations. Clinical Decision Making II is a 4-credit course experiences. The co-requisites of PT 757, 764, 766 and 877 are during the fall semester of the third year of the The co-requisites of PT 820, 834, 850 and 892 are required. The pre-requisites of PT 752, 759, 762, Doctorate in Physical Therapy curriculum. This is required. 770, 775 and 780 are required. the second of two courses that use a problem- Credits: 2 Credits: 3 oriented case study approach designed to provide Every Fall Every Spring opportunities to apply the wide range of cognitive skills physical therapists use to process information, PT 885 Specific System Diagnosis and PT 892 Musculoskeletal Diagnosis and reach decisions, and determine actions. Within the Management Management context of the patient/client management model, Specific Systems Diagnosis and Management is a 4- This course applies information from Anatomy, emphasis is on integration of all academic credit course offered during the spring semester of Movement Analysis, and Musculoskeletal Pathology coursework and clinical experiences. Focus is also the second year of the Doctorate of Physical to the regional examination of and intervention for on appropriate application of knowledge and Therapy curriculum. The course is designed to individuals with impairments and functional experience, cognitive processing strategies, self- provide the student an overview of the pathology, limitations of the musculoskeletal system. Students monitoring strategies, and communication and examination, evaluation, and interventions of will augment skills learned in the prerequisite teaching skills. Case studies present greater patients with specific system pathologies. courses to include advanced examination complexity of clinical problems and diagnoses. The Presentation of course material will reinforce earlier procedures such as: joint mobility, soft tissue course also considers wellness and prevention, course work from anatomy, physiology, and mobility, functional assessments, and advanced community outreach, evidence-based practice, and previous examination, evaluation, and intervention treatment techniques of joint and soft tissue issues in the literature that potentially impact courses. The pedagogical approach of the course mobilization, functional training, and patient patient management. will include an emphasis on problem-oriented instruction. Classes will foster critical thinking, The pre-requisite of PT 950 is required and the co- learning in an effort to encourage active student independent learning, and problem solving skills requisites of 879, 975, 995 are required. involvement in the education process. Course through traditional lectures, small group Credits: 4 content has been organized to provide the student discussions, laboratory sessions, and independent Every Fall with a theoretical knowledge base that can be used projects. Upon completion of the course, the in the diagnosis, prognosis, examination, and student will be able to safely examine and treat PT 940 Alternative and Complementary intervention of individuals with metabolic, individuals with musculoskeletal dysfunctions. Therapies endocrine, gastrointestinal, genitourinary, and The co-requisites of PT 820, 834, 850 and 880 are This course is designed to introduce the student to integumentary pathologies. Students will be required. the theories, application, assumptions, and expected to recall and apply information from Credits: 4 outcomes of a wide variety of alternative and previous coursework in a clinically relevant manner Every Fall complementary therapies, including homeopathy, to critically analyze problems covering a variety of chiropracty, naturopathy, Tai Chi, yoga, and clinical scenarios. Upon completion of the course, PT 910 Clinical Decision-Making I acupuncture, among others. This course addresses students will be expected to synthesize course The first of two courses based on a problem- the importance of these therapies within the larger content in such a way as to demonstrate clinical oriented case study approach designed to help framework of the current health care system. decision-making in regard to individuals with students apply the theory and skills used by physical Students will discuss the expected growth of these specific system pathologies. therapists to assess, evaluate, diagnose and manage therapies for the foreseeable future as well as the The co-requisites of PT 785, 822, 834, and 960 are movement-related patient problems through the impact of these therapies on the profession of required. The pre-requisites of PT 820, 834, 880, process of clinical decision-making. Integration of physical therapy. and 892 are required. content from all academic coursework and clinical Student must be a Physical Therapy major in order Credits: 4 experiences are emphasized within the patient to register for this course.
Every Spring management model and the effects of patient age, gender, culture, socioeconomic status, and societal PT 950 Clinical Practice II PT 890 Foundations of Therapeutic Exercise roles as they pertain to clinical decision making. The student is supervised by the clinical instructor This course will introduce students to the scientific Consideration is also given to the evolving nature while applying the knowledge and skills acquired in and theoretical basis as well as the clinical of the health care environment and the roles of previous coursework. This 9-week clinical application of therapeutic exercises commonly used other health care disciplines and support personnel experience is designed to provide the student by physical therapists such as range of motion, in patient management. An emphasis is placed on opportunities to improve clinical decision-making stretching, resistance, and aerobic exercises. Specific case studies of patients with a musculoskeletal and critical thinking skills through use of the
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 186 LIU Brooklyn patient management model, evidence-based clinical settings. required. The pre-requisite of PT 950 is required. practice, collaboration with patients, family The co-requisite of PT 955 is required. The pre- Credits: 3 members and other health professionals, and requisites of PT 915, 879, 975 and 995 are Every Fall develop consultation, education, and required. administration skills. Students also have the Credits: 8 opportunity to engage in prevention/wellness Every Spring programs, participate at Grand Rounds/Team Conference, and outcome assessments. Students are PT 960 Instrumented Movement Analysis expected to recall and apply information from This course provides an opportunity for students to previous coursework in a clinically relevant manner become familiar with instruments used in the study to critically analyze problems covering a variety of of human movement. In addition to lecture clinical settings. Upon completion of the clinical presentations, this course includes discussions, experience, students are expected to synthesize demonstrations, and hands-on practice of course content in such a way as to demonstrate instrumentation typically found in a human competency in the professional behaviors necessary movement laboratory such as electromyography, for becoming an effective physical therapist. two-dimensional and three-dimensional motion The co-requisite of PT 910 is required. analysis, metabolic gas analysis, and dynamometry. Credits: 5 Upon course completion, students are expected to Every Summer describe the use of advanced instrumentation in the analysis of human movement, and be able to PT 955 Clinical Practice III perform basic setups using the equipment. Clinical Practice III is a 10-week, full time clinical The co-requisites of PT 785, 822, 834 and 885 are practice course under the supervision of a licensed required. The pre-requisites of PT 820, 834, 880 physical therapist. This clinical experience is and 892 are required. designed to provide the student opportunities to Credits: 1 improve clinical decision-making and critical Every Spring thinking skills through use of the patient management model, evidence-based practice, PT 975 Health Care Delivery collaboration with patients, family members and Health Care Delivery is a 3-credit course offered other health professionals, and develop during the fall semester of the third year of the consultation, education, and administration skills. Doctorate of Physical Therapy curriculum and is Students may also have the opportunity to engage designed to provide the student with the in prevention/wellness programs, participate at management theory and skills to use human Grand Rounds/Team Conference, and outcome resources effectively, understand the concepts assessments. Students are expected to recall and behind cost control, finance, and entrepreneurship. apply information from previous coursework in a The pedagogical approach of the course includes clinically relevant manner to critically analyze case studies and didactic lectures. Course content problems covering a variety of clinical settings. includes introducing the theory and practice of The co-requisite of PT 956 is required. The pre- managing and developing employees, interviewing, requisites of PT 915, 879, 975 and 995 are developing job position descriptions, performance required. evaluations, conflict resolution, budgeting practices, Credits: 8 financial reports, reimbursement concepts, guiding Every Spring employees through change, marketing, business plan, quality assurance, outcomes management, risk PT 956 Clinical Practice IV management, and federal/state laws and legal Clinical Practice IV is a 10 week, full time clinical issues. practice course under the supervision of a licensed The prerequisite of PT 950 is required and the co- physical therapist. The student attends a clinical requisites of PT 879, 915 and 995 are required. practice facility for 10 consecutive weeks with Credits: 3 specific hours arranged by each facility. This clinical Every Fall experience is designed to provide the student opportunities to improve clinical decision-making PT 995 Elective Seminar and critical thinking skills through use of the This course allows students to focus on an patient management model, evidence-based advanced clinical area chosen from one of the practice, collaboration with patients, family several concurrently offered topics. Students will members and other health professionals, and identify the topic in advance with a minimum develop consultation, education, and enrollment of 10 students needed to offer a course administration skills. Students may also have the section for a given topic. The method of course opportunity to engage in prevention/wellness delivery will vary depending on the topic, programs, participate at Grand Rounds/Team instructor, and specific learning objectives. In Conference, and outcome assessments. Students are general, students will be expected to become expected to recall and apply information from familiar with an area of specialized clinical previous coursework in a clinically relevant manner knowledge or practical skills. to critically analyze problems covering a variety of The co-requisites of PT 879, 915 and 975 are
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DIVISION OF PHYSICIAN minimum of 300 hours must be completed by Admissions Committee, based upon all entities the time of submission of CASPA application. as described above. ASSISTANT STUDIES Acceptable types of direct patient care Some applicants are selected for personal experience include: medical assistant; surgical interviews based on the strength of the written Associate Professor: Elizabeth Salzer, PA-C, MA technologist; licensed practical or registered application. If an applicant is invited for a personal (Division Director) nurse; dental assistant; dental hygienist; interview, the interview itself is evaluated on the Assistant Professors: Marion Masterson, PA-C, certified nursing assistant; home health aide; criteria of satisfactory performance based on MPAS; Sharon Verity, PA-C, MPAS; Maria residential aide; emergency medical technician; assessment of qualities such as interpersonal Compte, MD, MPH; James Eckert, PA-C, MA paramedic; physical therapist; occupational relations, concern for others, integrity, and an Instructor: Camile Kiefer, RN, PA-C; therapist; physical therapy assistant; physical ability to communicate effectively and maturely. Medical Director: Joanna Shulman, MD, FACOG therapy aide; occupational therapy assistant; The Division is accredited to have 84 students Adjunct Faculty: 14 occupational therapy aide; respiratory therapist; enrolled in the curriculum, e.g., approximately 42
perfusionist; electrocardiographic (EKG) students in the didactic year and 42 students in the technician; phlebotomist; ophthalmologic clinical year. M.S. in Physician Assistant technician; volunteer work involving direct Course work and above criteria must be Studies patient care; shadowing a physician, physician completed within a specified time limit. Applicants assistant or dentist. Other types of experiences meeting all of the criteria above may be The 86-credit M.S. in Physician Assistant is an may be acceptable. If you are interested in considered for an interview. intense, 28-month professional program that clinical experience that differs from those listed Initial application to the Professional Phase of prepares health practitioners to work in a wide above, please contact the Division of Physician the program for transfer students should be made variety of clinical settings. Physician assistants Assistant Studies to determine if the proposed through the Centralized Application Service for take medical histories and perform physical experience is acceptable. Physician Assistants (CASPA) by visiting examinations, select and interpret diagnostic tests • Obtain at least a baccalaureate degree from an www.caspaonline.org. CASPA will collect and and manage the health problems of patients under accredited college or university no later than at summarize all of the applicant's data (application the supervision of a physician. In general, PA’s the time of matriculation to the Division of form, transcripts, recommendations), which will be may perform 80-90% of the care provided by Physician Assistant Studies. forwarded to the Physician Assistant Program. physicians. Additionally, they may specialize in • Maintain a preferred grade-point average of 3.0 When all materials have been collected and any area of medicine or surgery and enjoy lateral or above (overall and in prerequisites) in reviewed, selected applicants will be invited for a mobility, meaning that they may move from courses taken at an accredited college or personal interview. If the candidate is accepted to specialty to specialty without additional formal university. the program, a deposit of $500 is required to hold training. • Demonstrate acceptable academic performance. a seat in the incoming class. LIU Brooklyn's Physician Assistant program • Complete all prerequisite coursework, which A supplemental application also must be filed was the first such program to be approved by the includes: one year (two courses) of not less through the Office of Admissions. Please apply New York State Education Department and is than 4 credits each in general biology, with online at My LIU or use the Apply Now link in the accredited by the Accreditation Review laboratory; one year (two courses) of not less top navigation bar. For more information on the Committee of Physician Assistants (ARC-PA). than 4 credits each in general chemistry, with admissions process, visit the Office of Admissions The program is a member of the Physician laboratory; one semester (one course) of not Web site. Assistant Education Association. less than 4 credits in human anatomy, with Advanced Standing During the didactic year, medical courses are laboratory; one semester (one course) of not The Division of Physician Assistant Studies augmented with weekly clinical experiences. less than 3 credits in human physiology, with or does not offer advanced standing to any applicants, During the clinical year, students are assigned to without laboratory; one semester of including those who have prior experience as a clinical rotations for fifteen months on a full-time microbiology; one semester of statistics. medical student or physician assistant student or basis, returning to the program once every five • Sit for the Graduate Record Examination. The who are foreign medical graduates. weeks. code for LIU Brooklyn is 2369. Technical Standards After meeting all Campus and degree The application to the Division of Physician Observation - The ability to observe is requirements, the Master of Science degree is Assistant Studies is evaluated on the following required for demonstrations, visual presentations conferred upon the candidate. This enables the criteria: in lectures and laboratories, laboratory evidence candidate to register as a physician assistant and to • A preferred cumulative grade-point average of and microbiological cultures, microscopic studies sit for the National Certifying Examination 3.0. of microorganisms and tissues in normal and administered by the National Commission on the • A preferred cumulative grade-point average in pathological states. A candidate must be able to Certification of Physician Assistants (NCCPA). the prerequisite courses of 3.0. observe patients accurately and completely, both The highest ethical and professional standards • A personal statement as to why the applicant closely and from a distance. Observation requires are expected to be upheld throughout the physician wishes to become a physician assistant. functional vision and somatic sensation and is assistant course of study. The program is • Breadth and amount of patient care experience. enhanced by a sense of smell. challenging and requires dedication, a high ethical • Three satisfactory recommendations included Communication - A candidate should be able standard, and professionalism in addition to in the CASPA application. to speak, hear and observe patients in order to intelligence, skill and medical knowledge. • Completion of course work and above criteria elicit information, perceive non-verbal Program Requirements within a specified time limit. communications and describe changes in mood, Students may attend LIU Brooklyn on a part- • Successful completion of the GRE. There is not activity and posture. The candidate must be able to time or full-time basis while completing their currently a minimum score set by the Division communicate effectively and sensitively with prerequisite courses. During this phase students of Physician Assistant Studies for this patients through speech, and through reading and are expected to: examination. writing. Communication in oral and written form • Complete a minimum of 500 hours of direct • A recommendation for acceptance from the with the health care team must be effective and patient care experience. Of these 500 hours, a Division of Physician Assistant Studies efficient.
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Motor - A candidate should have sufficient clerkships during the clinical year: internal MS 613 Clinical Seminar III 1.00 motor function to elicit information from patients medicine, surgery, family medicine, emergency MS 614 Summative Evaluation 1.00 by palpation, auscultation and percussion, as well medicine, pediatrics, obstetrics and gynecology, as to carry out diagnostic maneuvers. A candidate psychiatry, internal medicine elective, surgical MS 615 Capstone Project 1.00 should have motor function sufficient to execute elective and clinical elective. movements reasonably required to provide general care and emergency treatment to patients. Such Must complete all of the following courses: skills require coordination of gross and fine Didactic Year Courses (Year 1) muscular movements, equilibrium and sensation. MS 500 Anatomy 4.00 Intellectual-Conceptual, Integrative and MS 501 Physiology 3.00 Quantitative Abilities - Problem solving is a critical skill demanded of physician assistants; this MS 502A Pharmacology I 3.00 skill requires all of these abilities. The candidate MS 503A Art and Science of 4.00 must also be able to comprehend three- Medicine I dimensional relationships as well as the spatial relationship of structures. MS 504A Clinical Medicine I 4.00 Behavioral and Social Attributes - A MS 505 Psychosocial Aspects of 2.00 candidate must have sufficient emotional health to Medicine fully use his or her intellectual ability, to exercise good judgment, to complete all responsibilities, MS 506 Pathology 3.00 and to attend to the diagnosis and care of patients. MS 502B Pharmacology II 3.00 A candidate must be able to develop mature, sensitive and effective relationships with patients MS 503B Art and Science of 3.00 and colleagues. A candidate must be able to Medicine II tolerate physical and emotional stress and continue MS 504B Clinical Medicine II 6.00 to function effectively. A candidate must possess qualities of adaptability, flexibility and be able to MS 507 Role Socialization 1.00 function in the face of uncertainty. He/she must MS 508A Research Methods I: 2.00 have a high level of compassion for others, Epidemiology motivation to serve, integrity and a consciousness MS 509 Preventive Medicine 2.00 of social values. A candidate must possess sufficient interpersonal skills to interact positively MS 510 Clinical Laboratory 3.00 with people from all levels of society, all ethnic Science backgrounds and all belief systems. The MS 504C Clinical Medicine III 6.00 administration of the Physician Assistant program recognizes its responsibility to present candidates MS 508B Research Methods II: 2.00 who have the knowledge and skills to function in a Evidence-Based Medicine broad variety of clinical situations and to render a MS 511 Introduction to Medical 1.00 wide spectrum of patient care. The responsibility Literature for these technical standards is primarily placed on the Physician Assistant Admissions Committee to MS 512 Medical Informatics 1.00 select entering Physician Assistant students who MS 513 Surgery 4.00 will be the candidates for the degree. Health Requirements MS 514 Emergency Medicine 3.00 All students entering or re-entering the Clinical Year Courses (Year 2) Professional Phase of the M.S. degree in Physician MS 601 Internal Medicine 2.00 Assistant Studies must complete and submit a Health Examinations/Vaccinations form located in MS 602 Surgery 2.00 the Forms & Documents section of the Web site, MS 603 Pediatrics 2.00 as well as the Division’s health forms. The Division’s health forms will be sent along with the MS 604 Family Medicine 2.00 package of materials that is mailed out once a MS 605 Emergency Medicine 2.00 student is accepted into the program and sends in the deposit to hold the seat. Additional health MS 606 Obstetrics and 2.00 forms are required for entry into the clinical year Gynecology of the Division’s curriculum. MS 607 Behavioral Medicine 2.00 Clincial Year Clerkships Each clinical year student completes ten (10) MS 608 Medical Elective 2.00 clerkships of five (5) weeks in length. The faculty MS 609 Surgical Elective 2.00 creates an individual rotation schedule for each clinical year student. The student must return to MS 610 Clinical Elective 2.00 the LIU campus at the end of each clerkship for a MS 611 Clinical Seminar I 1.00 two-day End-of-Rotation Meeting with the faculty. Students must rotate in each of the following MS 612 Clinical Seminar II 1.00
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Physician Assistant Courses prototypic drugs in each category, drug side effects treatment and prognosis of disease processes and drug-drug interactions, the interaction of drugs affecting the human body. Disciplines considered with the disease state under treatment, in this semester include cardiology, pulmonology, MS 500 Anatomy polypharmacy, and reputable sources of otorhinolaryngology, ophthalmology, infectious The study of the structure of the human body with information about drugs. Prerequisites: successful diseases, HIV medicine, and gastroenterology. a clinical emphasis. Lectures and labs will completion of the fall semester of the didactic year Prerequisites: admission to the graduate program in emphasize anatomy and anatomic relationships of the graduate program in Physician Assistant Physician Assistant Studies. significant to common clinical medicine topics and Studies. Three credits. Four credits. surgical procedures. Includes cadaver lab. The pre-requisites of MS 500, 501, 502A, 503A, In order to register for this course, the student must Prerequisites: admission to the graduate program in 504A, 505 and 506 are all required. be a graduate student in the Physician Assistant Physician Assistant Studies. Credits: 3 plan. Four units. Every Spring Credits: 4 In order to register for this course, the student must Every Fall be a graduate student in the Physician Assistant MS 503A Art and Science of Medicine I plan. Part one of a two-semester sequence in the art and MS 504B Clincial Medicine II Credits: 4 science of physical diagnosis. Students learn the Part two of a three-semester sequence in clinical Every Fall principles of patient interviewing, the components medicine. This course introduces the student to the and practice of conducting the medical history, and epidemiology, incidence, pathophysiology, signs, MS 501 Physiology the science and technique of performing a physical symptoms, pertinent laboratory studies, diagnosis, A study of organ systems, with presentations examination. Areas of the physical examination treatment and prognosis of disease processes emphasizing normal physiology of each system. considered in this semester include general survey, affecting the human body. Disciplines considered Lectures will discuss normal function, cellular vital signs, head, ears, eyes, nose and throat, neck, in this semester include rheumatology, radiology, changes and pathological changes where chest and heart. Students also learn the renal medicine, endocrinology, geriatrics, appropriate. indications, contraindications, equipment, dermatology and hematology. Prerequisites: admission to the graduate program in technique, and complications of common clinical Prerequisites: successful completion of the fall Physician Assistant Studies. procedures. This course contains both lecture and semester of the didactic year of the graduate Three units. laboratory components. program in Physician Assistant Studies. Six credits. In order to register for this course, the student must Prerequisites: admission to the graduate program in The pre-requisites of MS 500, 501, 502A, 503A, be a graduate student in the Physician Assistant Physician Assistant Studies. 504A, 505 and 506 are all required. plan. Four credits. Credits: 6 Credits: 3 In order to register for this course, the student must Every Spring Every Fall be a graduate student in the Physician Assistant plan. MS 504C Clinical Medicine III MS 502A Pharmacology I Credits: 4 Part three of a three-semester sequence in clinical Part one of a two-semester sequence in Every Fall medicine. This course introduces the student to the pharmacology and clinical therapeutics. This course epidemiology, incidence, pathophysiology, signs, introduces the principles of pharmacokinetics and MS 503B Art and Science of Medicine II symptoms, pertinent laboratory studies, diagnosis, pharmacodynamics, dosage forms and dose- Part two of a two-semester sequence in the art and treatment and prognosis of disease processes response relationships. Classes of pharmaceuticals science of physical diagnosis. Students learn the affecting the human body. Disciplines considered will be studied, with a focus on the mechanisms of principles of patient interviewing, the components in this semester include immunology, psychiatry, drug action in different therapeutic classes, and practice of conducting the medical history, and neuroanatomy, neurology, obstetrics and common side effects of prototypic drugs in each the science and technique of performing a physical gynecology, and pediatrics. category, drug side effects and drug-drug examination. Areas of the physical examination Prerequisites: successful completion of the spring interactions, the interaction of drugs with the considered in this semester include general survey, semester of the didactic year of the graduate disease state under treatment, polypharmacy, and vital signs, head, ears, eyes, nose and throat, neck, program in Physician Assistant Studies. Six credits. reputable sources of information about drugs. chest and heart. Students also learn the The pre-requisites of MS 502B, 503B, 504B, 507, Prerequisites: admission to the graduate program in indications, contraindications, equipment, 508A, 509 and 510 are all required. Physician Assistant Studies. technique, and complications of common clinical Credits: 6 Three credits. procedures. This course contains both lecture and Every Summer In order to register for this course, the student must laboratory components. be a graduate student in the Physician Assistant Prerequisites: successful completion of the fall MS 505 Psychosocial Aspects of Medicine plan. semester of the didactic year of the graduate This course considers primarily the non-medical Credits: 3 program in Physician Assistant Studies. Three issues critical to caring for patients. Topics include: Every Fall credits. cultural competency; medical ethics; substance The pre-requisites of MS 500, 501, 502A, 503A, abuse; human sexuality; and end of life care. MS 502B Pharmacology II 504A, 505 and 506 are all required. Prerequisites: admission to the graduate program in Part two of a two-semester sequence in Credits: 3 Physician Assistant Studies. Two credits. pharmacology and clinical therapeutics. This course Every Spring In order to register for this course, the student must continues the consideration of the principles of be a graduate student in the Physician Assistant pharmacokinetics and pharmacodynamics, dosage MS 504A Clinical Medicine I plan. forms and dose-response relationships. Additional Part one of a three-semester sequence in clinical Credits: 2 classes of pharmaceuticals will be studied, with a medicine. This course introduces the student to the Every Spring focus on the mechanisms of drug action in different epidemiology, incidence, pathophysiology, signs, therapeutic classes, common side effects of symptoms, pertinent laboratory studies, diagnosis, MS 506 Pathology This course considers the pathophysiology of
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 190 LIU Brooklyn disease states at a cellular, structural and systemic semester of the didactic year of the graduate program in Physician Assistant Studies. One credit. level, including cellular dynamics; modes of death; program in Physician Assistant Studies. Two The pre-requisites of MS 502B, 503B, 504B, 507, the cardiovascular, pulmonary, gastrointestinal, credits. 508A, 509 and 510 are all required. humoral, renal, neurological, endocrine and The pre-requisites of MS 502B, 503B, 504B, 507, Credits: 1 reproductive systems. Genetic disorders are also 508A, 509 and 510 are all required. Every Summer considered. Credits: 2 Prerequisites: admission to the graduate program in Every Summer MS 513 Surgery Physician Assistant Studies. Three credits. This course considers the approach to the surgical In order to register for this course, the student must MS 509 Preventive Medicine patient. The focus is on clinical diagnoses requiring be a graduate student in the Physician Assistant This course examines health promotion and disease a surgical management. Topics include: anesthesia; plan. prevention; infectious disease control and preoperative, intra-operative and postoperative care; Credits: 3 prevention; prevention of disease resulting from disorders of the upper gastrointestinal tract; Every Fall contaminated food sources and from poor disorders of the stomach, liver, spleen, pancreas, nutrition; occupational health; international health; and gallbladder; colorectal disorders; cardiothoracic MS 507 Role Socialization preventable injuries; and the importance of the role surgery; orthopaedic surgery; vascular surgery; This course examines the physician assistant of behavior, culture and society in the perception of urology; transplant surgery. Prerequisites: successful profession from its inception in the mid-1960s to health. completion of the spring semester of the didactic the present. Topics to be considered include: Prerequisites: successful completion of the fall year of the graduate program in Physician Assistant history of the profession; state licensure and semester of the didactic year of the graduate Studies. Four credits. regulation; maintenance of professional license and program in Physician Assistant Studies. Two The pre-requisites of MS 502B, 503B, 504B, 507, certification; regulation of physician assistant credits. 508A, 509 and 510 are all required. education; types of reimbursement through health The pre-requisites of MS 500, 501, 502A, 503A, Credits: 4 insurance plans; the physician-physician assistant 504A, 505 and 506 are all required. Every Summer relationship; other types of health care professionals Credits: 2 and their roles in caring for patients; interacting Every Spring MS 514 Emergency Medicine with other health care professionals; and This course considers the approach to the emergent professionalism. MS 510 Clinical Laboratory Science patient. Emphasis is placed on stabilization and Prerequisites: successful completion of the fall This course is designed to introduce students to the emergent care. Topics include: stabilization; semester of the didactic year of the graduate science of clinical laboratory medicine. Topics to be emergency ophthalmology; acute coronary program in Physician Assistant Studies. One credit. considered include: hematologic laboratory studies; syndrome; myocardial infarction; heart failure; The pre-requisites of MS 500, 501, 502A, 503A, chemistries; urinalysis; cardiac enzymes; and the poisoning; hyper- and hypothermia; fractures and 504A, 505 and 506 are all required. ways in which these laboratory tests inform the sprains; animal bites; burns; sexual assault; Credits: 1 understanding of the disease state. pneumonia; trauma; and other concerns. Every Spring Prerequisites: successful completion of the fall Prerequisites: successful completion of the spring semester of the didactic year of the graduate semester of the didactic year of the graduate MS 508A Research Methods I: Epidemiology program in Physician Assistant Studies. Three program in Physician Assistant Studies. Three This course is designed to give students an credits. credits. introduction to the fundamentals of clinical The pre-requisites of MS 500, 501, 502A, 503A, The pre-requisites of MS 502B, 503B, 504B, 507, epidemiology: measuring health statistics, how vital 504A, 505 and 506 are all required. 508A, 509 and 510 are all required. statistics are used in public health research and Credits: 3 Credits: 3 interventions, concepts of causality and risk. The Every Spring Every Summer relevance of epidemiologic concepts to public health and clinical work will be highlighted through MS 511 Introduction to Medical Literature MS 601 Internal Medicine the use of case studies and the examples of current This course considers methods of conducting This clinical course is a clinical clerkship in internal health research. medical database searches; the use of a personal medicine. All clinical clerkships are five (5) weeks in Prerequisites: successful completion of the fall computer in clinical medicine for data storage and length. Each student is assigned a clinical site and semester of the didactic year of the graduate access to medical databases; the variety of medical preceptor at the inception of the clinical year. program in Physician Assistant Studies. Two databases currently in use; use of medical Please see the Division of Physician Assistant credits. references; formulation and development of a Studies Clinical Year Handbook for further The pre-requisites of MS 500, 501, 502A, 503A, research topic. Prerequisites: successful completion information. Prerequisites: successful completion of 504A, 505 and 506 are all required. of the spring semester of the didactic year of the the didactic year of the Physician Assistant Studies Credits: 2 graduate program in Physician Assistant Studies. curriculum. Two credits. Every Spring One credit. The pre-requisites of MS 504C, 508B, 511, 512, The pre-requisites of MS 502B, 503B, 504B, 507, 513 and 514 are all required. MS 508B Research Methods II: Evidence-Based 508A, 509 and 510 are all required. Credits: 2 Medicine Credits: 1 Every Fall and Spring Part two of a two-semester sequence in research Every Summer methodology. This is a course in evidence-based MS 602 Surgery medicine. Topics include: study design, diagnostic MS 512 Medical Informatics This clinical course is a clinical clerkship in surgery. and screening tests, assessment of diagnostic This course considers electronic medical records; All clinical clerkships are five (5) weeks in length. studies, and medical practice as seen through the medical insurance, including Medicaid and Each student is assigned a clinical site and lens of evidence-based medicine. A component in Medicare; billing and coding; health insurance preceptor at the inception of the clinical year. clinical problem-solving is also included. fraud; and health literacy. Please see the Division of Physician Assistant Prerequisites: successful completion of the spring Prerequisites: successful completion of the spring Studies Clinical Year Handbook for further semester of the didactic year of the graduate information.
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Prerequisites: successful completion of the didactic The pre-requisites of MS 504C, 508B, 511, 512, 513 and 514 are all required. year of the Physician Assistant Studies curriculum. 513 and 514 are all required. Credits: 2 Two credits. Credits: 2 Every Fall and Spring The pre-requisites of MS 504C, 508B, 511, 512, Every Fall and Spring 513 and 514 are all required. MS 611 Clinical Seminar I Credits: 2 MS 607 Behavioral Medicine In this seminar, students will draw on their clinical Every Fall and Spring This clinical course is a clinical clerkship in clerkship(s) in Internal Medicine and/or the behavioral medicine. All clinical clerkships are five Internal Medicine elective as well as all material MS 603 Pediatrics (5) weeks in length. Each student is assigned a previously learned in the entire PA Studies This clinical course is a clinical clerkship in clinical site and preceptor at the inception of the curriculum to produce and deliver a detailed pediatrics. All clinical clerkships are five (5) weeks clinical year. Please see the Division of Physician patient case presentation from Internal Medicine or in length. Each student is assigned a clinical site Assistant Studies Clinical Year Handbook for an Internal Medicine elective before a group of and preceptor at the inception of the clinical year. further information. Prerequisites: successful clinical year PA students and faculty member(s). Please see the Division of Physician Assistant completion of the didactic year of the Physician Prerequisites: successful completion of the didactic Studies Clinical Year Handbook for further Assistant Studies curriculum. Two credits. year of the Physician Assistant Studies curriculum. information. The pre-requisites of MS 504C, 508B, 511, 512, One credit. Prerequisites: successful completion of the didactic 513 and 514 are all required. The pre-requisites of MS 504C, 508B, 511, 512, year of the Physician Assistant Studies curriculum. Credits: 2 513 and 514 are all required. Two credits. Every Fall and Spring Credits: 1 The pre-requisites of MS 504C, 508B, 511, 512, Every Fall and Spring 513 and 514 are all required. MS 608 Medical Elective Credits: 2 This clinical course is a clinical clerkship in a MS 612 Clinical Seminar II Every Fall and Spring particular discipline of internal medicine. All In this seminar, students will draw on their clinical clinical clerkships are five (5) weeks in length. Each clerkship(s) in General Surgery and/or the Surgical MS 604 Family Medicine student is assigned a clinical site and preceptor at elective as well as all material previously learned in This clinical course is a clinical clerkship in family the inception of the clinical year. Please see the the entire PA Studies curriculum to produce and medicine. All clinical clerkships are five (5) weeks Division of Physician Assistant Studies Clinical deliver a detailed patient case presentation from in length. Each student is assigned a clinical site Year Handbook for further information. General Surgery or a Surgical elective before a and preceptor at the inception of the clinical year. Prerequisites: successful completion of the didactic group of clinical year PA students and faculty Please see the Division of Physician Assistant year of the Physician Assistant Studies curriculum. member(s). Studies Clinical Year Handbook for further Two credits. Prerequisites: successful completion of the didactic information. Prerequisites: successful completion of The pre-requisites of MS 504C, 508B, 511, 512, year of the Physician Assistant Studies curriculum. the didactic year of the Physician Assistant Studies 513 and 514 are all required. One credit. curriculum. Two credits. Credits: 2 The pre-requisites of MS 504C, 508B, 511, 512, The pre-requisites of MS 504C, 508B, 511, 512, Every Fall and Spring 513 and 514 are all required. 513 and 514 are all required. Credits: 1 Credits: 2 MS 609 Surgical Elective Every Fall and Spring Every Fall and Spring This clinical course is a clinical clerkship in a particular discipline of surgery. All clinical MS 613 Clinical Seminar III MS 605 Emergency Medicine clerkships are five (5) weeks in length. Each In this seminar, students practice the techniques This clinical course is a clinical clerkship in student is assigned a clinical site and preceptor at that will lead to successful completion of the emergency medicine. All clinical clerkships are five the inception of the clinical year. Please see the Physician Assistant National Certifying (5) weeks in length. Each student is assigned a Division of Physician Assistant Studies Clinical Examination (PANCE). Each student will draw on clinical site and preceptor at the inception of the Year Handbook for further information. all material previously learned in the entire PA clinical year. Please see the Division of Physician Prerequisites: successful completion of the didactic Studies curriculum and additional PANCE Assistant Studies Clinical Year Handbook for year of the Physician Assistant Studies curriculum. materials to prepare for this examination, which is a further information. Prerequisites: successful Two credits. prerequisite for PA licensure. completion of the didactic year of the Physician The pre-requisites of MS 504C, 508B, 511, 512, The pre-requisites of MS 504C, 508B, 511, 512, Assistant Studies curriculum. Two credits. 513 and 514 are all required. 513 and 514 are all required. The pre-requisites of MS 504C, 508B, 511, 512, Credits: 2 Credits: 1 513 and 514 are all required. Every Fall and Spring Every Spring Credits: 2 Every Fall and Spring MS 610 Clinical Elective MS 614 Summative Evaluation This clinical course is a clinical clerkship in a In this laboratory course, students will draw on all MS 606 Obstetrics and Gynecology particular clinical discipline of the student¿s choice. material previously learned in the entire PA Studies This clinical course is a clinical clerkship in All clinical clerkships are five (5) weeks in length. curriculum to complete a summative evaluation. obstetrics and gynecology. All clinical clerkships are Each student is assigned a clinical site and This evaluation will take place in the Division¿s five (5) weeks in length. Each student is assigned a preceptor at the inception of the clinical year. Simulation Laboratory. The student will clinical site and preceptor at the inception of the Please see the Division of Physician Assistant demonstrate his or her ability to evaluate, stabilize, clinical year. Please see the Division of Physician Studies Clinical Year Handbook for further examine, diagnose, perform relevant clinical Assistant Studies Clinical Year Handbook for information. procedures, and treat the simulated patient (Sim- further information. Prerequisites: successful completion of the didactic Man 3G). The student will also demonstrate the Prerequisites: successful completion of the didactic year of the Physician Assistant Studies curriculum. ability to work well with other members of the year of the Physician Assistant Studies curriculum. Two credits. health care team and to provide culturally Two credits. The pre-requisites of MS 504C, 508B, 511, 512, competent care. Prerequisites: successful
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 192 LIU Brooklyn completion of the didactic year of the Physician Assistant Studies curriculum. One credit. The pre-requisites of MS 504C, 508B, 511, 512, 513 and 514 are all required. Credits: 1 Every Spring
MS 615 Capstone Project Students will draw on all material previously learned in the entire PA Studies curriculum to complete a capstone project in partial fulfillment of the requirements of the Master's degree. The student will formulate a research paper based on a clinical issue of interest to the student from one of the student's clinical clerkships. The student will also use techniques learned in Research Methods I and II and in Introduction to Medical Literature in the didactic year. Prerequisites: successful completion of the didactic year of the Physician Assistant Studies curriculum. One credit. The pre-requisites of MS 504C, 508B, 511, 512, 513 and 514 are all required. Credits: 1 Every Fall and Spring
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PUBLIC HEALTH PROGRAM be used to improve the public’s health. Located in agency/institutional letterhead completed by the heart of downtown Brooklyn, the Program individuals qualified to comment on (1) your Chairperson and Associate Professor: Karen provides a unique opportunity for students to academic background/achievements and Denard Goldman, M.P.H., Ph.D. become involved in promoting health equity in potential and (2) your volunteer or paid Professors: Enna Crosman, M.P.H., Valerie Brooklyn through the use of these three strategies. community or health-related experience Walker, M.P.H. To address the aforementioned program (specific format must be followed). Standard, Assistant Professors: Anthony Santella, D.P.H. mission, M.P.H. students, administration, faculty, outdated, "to whom it may concern" reference Practicum Coordinator: Scott Westervelt, M.S. and staff will do the following: letters are discouraged. Adjunct Faculty: 8 • Educate individuals seeking training and • Submit a current resume. Highlight any The Master of Public Health (MPH) is a experience in applied public health through a health, public health, medical, or community professional degree program for individuals graduate level program that focuses on the work experience, studies, or training. seeking training and experience in the combination public health disciplines of behavioral sciences, • Submit graduate test scores - official GRE or of disciplines (medicine, education, policy, epidemiology, biostatistics, environmental MAT score. (Test scores more than five years economics, education, statistics, communication, health, and health policy and management. old will NOT be accepted. Applicants with marketing and administrative) applied by teams of • Advance the field of public health practice official transcripts showing completed graduate health professionals to prevent disease, prolong through population-based scholarly research degrees are NOT required to submit graduate life and promote health through organized efforts and investigation of health problems and public test scores) and informed choices of society at large, public health issues and through collaboration with • Submit official scores for Test of English as a and private organizations, communities, and local, state, and federal partners. Foreign Language (TOEFL) exams if you are individuals. It is an exciting field offering many • Improve the health status of the Brooklyn an international applicant who does not have an essential and rewarding career opportunities. community through collaboration, education, undergraduate degree from a regionally Members of the Program faculty have strong advocacy, and service. accredited U.S. college or university, or if working relationships with New York City and Admission Requirements English is not your native language Brooklyn government health agencies, To apply for this program, you must: Submitting an Application for Admission community-based organizations, health care • Have a bachelor’s degree from an accredited All applicants must apply for admission to LIU facilities, health care providers, voluntary not-for college or university Brooklyn. Please apply online at My LIU or use profit health and social service organizations, and • Have a cumulative undergraduate grade-point the Apply Now link in the top navigation bar of public health professional associations. average of 2.8 or better the Campus’ website. For more information on the The 42-credit M.P.H. program is a professional • Submit official transcripts of undergraduate and admissions process, visit the Office of Admissions degree program for individuals seeking training graduate institutions attended; degrees from website. and experience in applied public health. Our institutions earned outside of the United States Important Dates program’s focus is health education, advocacy, and or Canada must be evaluated by an agency Application deadlines can be found on the communication. Health advocacy involves recommended by LIU Brooklyn program website, www.liu.edu/brooklyn/mph educating policymakers about critical public health • Submit a personal statement following the Program Requirements issues, anticipating and analyzing the potential guidelines provided in the personal statement Continued enrollment in this program is impact of all legislative and regulatory actions on form (available at www.liu.edu/brooklyn/mph). contingent upon: public health, and defending/promoting the The statement has two parts: an autobiography • A cumulative 3.0 G.P.A. must be maintained interests of communities to ensure health equity – and a descriptive explanation of what public throughout the program universal access and benefits. Health health is and why you wish to pursue an MPH • Completion of 30 credits of required courses communication involves the development, degree in general and at LIU in particular. The • Completion of 6 credits of an elective course implementation, and evaluation of a wide range of essay should be typed, double-spaced, and no • Completion of 6 credits of Capstone and communication strategies to inform and influence more than three (3) pages. (1) Tell us a little Practicum experiences (MPH 798 and 799) about yourself: where you are from, what and individual and community decisions to enhance and advance health. Health education is the who has influenced your life, and what is development, implementation, and evaluation of important to you. (2) In your own words, what individual, group, institutional, community and is public health and in what way is it a unique systemic strategies rooted in education research, and essential profession? Why have you chosen theory and best practices to improve health-related to study public health? What event, person, or knowledge, attitudes, skills and behavior. experience triggered your choice? (3) What The mission of the M.P.H. program is to makes you believe that you will be an effective improve public health systems, infrastructure and public health professional in general and a workforce in a way that is likely to reduce the health promotion specialist in particular? (4) health disparities of the Downtown Brooklyn Do you have a specific career goal at this point? neighborhood, Borough of Brooklyn, and New If yes, what is it, and if not, what possibilities York City by educating the next generation of are you considering? What other careers have culturally competent public health practitioners you explored or pursued recently or in the past? and scholars. (5) What personal, work, and academic A very practical professional training strengths and experiences do you bring to the curriculum that prepares graduates to “hit the program? What characteristics and life ground running” in the public health field, the experiences increase the likelihood that you M.P.H. program emphasizes existing and will be successful in this program? emerging health education, advocacy, and • Submit at least two (2) current letters of communication strategies that have been and can reference (reference forms available at www.liu.edu/brooklyn/mph) on
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 194 LIU Brooklyn
Master of Public Health MPH 525 Social Marketing 3.00 Strategies for Improving The following are the course requirements for the Public Health Public Health, Master of Public Health plan. MPH 530 Global Public Health 3.00 Required courses in the Master of Public Challenges Health plan MPH 535 Infectious Diseases and 3.00 Required core courses: Public Health Practice MPH 600 Foundations of Public 3.00
Health and Health Education
MPH 610 Principles of 3.00 Epidemiology
MPH 615 Principles of Biostatistics 3.00
MPH 620 Social and Behavioral 3.00 Sciences in Public Health
MPH 625 Environmental Health 3.00 Issues in Public Health
MPH 735 Research Methods in 3.00 Public Health and Health Education
MPH 740 Public Health Planning, 3.00 Implementation and Evaluation
MPH 745 Principles and Methods of 3.00 Health Education and Promotion
MPH 750 Public Health Policy, 3.00 Advocacy and Leadership
MPH 755 Public Health Planning, 3.00 Implementation and Evaluation
MPH 798 Public Health Capstone 3.00 Seminar: Promoting Health Equity
MPH 799 Public Health Field 3.00 Practicum Of the following elective courses only one is required: A minimum of 42 units are required for the Public Health, Master of Public Health plan.
Unit requirement for the Public Health, Master of Public Health plan 42 units are required: 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
Page 195 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013
Public Health Courses history of social marketing applications to public Credits: 3 health, differentiates social marketing from related Every Fall but significantly different strategies, and analyzes MPH 500 Public Health Applications of social marketing campaign requirements, MPH 615 Principles of Biostatistics Informatics limitations, tips for success, typical challenges, and This course is an introduction to the field of This course provides a basic understanding of expected outcomes. Three credits. biostatistics. Emphasis is on key concepts and public health informatics and its application in a Credits: 3 health data interpretation. Includes an public health setting. The goal is for students to On Occasion introduction to data and data types; tools for understand the basic technological tools and describing central tendency and variability in data; building blocks needed to develop and manage MPH 530 Global Public Health Challenges methods for performing inference on population public health data collection systems to meet This course is designed to give the student and means and proportions via sample data; statistical analytical needs. introduction to the issues of global health and the hypothesis testing and its application to group The pre-requisite of MPH 600 is required. factors controlling it. The basic principles of global comparisons; issues of power and sample size in Credits: 3 health, including measurement, determinants and study designs; and random sample and other study On Occasion the relationship to socio-economic development types. Students are also taught the statistical will be explored. The evolution of epidemics and software SPSS. MPH 510 Public Health Preparedness the phenomena of endemic and pandemic disease In order to register for this course, the student must This course introduces students to major concepts will be considered. The understanding of burden be active in the Public Health plan. relevant to past and potential future disease of and determinants of morbidity and mortality are Credits: 3 outbreaks including acts of bioterrorism. Students examined. Every Spring receive a brief review infectious disease In order to register for this course, the student must epidemiology including investigation, control, be active in the Public Health plan. MPH 620 Social and Behavioral Sciences in prevention and surveillance. These fundamentals Credits: 3 Public Health are then used to construct a framework for assessing On Occasion This course introduces the role of well established threats to public health and recommending an and new and emerging social and behavioral appropriate response. MPH 535 Infectious Diseases and Public Health science theories in shaping research and practice in Credits: 3 Practice public health and health promotion and education. On Occasion This is an introduction to the epidemiology and Students will analyze and compare theories and control of infectious diseases. The course is taught review research that supports and/or challenges MPH 515 Public Health Implications of from the perspective of public health different theories' contributions to health HIV/AIDS communicable disease containment: detection, promotion and disease prevention at the individual, This course will focus on public health issues investigation, control, and prevention of infectious group, organizational, community, and public related to HIV/AIDS with an emphasis on diseases in communities. The course emphasizes policy levels. HIV/AIDS epidemiology and prevention. Lectures core concepts in infectious disease transmission In order to register for this course, the student must will cover primary prevention (preventing HIV mechanisms, dynamics, and containment; evidence- be active in the Public Health plan. infection in those who are uninfected), secondary based approaches to designing and implementing Credits: 3 prevention (preventing development of HIV disease infectious disease control and prevention measures, Every Fall in those who are HIV-infected), and tertiary and an overview of epidemiologic methods for prevention (preventing morbidity and mortality in investigating infectious disease transmission and MPH 625 Environmental Health Issues in Public those with HIV disease). containment. Health Credits: 3 The pre-requisite of MPH 710 is required. The study of biological, physical, chemical, On Occasion Credits: 3 economic, political, and social factors that cause On Occasion environmental health problems, and traditional MPH 520 Public Health Nutrition and new and emerging approaches to help prevent This course is an introduction to public health MPH 600 Foundations of Public Health and and manage/control these problems. nutrition. It covers the prevention and solutions to Health Education In order to register for this course, the student must diet-related conditions at the population level This course is an introduction to public health and be active in the Public Health plan. rather than the individual level, with a focus on health education, specifically: academic Credits: 3 current problems such as obesity and type 2 foundations; key principles; priorities; values; Every Spring diabetes. It emphasizes the determining factors of concepts; vocabulary; key document; historic food intake and nutritional status including: milestones; pioneers and leaders; codes of ethics; MPH 710 Foundations of Public Health and economic, environmental, societal and institutional professional organizations and associations; career Health Education factors. It introduces current nutrition programs and professional development options; future This course is an introduction to public health and and policies for improving the nutrition status of trends. health education, specifically: academic various populations. Three credits. Credits: 3 foundations; key principles; priorities; values; Credits: 3 Every Fall concepts; vocabulary; key document; historic On Occasion milestones; pioneers and leaders; codes of ethics; MPH 610 Principles of Epidemiology professional organizations and associations; career MPH 525 Social Marketing Strategies for This course introduces the distribution and and professional development options; future Improving Public Health determinants of health and disease in defined trends. Social marketing, the use of marketing principles, populations. It also emphasizes the skills necessary Credits: 3 concepts, and theories to facilitate socially to research, produce, utilize and critique Every Fall beneficial behavior change, is an increasingly epidemiologic literature. popular though often misunderstood public health In order to register for this course, the student must intervention. This overview course reviews the be active in the Public Health plan.
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MPH 715 Principles of Epidemiology MPH 740 Public Health Planning, factors controlling it. The basic principles of global This course introduces the distribution and Implementation and Evaluation health, including measurement, determinants and determinants of health and disease in defined This course provides an overview of health the relationship to socio-economic development populations. It also emphasizes the skills necessary promotion planning frameworks and issues in will be explored. The evolution of epidemics and to research, produce, utilize and critique planning, implementing and evaluating health the phenomena of endemic and pandemic disease epidemiologic literature. promotion programs in a variety of settings. will be considered. The understanding of burden In order to register for this course, the student must Students participate in a service learning project to of and determinants of morbidity and mortality are be active in the Public Health plan. assist a community-based organization or public examined. Credits: 3 health agency in developing an evidence-based In order to register for this course, the student must Every Fall public health promotion program. be active in the Public Health plan. The pre-requisites of MPH 600, 610, 615 and 620 Credits: 3 MPH 720 Principles of Biostatistics are required. On Occasion This course is an introduction to the field of Credits: 3 biostatistics. Emphasis is on key concepts and Every Spring MPH 765 Infectious Diseases and Public Health health data interpretation. Includes an Practice introduction to data and data types; tools for MPH 745 Principles and Methods of Health This is an introduction to the epidemiology and describing central tendency and variability in data; Education and Promotion control of infectious diseases. The course is taught methods for performing inference on population This course examines the design, production and from the perspective of public health means and proportions via sample data; statistical evaluation of health promotion and disease communicable disease containment: detection, hypothesis testing and its application to group programs and services rooted in health education investigation, control, and prevention of infectious comparisons; issues of power and sample size in theory, research, and best practices. Includes diseases in communities. The course emphasizes study designs; and random sample and other study support and work group facilitation; group core concepts in infectious disease transmission types. Students are also taught the statistical presentations; community and professional group mechanisms, dynamics, and containment; evidence- software SPSS. training; community organizing; and coalition based approaches to designing and implementing In order to register for this course, the student must building. Emphasizes the benefits of and infectious disease control and prevention measures, be active in the Public Health plan. techniques for coordinating multiple, well- and an overview of epidemiologic methods for Credits: 3 integrated, and well-coordinated interventions. investigating infectious disease transmission and Every Spring The pre-requisites of MPH 600, 610, 615 and 620 containment. are required. The pre-requisite of MPH 710 is required. MPH 725 Social and Behavioral Sciences in Credits: 3 Credits: 3 Public Health Every Spring On Occasion This course introduces the role of well established and new and emerging social and behavioral MPH 750 Public Health Policy, Advocacy and MPH 798 Public Health Capstone Seminar: science theories in shaping research and practice in Leadership Promoting Health Equity public health and health promotion and education. This course provides an overview of effective A culminating academic experience in which Students will analyze and compare theories and leadership principles that contribute toward students design a public health health promotion review research that supports and/or challenges creating a shared vision among individuals, groups, program/strategy/intervention that involves the different theories' contributions to health organizations and communities; the role of public application and integration the promotion and disease prevention at the individual, health practitioners in advocating for programs and perspective/mindset, knowledge and skills acquired group, organizational, community, and public policies that improve the public's health; strategies from the Program of Study to a local public health policy levels. and techniques for participating effectively in the problem. Projects focus on the application of In order to register for this course, the student must legislative process. health education, advocacy, and communication be active in the Public Health plan. The pre-requisite of MPH 600 and 630 are strategies and reducing health disparities. Credits: 3 required. The pre-requisites of MPH 600, 610, 615, 740 and Every Fall Credits: 3 745 required. Every Spring Credits: 3 MPH 735 Research Methods in Public Health Every Fall and Spring and Health Education MPH 755 Public Health Planning, This course is an introduction to publication-based Implementation and Evaluation MPH 799 Public Health Field Practicum research design and methods, including the logic of This course provides an overview of health A 200-hour field practicum/placement at a local scientific research, research ethics, causal inference, promotion planning frameworks and issues in health organization that involves the performance hypothesis formation, measurement theory, survey planning, implementing and evaluating health of health education, health advocacy, and health research, experimental design, qualitative methods, promotion programs in a variety of settings. communication functions, and the collection and sampling and data analysis applications. The Students participate in a service learning project to analysis of data as appropriate, under the bridges and barriers to the diffusion and assist a community-based organization or public supervision of a qualified health professional to application of research results to practice will be health agency in developing an evidence-based determine or assess a response to an actual public discussed. public health promotion program. health challenge. A practicum report is completed The pre-requisite of MPH 600 is required and the The pre-requisites of MPH 600, 610, 615 and 620 and presented in the form of an oral presentation pre-requisite or co-requisite of MPH 615 is are required. and scientific poster. required. Credits: 3 The pre-requisite or co-requisite of MPH 798 is Credits: 3 Every Spring required. Every Spring Credits: 3 MPH 760 Global Public Health Challenges Every Fall and Spring This course is designed to give the student and introduction to the issues of global health and the
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DEPARTMENT OF SOCIAL to the components of generalist practice with plans and understand and manage issues of death, systems of all sizes and provides an understanding bereavement and loss. WORK of generalist practice that distinguishes between Those who take the long-term care generalist and advanced content while supporting administration track will gain an in-depth Professor: Ilene Nathanson, M.S.W., D.S.W. the integration of specialized knowledge and understanding of health care facility Program Director, LIU Post technologies into a generalist perspective. It also administration, health care financing, legal issues Assistant Professor: Donna Wang, M.S.W., Ph.D. introduces the student to the principles of in health and personal management. The long-term Chair, Social Work Department, LIU Brooklyn; interdisciplinary collaboration, preparing them for care administration track meets most of the LIU Brooklyn Site work in interdisciplinary fields of practice. academic requirements for eligibility for the Coordinator, M.S.W. Program The second-year curriculum builds upon the Nursing Home Administrator’s licensing Associate Professor: Samuel C. Jones, D.S.W., first year by deepening the student’s understanding examination in New York State. LIU Brooklyn and demonstrated mastery of psychosocial As an added benefit, graduates of either Associate Professor: Elissa Giffords, M.S.W., assessment, administrative theory and practice, Gerontology track may also qualify for a New D.S.W. and diversity sensitive practice. Students select a York State Advanced Certificate by taking just one LIU Post specific area of concentration – not-for profit additional course, which is offered by LIU. Assistant Professor: Orly Calderon, M.S., Psy.D. management, substance abuse, gerontology, child Nonprofit Management Concentration LIU Post and family welfare or forensic social work – for The concentration in Nonprofit Management Assistant Professor: Amanda Speakes-Lewis, more specialized education in a particular area of provides students with the knowledge, the values M.S.W., Ph.D. practice. The research curriculum in the second and the skills to work effectively and to administer LIU Brooklyn year supports the concentrated study by programs in virtually any segment of the social Assistant Professor: Mathew Corrigan, M.S.W., demonstrating application of research service community – from child welfare to health Ph.D. methodology to the student’s specialized area of and mental health – and in a variety of programs LIU Brooklyn concentration. Field experience in the second year that address a broad range of social issues from Assistant Professor: Kathryn Krase, M.S.W., provides an opportunity for the student to apply hunger and homelessness to women at risk. Upon Ph.D., J.D. generalist and specialized knowledge in the completion of the concentration in Nonprofit Assistant Professor: Jo Rees, Ph.D. selected area of concentration. The curriculum is Management, graduates may also qualify for an LIU Brooklyn consistent with program goals insofar as the Advanced Certificate in Not-For-Profit Field Work Coordinators: Iris Mule, M.S.W. (LIU student receives a generalist background that Management by taking just one additional course, Brooklyn), Renie Rondon Jackson, M.S.W. (LIU includes a conception of generalist practice, an which is offered by the School of Business. Brooklyn), Pamela Brodlieb, M.S.W. (LIU Post) eclectic knowledge base and an understanding of Alcohol and Substance Abuse Concentration Adjunct Faculty (LIU Brooklyn and LIU Post): 32 the relationship of values, diversity, populations at The Alcohol and Substance Abuse LIU is the first university to offer a fully risk and promotion of social justice to the social concentration incorporates various methods and accredited social work program in Brooklyn on work professional role with systems of all sizes. systems of practice to prepare students to work both the undergraduate and the graduate level. The An Interdisciplinary Approach with individuals, families, groups and the Department’s Common Ground Service Learning The M.S.W. program brings an community at large. This concentration prepares Program provides students from all disciplines interdisciplinary approach to graduate social work graduates to work in settings ranging from school with the opportunity to gain valuable volunteer studies, combining coursework not only across to community-based organizations and from experience in a wide range of service venues campuses but also across departments within mental health clinics to the criminal justice system. throughout the greater New York area. Social campuses and across traditional social work Graduates of this program will have the Work as a profession is an exciting growth area disciplines. Students who earn the Master of Social knowledge, the skills and the values to deliver that offers professional flexibility, longevity and Work degree from LIU will have the skills, alcohol and substance abuse counseling and to personal satisfaction. knowledge and values required to deliver direct perform assessment; clinical evaluation; treatment
care to a broad population as well as in the field of planning; case management; and client, family and their chosen concentration. They will be prepared community education. In addition, they will Master of Social Work (M.S.W.) to manage and administer social service programs become completely familiar with their professional
and agencies within the fields of mental health, and ethical responsibilities as well as the LIU Brooklyn’s 60-credit Master of Social community service, social service, and case and documentation process. Work (M.S.W.) offers degree candidates five care management. The Alcohol and Substance Abuse different concentrations: gerontology, nonprofit Gerontology Concentration concentration has been designed in conjunction management, alcohol and substance abuse, child Students in the Gerontology concentration will with the New York State Department of and family welfare, and forensic social work. The show an intellectual mastery of and demonstrate Education’s requirements for the Certificate in program is collaboration between LIU Brooklyn the professional ability to competently respond to Alcohol and Substance Abuse Counseling and LIU Post (Brookville), and courses are the physical, psychological, social and spiritual (CASAC). Students can complete the requirements available at both locations. It is accredited by the needs of older people and the major issues, for CASAC by fulfilling additional internship Council of Social Work Education (CSWE), concepts and theories related to late-age hours after 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 The program is integrated to provide a step- client service through senior community service, will 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
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 198 LIU Brooklyn and other community-based organizations’ standards as the on-campus and off-campus leadership roles in the field of social work, personnel. It incorporates knowledge, values and M.S.W. programs. Plans of study, course students who apply to this program should be skills that professionals need to effectively work descriptions, and general guidelines about the interested in working with populations at risk, with children and their families across a broad Master of Social Work can be accessed on the LIU including the elderly; immigrants and refugees; the range of social issues and in multiple programs. website. This program is fully accredited by physically and mentally challenged; gay, lesbian, After completing their first-year M.S.W. CSWE and taught by many of the same professors bisexual and transgender (GBLT) individuals and coursework, students will develop their who teach on campus. The degree earned is a groups; the suburban and urban poor; and other understanding about policies and services specific Master of Social Work from LIU. populations that are economically at risk. to children and families, family violence across the This program is fully accredited by CSWE and The program seeks applicants who have a broad lifespan, community-based practice with children taught by many of the same professors who teach liberal arts education consisting of the humanities; and families, and childhood psychopathology. on campus. The degree earned is a Master of the social and behavioral sciences; the natural New: Advanced Standing M.S.W. Online Social Work from LIU. sciences including biology and courses reflective Program with a Concentration in Child and Forensic Social Work Concentration of a basic interest in human services. Family Welfare Forensic social workers perform a vital public Admissions Requirements LIU is now offering the advanced year of the service in guiding their clients through the To be admitted to this program, you must: Master of Social Work program completely online daunting and ever-changing legal system. These • Hold a bachelor of arts degree from a (6 credits of fieldwork are not offered online). The professionals possess a firm grasp of the civil, regionally accredited university M.S.W. program with a specialization in Child and criminal and juvenile justice systems, along with a • Have a minimum overall grade-point average Family Welfare is held over five semesters, profound understanding of how socioeconomic, of 2.8 or better including one summer session. cultural, religious, and other aspects of their • Have a B average or better in courses taken • The program is for “advanced standing” clients’ lives may impact access to legal services. during the final four semesters of students who have completed the Bachelor of To meet a growing national interest in forensics undergraduate study Social Work from a Council on Social Work (the application of physical science, mental health, • Submit a minimum of three recommendations Education (CSWE) accredited institution or technology and the legal system) and a growing • Submit a personal narrative/autobiographical students who wish to transfer from a two-year recognition of the complex interplay between statement M.S.W. accredited program and who have social, clinical, and legal services, the Department • Submit an undergraduate transcript from all completed their first year of study. of Social Work offers a Forensics Social Work colleges or universities previously attended • Applicants must have a B.S. in Social Work concentration within the 60-credit Master of Social • Possess the personal characteristics and from an CSWE-accredited institution or have Work (M.S.W.) program. qualifications essential for professional work completed the first year of study in a two-year As a graduate of the Master of Social Work with vulnerable individuals and with M.S.W. CSWE-accredited program. Program with the concentration in Forensic Social populations at risk • This unique specialization offers students the Work, you will be exceptionally prepared to apply • Submit an application to the Office of opportunity to obtain in-depth knowledge and the principles of social work to the legal system, Admissions (see Submitting an Application for competency training in the critical area of child including applicable local, state and federal laws; Admission) and family welfare. civil and criminal courts and the juvenile justice Submitting an Application for Admission • Field work experience will be available in system; law enforcement agencies; and All applicants must apply for admission to LIU students’ local communities correctional facilities. Your clients may be Brooklyn. Please apply online at My LIU or use • The program is designed to meet the practical children or adults, individuals or families, the Apply Now link in the upper right-hand corner needs of the working professional who need the organizations or communities. Their legal of the Campus’ website. flexibility afforded by online course instruction difficulties may involve child custody and parental In addition to completing the Graduate • Classes begin in August rights issues due to domestic violence and neglect Application, we request that you collect all Students typically complete the degree in 4 and crimes relating to mental illness and substance required documents needed for admission and mail semesters. There will be a one-day orientation at abuse. They may face arrest and incarceration, be them together in a single envelope to: LIU Post and LIU Brooklyn in the summer, after imprisoned or hospitalized, or be on probation or LIU Brooklyn which the Advanced Practice course, SWK 614, parole. Admissions Processing Center will be taught online in one of LIU Post and LIU The Forensic Social Work concentration P.O. Box 810 Brooklyn regular summer sessions. Students will prepares you to serve all of these populations, by Randolph, MA 02368-0810 then take two courses that fall and two more in the identifying societal issues and their impact on your Please note that the program admits students for following spring. Fieldwork begins in the second clients; screening, assessing and counseling your the Fall Semester only. All applications and year of the program; students must complete a clients; planning and implementing interventions; supporting documentation must be submitted by total of 600 hours over the course of the fall and making client referrals; and otherwise serving as March 15. spring semesters. The field placement component effective advocates for diverse and at-risk clients, Program Requirements of the program can be completed in the student’s who may range from individual children or adults Continued enrollment in this program is area of residence. Field placement may be to organizations or communities. contingent upon: continued into the following summer with the Admissions Criteria • Earning a grade of B or better in all field permission of the local field agency. The admissions criteria reflect the program’s education courses The courses are offered on LIU’s Blackboard goals and objectives and support LIU’s mission of • Maintaining a minimum grade-point average of platform and allow students to work on their Access and Excellence. The program seeks 3.0 coursework at times that are convenient to them. students from varied backgrounds who reflect the • Being in compliance with all program and The program requires students to follow the diversity of the populations its graduates will CSWE standards including Education Policy established advanced standing curriculum. serve, including the suburban population of 2.1.1, which requires that students “Identify as Students must take the required courses offered to Nassau County and the multiethnic, urban a professional social worker and conduct stay on track with their projected graduation date. population of Brooklyn and Queens, as well as the oneself accordingly.” The online M.S.W. Program is guided by the same greater tri-state area. Through direct care or • Earning the required 60 credits within a four-
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year period. SWK 662 Community Based 3.00 SWK 634 Forensic Social Work and 3.00
Practice with Children Domestic Violence - M.S.W. in Social Work Requirements and Families Legal, Cultural, Ethnic Must Complete All Courses Listed Below. and Religious Issues in SWK 663 Child Psychopathology 3.00 SWK 601 Policy I: History and 3.00 the Criminal and Juvenile Philosophy of Social Alcohol & Substance Abuse Justice Systems Work Social Welfare Concentration A minimum of 60 credits are required. Policy and Services Must Complete All Courses Listed Below for SWK 602 Policy II: Social Welfare 3.00 the Alcohol & Substance Abuse Concentration Policies and Services: SWK 674 Thrs/Prn:Al/Sub Cnsl 3.00 Social Provisions & SWK 675 Intr:Tch Sub Ab Cnsl 3.00 Framework SWK 677 Soclg/Psylg Aspects 3.00 SWK 611 Social Work Practice I: 3.00 Working with Individuals SWK 678 Phys/Pharmlg Effects 3.00 and Groups Gerontology Concentration SWK 612 Social Work Practice II: 3.00 Must Complete All Courses Listed Below for Working with Families the Gerontology Concentration. MPA 602 Human Resources 3.00 SWK 613 Social Work Practice III: 3.00 Management Social Work Practice with Organizations and MPA 616 Legal Aspects of Health 3.00 Communities PM 738 Gerontology: The Process 3.00 SWK 621 Human Behavior/Social 3.00 of Aging Environment I: Birth Must Complete One Course (Three Units) through Adolescence Listed Below for the Gerontology SWK 622 Human Behavior/Social 3.00 Concentration. Environment II: Young MPA 616 Legal Aspects of Health 3.00 through Late Adulthood PM 739 Long-Term Care 3.00 SWK 623 Human Service 3.00 Administration Organizations and PM 743 Aging Policy in the 3.00 Administrative Behavior: Community A context for Soc Work Non-Profit Management Concentration SWK 650 Psychopathology 3.00 Must Complete All Courses Listed Below for SWK 701 Field Instruction I 3.00 the Non Profit Management Concentration PM 741 Fundraising 3.00 SWK 702 Field Instruction II 3.00 MPA 624 Non Profit Management 3.00 SWK 703 Field Instruction III: 3.00 Specialization MPA 602 Hyman Resource 3.00 Management SWK 704 Field Instruction IV: 3.00 Research II and three MPA 626 Legal, Etincal & Gov. 3.00 courses in the Issues concentration. Forensic Social Work Concentration SWK 790 Capstone Seminar 3.00 Must Complete All Courses Listed Below for the Forensic Social Work Concentration SWK 798 Research Methods I: 3.00 Introduction to Social SWK 630 Forensic Social Work & 3.00 Research the Criminal and Juvenile Justice Systems SWK 799 Social Work Research II: 3.00 Advanced Research SWK 631 Interviewing, Evaluating 3.00 Methods for Practice and Offering Treatment as a Forensic Social Worker Child and Family Welfare Concentration Must Complete All Courses Listed Below for SWK 632 Forensic Social Work 3.00 the Child Welfare Concentration with Drug and Alcohol Populations in the SWK 660 Families and Children: 3.00 Criminal and Juvenile Policy and Services Justice Systems SWK 661 Family Violence Across 3.00 the Lifespan
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Social Work Courses group practice and an application of generalist and The pre-requisites of SWK 611, 621 and 701 are advanced practice skills with groups in specific required. The co-requisites of SWK 612, 702 and settings. 622 are required. SWK 601 Policy I: History and Philosophy of Credits: 3 Credits: 3 Social Work Social Welfare Policy and Services Every Fall Every Spring This introductory policy class provides information about the development of social work as a SWK 612 Social Work Practice II: Social Work SWK 614 Advanced Principles of Administrative profession; historical and contemporary social Practice with Organizations and Communities and Clinical Practice within an Interdisciplinary welfare policies, services and institutions; and This practice course focuses on macro social work Context examines how economic, political, and practice within a systems perspective. The course The course is designed to orient advanced standing organizational systems influence how services are clarifies the common elements of practice with students to advanced practice knowledge created and provided. These themes are discussed systems of all sizes and identifies the application of introduced in the first year of the two year MSE within a context of social issues and connect social micro and mezzo strategies of intervention within program to close a knowledge gap between welfare policy and social work practice. Students the organizational and community context, e.g. advanced standing students and regularly will gain historical and contemporary knowledge of work with teams, coalitions, boards. matriculated students. As such, the course provides the various forms and mechanisms of oppression The course provides an introduction to role theory a theoretical orientation to the interdisciplinary and discrimination and their relationship to social and its application to collaboration and other forms context of social work practice; identifies the and economic justice for society in general and at- of multi-disciplinary and interdisciplinary activity. components of role conflict reolustion; and, risk/special populations. The course begins with an analysis of the worker’s explores strategies for promoting interdisciplinary Credits: 3 role within the organization, starting with the collaboration. Building upon the generalist model, Every Fall historical antecedents of social work practice in this this course demonstrates the linkages between a macro arena. generalist perspective and an integrated theoretical SWK 602 Policy II: Social Welfare Policies and perspective for advanced clinical practice with Services: Social Provisions & Framework Practice II demonstrates the relationship of the individuals and groups. The course also explores This course is the second class in the policy generalist intervention model (GIM) to work with commonalities and differences between a generalist sequence. Students explore the modern welfare organizations and the various tasks of the social perspective for working with families and more state from local, state, federal and national worker at different phases of intervention. The specialized approaches. Special emphasis is placed perspectives and learn about those factors which second half of the course focuses on social work on psychodynamic systems and contribute to the existence of social problems. practice with communities. The curriculum cognitive/behavioral theories and techniques of Students are introduced to a framework for policy includes a systems perspective for understanding intervention with individuals, groups and families. analysis and related concepts such as the basis of communities with an emphasis on ecological and Credits: 3 social allocations, and the nature of social social systems, demographic development, social On Demand provisions. The course also helps students to stratification, and political and economic systems. develop a deeper understanding of the social work The course highlights the factors that define power SWK 621 Human Behavior/Social Environment profession's role in advocacy and social action for in the community and the worker’s role in I: Birth through Adolescence policy change. Information about government promoting social and economic justice. The course This course, the first of two in this sequence, benefits and programs including those that address includes an analysis of the application of the provides the theoretical and empirical support for income support, family and child welfare, disability, generalist intervention model (GIM) to the change several social work values, practice skills, and ethical aging, substance abuse, and health care are also process in communities. The course includes standards. These values and standards include provided. material on value conflicts and value conflict respect for the dignity and uniqueness of the The pre-requisite of SWK 601 is required. resolution in social work practice with organizations individual, respect of a person''s right to self- Credits: 3 and communities as well as strategies for evaluation determination, and respect for spirituality and the Every Spring of practice. religious beliefs of others. In addition to biological, The pre-requisites of SWK 611, 621 and 701 are psychological, and social development, the course SWK 611 Social Work Practice I: Working with required. The co-requisites of SWK 702, 613 and covers moral development. Individuals and Groups 622 are required. The co-requisite of SWK 601 is required. The first of four practice courses, this course Credits: 3 Credits: 3 provides a foundation for social work practice on Every Spring Every Fall micro and mezzo levels with diverse populations in a variety of settings. It provides an overview of the SWK 613 Social Work Practice III: Working with SWK 622 Human Behavior/Social Environment values, ethics and knowledge upon which social Families II: Young through Late Adulthood work practice is based.The course provides a The second of three courses in the Practice The second in the sequence of two HBSE courses, generalist problem solving approach to the Sequence, this course focuses on working with this course continues to provide theoretical and understanding of social work practice with families and the individuals within the family empirical support for social work values and ethics individuals and groups. Building upon the through the life span. Developing an understanding while providing the generalist practitioner with the generalist model, this course demonstrates the of the interplay between the developmental issues knowledge necessary to work with individuals, linkages between a generalist perspective and an of the individual and the life stages of the family as groups, communities, and systems of all sizes. With integrated theoretical perspective for advanced a unit, through the life span, will be a primary focus the focus on early, middle, and late adulthood, the practice with individuals and groups. The course of the course. Another primary focus of the course social work values that are emphasized in the course includes historical content, person in-environment is an exploration of the work of various family embrace larger systems such as family relationships, and systems perspectives, communication and theorists and their varied methods of intervention. communities, organizations, and socioeconomic relationship-building exercises, a walkthrough of a Special emphasis will be placed on psychodynamic policies. clinical interview and the stages of treatment, an systems and cognitive/behavioral theories and The pre-requisites of SWK 611, 621 and 701 are integrated clinical approach to individual and techniques of intervention. required.
Page 201 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013
The co-requisites of SWK 612, 613 and 702 are Credits: 3 epidemiological data that supports each diagnosis. required. Every Fall The course will also look at the behaviors that are Credits: 3 evaluated in the process of arriving at a differential Every Spring SWK 632 Forensic Social Work with Drug and diagnosis. The cultural context will play a major Alcohol Populations in the Criminal and Juvenile role in understanding these conditions. SWK 623 Human Service Organizations and Justice Systems The pre-requisites of SWK 602, SWK 612, SWK Administrative Behavior: A context for Soc Work This course focuses on the role of the forensic 613, SWK 622 and SWK 702 are required. This course provides students with a conceptual social worker in drug and alcohol related treatment Credits: 3 framework for understanding human service and crime. Heroin, cocaine, marijuana, Every Fall, Spring and Summer organizations with a special emphasis on the social prescription drugs, "club drugs" (i.e. MDMA, etc.), work field. It explores the role and function of the and alcohol will be placed under a clinical SWK 660 Families and Children: Policy and agency-based social work practitioner and manager microscope. Different drugs are sought by different Services through the study of organizational behavior and populations of people which generally lead to This course enables students to build upon their structural theory. Students also consider the different types of criminal activity. The impact of knowledge of social welfare policy and services and function of human service organizations within the drugs and alcohol abusing ofenders'' behavior on apply this knowledge t othe needs of children and context of economic, political, social and their children will also be explored. The legal and their families. It presents students with knowledge technological factors and the ways in which they ethical issues associated with the forensic social of concepts, policies and practices, which influence administration and service delivery. The work population are explored. Attention is focused characterize child welfare services in American course provides an overview of the responsibilities on the relationship and potential role conflicts society. It provides historical and legal information necessary to support effective and efficient quality between social work practice and 12 step self-help about various policies and programs within family services to clients including how to manage programs. and children''s services at the federal, state and local information, finances and people. Credits: 3 levels and examines the multiple systems that The pre-requisites of SWK 601, 602, 611, 612, 613, Every Spring influence the life of children and their families. In 621, 622 701, 702 and 798 are required. addition, it explores current trends, controversial Credits: 3 SWK 633 Frnsc SWK & Domstc Viol- and topical issues in child welfare and family Every Fall and Spring Legl,Cultrl,Ethnc & Religious Issues in Criminl services and the social worker''s role in an & Juvenle Justice Systms interdisciplinary approach, and how to advocate for SWK 630 Forensic Social Work & the Criminal The course focuses on the role of the forensic social individuals and families. and Juvenile Justice Systems worker in understanding, assessing, preventing, and The pre-requisites of SWK 602, SWK 612, SWK The course provides an overview of the specialty of managing domestic violence. The cyclical nature of 613, SWK 622 and SWK 702 are required. forensic social work and its interface with the domestic violence and its association with alcohol Credits: 3 criminal justice systems, from arrest to sentencing and substance abuse is addressed with special Every Fall and conviction. Legal and ethical aspects of attention to the needs of adult children of professional practice, including issues associated the alcoholics who often perpetuate a pattern of violent SWK 661 Family Violence Across the Lifespan competency of the accused as well as the behavior which leads to intergenerational This course examines the problem and preparation of the presentence forensic evaluatio. involvement with criminal and juvenile justice consequences of family violence across the lifespan The debate regarding punishment versus systems. The course incorporates a multi-systemic and its impact on children. It presents theoretical, rehabilitation is explored along with a multi- perspective with an emphasis on assessing and research, policy and practice issues involving intra- systemic perspective on the causes and prevention treating the perpetrator, as well as the victims of familial child abuse and neglect, intimate partner of crime and juvenile misconduct. Their interface domestic violence and also focuses on the forensic violence, child witnessing of intimate partner with sexual, religious, racial and other sub-group social worker''s role in impacting the institutions violence, and elder abuse. it explores individual involvement will also be discussed and realized. associated with the efforts to reduce domestic and group level interventions, structural influences Credits: 3 violence. on family violence, and policy implications in the Every Fall Credits: 3 field of social work. In addition, the course will Every Spring emphasize rights to safety and safety planning for SWK 631 Interviewing, Evaluation, and Offering populations at-risk within the context of social Treatment as a Forensic Social Worker SWK 650 Psychopathology justice with an emphasis of how interdisciplinary The clinical overview leading to an accurate This course provides a bio-psycho-social perspective approach can assist in the empowerment of understanding of the underpinnings of the to a range of Diagnostic and Statistical Manual, 4th survivors of abuse. pathology which led to the involvement in the Ed. (DSM-IV) classified maladaptive behaviors that The pre-requisites of SWK 602, SWK 612, SWK judicial system is a critical part to the successful are exhibited by many social work clients. It 613, SWK 622 and SWK 702 are required. The co- practice of forensic social work. This course provides an in-depth study of the etiology, course, requisite of SWK 660 is required. scrutinizes this vital component of the forensic prognosis, and resolution of major psychological Credits: 3 social work process. The course also focuses on and psychiatric conditions. The DSM-IV multi-axial Every Fall separating the various components associated with system will serve as a backdrop and context in the forensic social work role, e.g. tasks and potential which these conditions will be presented and SWK 662 Community Based Practice with ethical conflicts. The principles of generalist and studied. The Competency Based- Assessment Children and Families clinical practice are applied to the assessment and Model, which follows a process of reviewing and This course provides students with the opportunity treatment of individuals charged with a range of understanding an individual¿s past in order to to hear community based practitioners present criminal and juvenile offenses with special attention distinguish and interpret present concerns, (Zide & actual cas studies based on a "case of the week" to the specific issues associated with sentencing, Grey, 2001) is the theoretical and philosophical model. These cases provide students with the diagnosis, incarceration, and release. Macro tasks framework through which the course¿s information opportunity to review family and children type cases related to mediating the needs of individuals and will flow. Student will become familiar with DSM- presented by local practitioners. Each case will the purposes of institutions are also addressed. IV diagnostic criteria and the empirical and present a client profile, history, bio--psycho-social
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 202 LIU Brooklyn assessment and Questions/Discussions to precende Every Fall beginning level of competence in a social service the practitioner''s discussion of the actual case delivery system (2) to develop generalist problem- outcome/current standing. Cases will come from a SWK 675 Introduction to the Techniques of solving and relationship-building skills and (3) to variety of organizations including some that focus Substance Abuse Counseling integrate and apply knowledge from Practice, on prevention, child abuse and maltreatment, This course provides students with a foundation in Policy, HBSE and Research to work with clients. foster care and adoption substance abuse, physical basic techniques of counseling the substance abuse The co-requisites of SWK 611 and 798 are and emotional disabilities, health and mental population. Students will receive a comprehensive required. health. overview of chemical dependency treatment and Credits: 3 The pre-requisites of SWK 660 and 661 are explore various counseling intervention methods. Every Fall required. The qualities and professional skills for competent Credits: 3 and effective practice will also be thoroughly SWK 702 Field Instruction II Every Spring examined. Field Instruction II is the second course in the field The pre-requisites of SWK 602, 112, 613, 622 and practicum sequence and represents the culmination SWK 663 Child Psychopathology 702 are required. of the Foundation year. Field Instruction II This course provides a bio-psycho-social Credits: 3 provides students with the opportunity to further developmental perspective to a range of childhood Every Fall integrate and build upon the knowledge, values and disorders as they are classified in the Diagnostic and skills assimilated during the previous semester. Statistical Manual, 4th Ed Text Revised. (DSM-IV- SWK 677 Sociological and Psychological Aspects Students further their proficiency in intervening TR). It provides an in-depth study of the etiology, of Substance Abuse with diverse problems and multiple sized systems, course, prognosis, and resolution of major This course will offer students a comprehensive develop more intensive interactive helping skills, psychological and psychiatric conditions that are view of alcohol and drug use and alcohol and become better adept at writing process records and encountered by children with an emphasis on a addiction from a historical perspective. Utilizing other agency records, assume more responsibility in family and system approach to the cultural attitudes, legal sanctions and normative supervision and inter-professional collaboration, conceptualization and treatment of such values regarding alcohol and drug use, students will and utilize research and the skills of policy practice conditions. The DSM-IV multiaxial system will analyze what addiction is and who is an addict by to benefit clients. They are increasingly expected to serve as a backdrop and context in which these various disciplines (i.e., medicine, sociology, apply a multilayered understanding of generalist conditions will be presented and studies. A psychology, etc.) and systems 9i.e., family, criminal practice concepts and skills to their work with developmental-systems (Marsh and Barkley, 1996) justice, social services, etc.). Students will examine clients. Students gain greater awareness of their approach will guide the theoretical and ethnicity and its role in substance abuse and own value base and its compatibility to professional philosophical framework of this course as the counseling. Students should be prepared to think social work values, and can utilize more students become familiar with DSM-IV-TR critically and engage in a dialogue regarding the sophisticated expression of their dilemmas through diagnostic criteria for childhood psychopathology complex bio-psycho-social issues that impact the supervisory and self-evaluative process. They and the empirical and epidemiological data that alcoholics and/or addicts as well as the substance must also demonstrate greater professional supports each diagnosis. The course will look at abuse counselor. responsibility by preparing supervisory agendas; internalizing and externalizing disorders of The pre-requisites of SWK 674 and 675 are monitor both learning and client goals by childhood that social workers are likely to required. evaluating progress made toward both. Learning encounter in various settings of practice (e.g., Credits: 3 contracts are further refined, and tasks are schools, hospitals, community centers, adoption Every Spring operationalized and tethered to the mid-semester agencies, ACS and DSS agencies). The students field evaluation. Again, students are required to SWK 678 Physical and Pharmacological Effects of will learn to consider issues such as adaptations, age participate in the self-evaluation process continually Substance Abuse appropriateness, clusters and patterns of symptoms throughout the semester both in oral and written This course will examine how the abuse of alcohol and behaviors that are instrumental in the process evaluation sessions, as well as evaluating their field and other drugs affect the body with emphasis on of differential diagnosis. The cultural context will experience and supervisor. the central nervous system, organ systems and play a major role in understanding these conditions The pre-requisites of SWK 611, 621 and 701 are general physical health. The physiological basis for and the differential validity, to the extent to which required. The co-requisites of SWK 612 and 613 the disease concept of addiction will be reviewed. it exists, in assessment and treatment of children. are required. Psychoactive drug categories will be explored in The pre-requisites of SWK 660 and 661 are Credits: 3 relation to the history of use, routes of required. Every Spring administration and how the body processes licit Credits: 3 and illicit substances. The effects of drugs and Every Spring SWK 703 Field Instruction III pharmacological interactions on metabolic This is the third course in a four semester Field SWK 674 Theories and Principles of Alcohol and processes and neuropsychological functioning will Instruction sequence in the Master''s in Social Substance Abuse Counseling be discusses. Work program. The first two semesters of Field This course will introduce students to the basic The pre-requisites of SWK 674 and 675 are Instruction provide the Foundation and the second theories and principles of alcoholism and substance required. two semesters provide the Specialization. The abuse counseling, as well as techniques for Credits: 3 Specialization year prepares students (1) to gain motivating the chemically dependent client to Every Spring expertise in gerontology, not-for-profit management engage in treatment. Emphasis will be placed on or substance and alcohol abuse (2) to function at an SWK 701 Field Instruction I the theories of vocational counseling and the advanced level of competence in a social service This is the first course in a four semester Field relationship between work, self-esteem, and delivery system (3) to continue to practice problem- Instruction sequence in the Master''s in Social recovery. solving and relationship-building skills, (4) and to Work program. The first two semesters of Field The pre-requisites of SWK 602, 112, 613, 622 and continue to integrate and apply knowledge from Instruction provide the Foundation and the second 702 are required. Practice, Policy, HBSE and Research to work with two semesters provide the Specialization. The Credits: 3 client systems. Foundation prepares students (1) to function at a
Page 203 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013
The prerequisites of SWK 602, SWK 612, SWK SWK 798 Research Methods I: Introduction to Every Spring 613, SWK 622 and SWK 702 are required. Social Research Credits: 3 This course places significant emphasis on the SWK 801 Special Topics: Social Work Every Fall adherence to social work values and ethical This course allows faculty and students to explore standards in research and in practice evaluation. It supplemental topics to existing curriculum content SWK 704 Field Instruction IV requires the students to ask themselves Why be in a format that is most conducive to the subject Field Instruction IV is the second course in the ethical in an effort to help the student realize that a matter. Advanced Curriculum/ Specialization Year. It personal moral code is the best defense against Credits: 3 shares its objectives with Field Instruction III. unacceptable and unethical conduct. The student is On Demand
Applying social work knowledge, skills and values encouraged to ponder the question of ethics with in the practicum is understood as a developmental guidance from social work values and guiding process. Students make a solid beginning in the principles, and the NASW Code of Ethics. Foundation Year, continue to work towards these Students are presented with practical examples of objectives in the Specialization Year and continue ethical dilemmas and required to address the to grow and develop as master''s level practitioners situation using critical thinking skills, technical after earning their degree. In this spirit, in Field training, and social work values. This course aims Instruction IV, students further their developing to improve students understanding of the place expertise in their specialization as described above research plays and has played in social work and deepen their understanding of allied practice. Using the Code of Ethics as a foundation disciplines. Collaborations with professional for all research ventures, students will be taught the colleagues across disciplinary lines have the basic concepts of research question formation, opportunity to develop and mature over time. psychometrics and use of measurement The pre-requisite of SWK 703 is required. instruments. The course will introduce key Credits: 3 components of research including research design, Every Spring data collection, appropriate communication of
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 co-requisites of SWK 611 and SWK 701 are mental health conditions commonly found in many required. 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 will promote a clarification of the roles of different SWK 799 Social Work Research II: Advanced practitioners and the purpose of different health, Research Methods for Practice financial legal and social services organizations Social work values and ethics continue to guide the serving the elderly in the community. student¿s development of technical skills for Credits: 3 generating social work knowledge and the Every Fall evaluation of social work practice. With a greater
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 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 of skills that have been taught in previous semesters needed to evaluate research and apply its tenets to within a particular area of concentration. Such social work. Moreover, this course gives students an skills include: Critical thinking, ethical practice, opportunity to practice implementing research by practice skills in systems of all sizes, research skills, familiarizing students with various data collection communication skills, organizational skills and methods, encouraging their use of secondary data, interdisciplinary collaboration. and teaching them basic psychometric and data The pre-requisite of SWK 799 is required. analysis processes. Credits: 3 The pre-requisites of SWK 602, SWK 612, SWK Every Spring 613, SWK 622, SWK 702 and SWK 798 are required. Credits: 3
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 204 LIU Brooklyn
SCHOOL OF NURSING
The School of Nursing Graduate Program offers the Master of Science degree for the baccalaureate prepared registered nurse interested in pursuing a career as a nurse educator, a nurse executive or a nurse practitioner. Advanced certificate programs are available for the Master (in nursing) prepared registered nurse interested in practice as a nurse practitioner or as a nurse educator. The registered nurse with an associate degree is eligible for admission to one of the two dual degree programs culminating with a Master of Science degree. The graduate program is fully accredited by the Commission on Collegiate Nursing Education (C.C.N.E.) and all of its programs are registered with the New York State Education Department. Graduates of the Nurse Practitioner Program are eligible for New York State certification as either an adult or family nurse practitioner. For information, please contact the School of Nursing at 718-488-1059 fax 718-780-4019, email us at [email protected], or visit the website at www.liu.edu/brooklyn/son.
Dr. Shirley Girouard Dean [email protected]
Dr. Hazel Sanderson Marcoux Associate Dean [email protected]
Ms. Latrice Solomon Administrative Assistant to the Dean [email protected]
Professor Susanne Flower Associate Dean for Graduate Programs [email protected]
Ms. Corinne Reilly Administrative Assistant to Graduate Programs [email protected]
Page 205 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013
School of Nursing • Three completed recommendation forms • An official transcript. Admission to the Degree and Susanne Flower • A copy of the applicant’s current New York Advanced Certificate Programs State registration/license as a Registered Nurse Director, Practitioner Programs • A 1-2 page personal statement of professional Director, Nurse Educator Program 718-780-4589 Criteria for acceptance into any of the Master goals. Assistant Professor: Dubal of Science degree programs: Deadlines for Submission of Application Director, Nurse Executive Program; 718-780-4127 • B.S. degree from a School of Nursing Students are accepted for classes starting in Professor: Levine-Brill accredited by a nationally recognized September in the Nurse Educator Program and the Associate Professors: Dobal, Dropkin, Ma, accrediting body with a 3.0 G.P.A. in the Nurse Practitioner Program and September and Sanderson, Sweeny Nursing major and 2.5 overall G.P.A. January in the Executive Program for Nursing. The Assistant Professors: Ankner, Valenti • New York State R.N. License. deadline for submitting a completed application to Vaast (Information System), Kaplan (Human • One-year current clinical experience, two years the Nurse Educator and the Nurse Practitioner Resources), Levine (Finance) preferred. Applicants to the Nurse Educator programs is August 1st. The deadlines for Adjunct Faculty: 10 Program can be accepted without the minimum admission to the Executive Program for Nursing 1-year of clinical experience. are August 1st and December 1st. Graduates of the Master of Science or advanced • Three professional references on School of Submitting an Application for Admission certificate program will be prepared to Nursing form. All applicants must apply for admission to LIU demonstrate mastery of the following objectives: • A personal statement of professional goals. Brooklyn. Please apply online at My LIU. For • Synthesize knowledge from conceptual • A personal interview, analytical writing and more information on the admissions process, visit frameworks and empirical sciences relevant to basic computer competency tests. the Office of Admissions Web site or call 718- the advanced-practice nursing role. • Research and statistics courses and a health 488-1011. • Evaluate relevant data in the planning and assessment course or certificate are pre- Program Requirements implementation of health care. requisites for the nurse practitioner programs. Completion of this program is contingent upon: • Utilize the research process in the systematic Pre-requisites may be completed during the 1. Maintaining a B average with a grade of B or investigation of factors that influence the health first year of graduate work. better in designated clinical courses. and adaptation of client populations. • Research and statistics courses are pre- 2. Completion of the prescribed course of study. • Assume a collegial role in consultation with requisites for the nurse executive program. 3. Adhere to the Essential Abilities and Behaviors other care providers to enhance the quality and • Read and sign the Essential Behaviors and the of the Graduate Nursing Program and the Code accessibility of health care services to School of Nursing Code of Honor document. of Honor of the School of Nursing. consumers. Criteria for acceptance into any of the Post 4. Maintaining a current membership in a • Utilize the advanced practice role to exercise Master’s Certificate programs: professional organization approved by the leadership responsibility, professional • M.S. from a CCNE or NLN accredited School Director of their program. accountability and scholarly approach to health of Nursing with a 3.0 G.P.A. 5. Attending at least one meeting of the approved care. • New York State R.N. License professional organization each semester. • Generate a personal philosophy and role • One-year current clinical experience, two years 6. Completing the online course Nurses on the definition that reflects commitment to human preferred. Front Line: Preparing for and Responding to values and contributes to the evolution of • Three professional references on the School of Emergencies and Disasters at nursing as a profession. Nursing form. learning.nnepi.org/default.asp. • Utilizes oral and written communication skills • A personal statement of professional goals. Clinical Clearance to actualize the advanced practice of the • A personal interview, analytical writing and Students must submit all of the following nursing role. basic computer competency tests. documentation prior to starting the internship Dual Degree Programs • Read and sign the Essential Behaviors and the experience: • B.S./M.S. in Nursing/Adult Nurse Practitioner* School of Nursing Code of Honor document. 1. A health history and physical examination on a • B.S./M.S. in Nursing/Executive Program for Criteria for acceptance into the dual B.S./M.S. School of Nursing form. Nursing & Health Care Management programs: 2. Current New York State license to practice as a Graduate Programs • Registered Nurse with an associate degree in registered professional nurse. • M.S. Executive Program for Nursing and Nursing. 3. Malpractice insurance for graduate nursing Healthcare Management • Licensed in the U.S., eligible for licensure in students with minimum coverage of $1,000,000 • M.S. in Adult Nurse Practitioner* New York State per claim and $6,000,000 aggregate. It is the • M.S. in Family Nurse Practitioner* • Minimum G.P.A. of 3.0 in science and nursing student’s responsibility to check with their • M.S. in Nurse Educator* courses. insurance carrier to confirm that their • Advanced Certificate in Adult Nurse • A personal statement of professional goals. malpractice coverage includes activities as a Practitioner* • Three professional references on School of nurse practitioner, nurse executive or nurse • Advanced Certificate in Family Nurse Nursing form. educator student. Practitioner* • Personal interview, analytical writing and basic 4. Current basic life support certificate. • Advanced Certificate in Education for Nurses* computer competency tests. 5. Verification that mandatory fire, safety and *These programs are presented in a blended • Read and sign the Essential Behaviors and the infection control requirements have been met format. School of Nursing Code of Honor document. within the past year. Application for Admission 6. Current HIPPA privacy/confidentiality Applications are not considered until all of the certificate. following have been received: 7. Current health care insurance certificate. • Completed LIU application form 8. Background investigation within the past year. • A current resume 9. Drug screen within the past year.
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 206 LIU Brooklyn
10.Current résumé. lifelong learning. Practitioner may be completed in eight to nine 11.If a student is pregnant, she must have written semesters of part time study. permission from her health care provider to M.S. in Executive Nursing Health Care The primary focus of both the Master of practice where there are infectious diseases Management Science degree and the post-master’s certificate 12.Current address, e-mail address, mobile Core requirement: program for nurse practitioners is expertise in the telephone number, home and work telephone All of the following courses are required: clinical role. The course of study for both has been numbers on file with the clinical coordinator. NUR 610 Nursing Research 3.00 developed with that goal in mind. Graduates of the any of the nurse practitioner programs will be able NUR 620 The Theoretical Basis of 3.00 to: Advanced Practice M.S. in Executive Program for • Use a wide range of theory and research from Nursing Nursing and Health Care nursing, medicine and the social and physical NUR 670 Healthcare Issue Policies 2.00 sciences in formulating health care Management and Ethics management plans for individuals. • Assess, diagnose, monitor, coordinate and Specialty course requirement: The Master of Science Executive Program for manage the health care of selected clients of all All of the following courses are required: Nursing and Health Care Management is a 43- ages in both primary and acute care settings. GBA 512 Principles of Management 3.00 credit program offering nursing and business • Perform and interpret physical examinations and Leadership courses and requires two semesters of internship and laboratory tests in both the primary and experience in management of a nursing or health GBA 517 Fundamentals of 3.00 acute care setting. care organization. Management Information • Select and recommend appropriate diagnostic The internship experiences are designed to Systems and therapeutic interventions and regimes with continue for two consecutive semesters and will be attention to safety and cost in keeping with MAN 722 Human Resource 3.00 selected to meet the future career goals of the collaborative protocols. Management individual student. Settings such as hospitals, • Select and prescribe appropriate drug therapy nursing homes, HMO’s, community health MPA 613 Foundations of Health 3.00 for common acute and chronic disorders in programs, home care agencies and consulting Systems Finance keeping with collaborative protocols. firms, will be utilized. The student will be • Prepare and submit practice protocols in order NUR 668 Organizational 3.00 expected to develop a final Master’s project based to meet the certification requirements of the Performance on the internship experience. The concurrent New York State Education Department. seminars allow the student to synthesize and apply NUR 674 The Nurse Executive and 3.00 • Articulate the role of the nurse practitioner as a the content of the required nursing and business the Changing Health Care collaborative member of the health care team. courses to the unique requirements of managing in Systems the health care settings. The seminars will also M.S. in Adult Nurse Practitioner serve to bring together students from a variety of NUR 675 Nursing Finance 3.00 internships for in-depth discussion and analysis of NUR 680 Internship in Nursing and 5.00 (Blended Format) projects, problems and issues encountered in Health Care Management The 41-credit M.S. in Adult Nurse Practitioner various fields based on levels of patient acuity I (level of patient care) and nursing skill mix, program prepares nurse practitioners by hospital based managed care, as well as NUR 682 Internship Seminar in 2.00 integrating extensive clinical practice with management of nursing budget and quality Nursing and Health Care foundational knowledge that is required of all management. Management I graduate nursing students. It is designed for the registered nurse with a B.S. in nursing, who Graduates of this program will demonstrate NUR 684 Internship in Nursing and 5.00 wishes to acquire the clinical knowledge and skills mastery of the following objectives: Health Care Management needed for advance-practice nursing roles in the • Establish a clear vision and mission for Nursing II Services (that aligns with the organization’s care of adults in a variety of primary care settings. NUR 686 Internship Seminar in 2.00 mission, vision, and values) in collaboration This program is presented in a blended format. Nursing and Health Care with the organizational leaders. All courses are web-enhanced using Blackboard. Management II • Develop, implement, and evaluate standards of Up to 49% of the content in any one course may patient care and standards of nursing practice Requirement of 43 credits must be completed. be online. Basic computer skills are required. that ensure safety and quality patient care. The program is approved by the New York • Prioritize resources and utilize budget Nurse Practitioner Programs State Education Department and is fully accredited effectively in the delivery of patient care by the Commission on Collegiate Nursing services. The Nurse Practitioner programs are designed Education (CCNE). Graduates are eligible for New • Apply leadership principles to the development to prepare the Registered Nurse for an advanced York State certification as an Adult Nurse of core competencies and promote critical practice role in a primary care setting. The Master Practitioner and for national certification through thinking skills across the continuum of care. of Science degree programs and the post-Master’s the American Nurses Credentialing Center • Manage evolving health care environment in certification programs prepare students to meet the (ANCC) or the American Academy of Nurse accordance with accrediting and regulatory requirements for New York State certification to Practitioners (AANP).
agencies within the health care delivery system. practice as an Adult or Family Nurse Practitioner.
• Communicate Performance Improvement Graduates also will be eligible for national
findings and recommendations to the certification by professional organizations.
professional staff and appropriate oversight The course of study for Adult Nurse
Practitioner may be completed in six or seven community and governing board. • Commitment to professional development and semesters of part time study; the Family Nurse
Page 207 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013
M.S. in Adult Nurse Practitioner State Education Department and is fully accredited Must complete all courses below: by the Commission on Collegiate Nursing Advanced Certificate in Adult Education (CCNE). Graduates are eligible for New NUR 610 Nursing Research 3.00 York State certification as an Family Nurse Nurse Practitioner (Blended NUR 611 Advanced Medical 3.00 Practitioner and for national certification through Format) Physiology the American Nurses Credentialing Center (ANCC) or the American Academy of Nurse The 33-credit Advanced Certificate in Adult NUR 612 Pathophysiology of the 3.00 Practitioners (AANP). Nurse Practitioner offers master’s-prepared nurses Adult for Advanced the opportunity to qualify for New York State Practice Nursing M.S. in Family Nurse Practitioner certification as an Adult Nurse Practitioner. NUR 614 Primary Health Care of 2.00 Must complete all courses below: Nurse Practitioners certified by New York State the Adult NUR 610 Nursing Research 3.00 who wish to expand into this specialty can have their academic preparation evaluated and an NUR 620 The Theoretical Basis of 3.00 NUR 611 Advanced Medical 3.00 individualized program developed for them. Advanced Practice Physiology Nursing NUR 612 Pathophysiology of the 3.00 Advanced Certificate in Adult Nurse NUR 630 The Advanced Practice 2.00 Adult for Advanced Practitioner (Post-Masters) Role Practice Nursing Must complete all courses below:
NUR 634 Advanced Physical 3.00 NUR 614 Primary Health Care of 2.00 NUR 611 Advanced Medical 3.00 Assessment the Adult Physiology
NUR 644 Pharmacology 4.00 NUR 620 The Theoretical Basis of 3.00 NUR 612 Pathophysiology of the 3.00 Adult for Advanced NUR 670 Healthcare Issue Policies 2.00 Advanced Practice Practice Nursing and Ethics Nursing Specialty requirement: NUR 630 The Advanced Practice 2.00 NUR 614 Primary Health Care of 2.00 the Adult NUR 650 Diagnosis and 4.00 Role Management of Illnesses NUR 634 Advanced Physical 3.00 NUR 630 The Advanced Practice 2.00 and Physical Conditions Assessment Role of the Adult I NUR 644 Pharmacology 4.00 NUR 634 Advanced Physical 3.00 NUR 654 Preceptored Practicum in 4.00 Assessment Primary and Acute Care NUR 670 Healthcare Issue Policies 2.00 NUR 644 Pharmacology 4.00 of the Adult I and Ethics Specialty requirement: NUR 650 Diagnosis and 4.00 NUR 660 Diagnosis and 4.00 Management of Illnesses Management of Illnesses NUR 690 Diagnosis and 4.00 and physical Conditions and Physical Conditions Management of Illness of the Adult I of the Adult II and Physical Conditions of Family I NUR 654 Preceptored Practicum in 4.00 NUR 664 Preceptored Practicum in 4.00 Primary and Acute Care Adult Primary and Acute NUR 691 Preceptored Practicum in 4.00 of the Adult I Care II Primary Care of the Family I NUR 660 Diagnosis and 4.00 Requirement of 41 credits must be completed NUR 692 Diagnosis and 4.00 Management of Illnesses and Physical Conditions Management of Illness and Physical Conditions of the Adult II M.S. in Family Nurse of Family II NUR 664 Preceptored Practicum in 4.00 Practitioner (Blended Format) NUR 693 Preceptored Practicum in 4.00 Primary Care of the Adult
Primary Care of the II The 49-credit M.S. in Family Nurse Family II Requirement of 33 credits must be completed. Practitioner program prepares nurse practitioners by integrating extensive clinical practice with NUR 694 Diagnosis and 4.00 foundational knowledge that is required of all Management of Illness Advanced Certificate in Family graduate nursing students. It is designed for the and Physical Conditions Nurse Practitioner (Blended registered nurse with a B.S. in nursing, who of Family III wishes to acquire the clinical knowledge and skills Format) NUR 695 Preceptored Practicum In 4.00 needed for advance-practice nursing roles in the Primary Care of the The 41-credit Advanced Certificate in Family care of families in a variety of primary care Family III Nurse Practitioner offers master’s-prepared nurses settings. the opportunity to qualify for New York State This program is presented in a blended format. Requirement of 49 credits must be completed. certification as a Family Nurse Practitioner. All courses are web-enhanced using Blackboard. Nurse Practitioners certified by New York State Up to 49% of the content in any one course may who wish to expand into another specialty can be online. Basic computer skills are required. have their academic preparation evaluated and an The program is approved by the New York individualized program developed for them.
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nursing budgets, organizational behavior and Staff Development Courses Advanced Certificate in Family Nurse informatics. Both track include a teaching NUR 668 Organizational 3.00 Practitioner practicum during the final semester. Performance Must complete all courses below: Graduates of this program will be able to: NUR 675 Nursing Finance 3.00 • Use a wide range of theory and research from NUR 611 Advanced Medical 3.00 both general and nursing education to facilitate Physiology NUR 725 Informatics 3.00 learning in various educational environments. NUR 735 Use of Technology and 3.00 NUR 612 Pathophysiology of the 3.00 • Develop and implement strategies to facilitate Simulation Adult for Advanced learner development and socialization in Practice Nursing various educational environments. NUR 755 Staff Development 2.00 • Design courses and participate in curriculum NUR 614 Primary Care of the Adult 2.00 Seminar development and evaluation of program Requirement of 36 credits must be completed. NUR 630 The Advanced Practice 2.00 outcomes. Role • Utilize the nurse educator role to exercise Advanced Certificate in NUR 634 Advanced Physical 3.00 leadership, professional accountability and a Assessment scholarly approach to nursing and healthcare. Education for Nurses (Blended • Select and develop appropriate assessment tools NUR 644 Pharmacology 4.00 to evaluate classroom and clinical performance Format)
of nursing students and/or clinical staff. NUR 690 Diagnosis and 4.00 The 12-credit Advanced Certificate in • Use a wide range of modalities in classroom Management of Illness Education for Nurses offers master’s-prepared and clinical teaching. and Physical Conditions nurses the opportunity to augment their advanced • Articulate the role of the nurse educator as a of Family I practice degrees with core nursing education collaborative member of the academic and courses that will prepare them for the role of nurse NUR 691 Preceptored Practicum in 4.00 healthcare teams. educator in an academic or clinical setting. Primary Care of the
Family I M.S. in Nurse Educator Must complete all courses below: Advanced Certificate in Education for NUR 692 Diagnosis and 4.00 Nurses Management of Illness NUR 610 Nursing Research 3.00 Must complete all courses below. and Physical Conditions NUR 620 Theoretical Basis of 3.00 NUR 710 Theories of Teaching and 3.00 of Family II Advanced Practice Learning NUR 693 Preceptored Practicum in 4.00 Nursing NUR 720 Curriculum Development 3.00 Primary Care of the NUR 670 Health Care Policy, Issues 2.00 Family II and Ethics NUR 730 Teaching strategies and 2.00 Methodologies NUR 694 Diagnosis and 4.00 NUR 710 Theories of Teaching and 3.00 Management of Illness Learning NUR 740 Teaching and Outcomes 2.00 and Physical Conditions Measures NUR 715 Role of the Nurse 2.00 of Family III Educator NUR 750 Teaching Practicum 2.00 NUR 695 Preceptored Practicum in 4.00 NUR 720 Curriculum Development 3.00 Requirement of 12 credits must be completed. Primary Care of the Family III NUR 730 Teaching Strategies and 2.00 Requirement of 41 credits must be completed. Methodologies
NUR 740 Testing and Outcomes 2.00 M.S. in Nurse Educator Measurement (Blended Format) NUR 750 Teaching Practicum 2.00
Students must choose from one of two tracks: The Master of Science Nurse Educator Program Academic Teaching or Staff Development is a 36-credit program presented in a blended Academic Teaching Courses learning format and provides the baccalaureate graduate with a strong foundation in the NUR 612 Pathophysiology for 3.00 knowledge and skills needed for a position in Advanced Practice academic teaching or staff development: NUR 634 Advanced Physical 3.00 curriculum development, theories of teaching and Assessment learning, teaching methodologies, use of stimulation and testing and outcomes NUR 645 Pharmacology 3.00 measurements. NUR 735 Use of Technology and 3.00 The academic teaching track includes advanced Simulation studies of pathophysiology, physical assessment NUR 745 Academic Teaching 2.00 and pharmacology to assure the level of Seminar understanding of these subjects to teach in a baccalaureate nursing program. The staff OR development track introduces the student to
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Nursing Courses occupational and alternative medicine. All issues issues related to medication are also discussed. are related to current best evidence as well as the Students have the opportunity to apply knowledge impact of health literacy on specific populations. and gain critical thinking skills with a variety of case NUR 610 Nursing Research The Healthy People 2020 goals are the basis for all studies. The course includes three hours of content The purpose of the course is to teach discussions. on both New York State and Federal laws and knowledgeable consumers of nursing research at the Credits: 2 regulations related to prescribing and record graduate level to develop a basic research proposal Every Spring keeping. or state-of-the-science paper based on a topic of Pre-requisite of NUR 612 is required. interest and/or concern to the nursing profession. NUR 620 The Theoretical Basis of Advanced Credits: 4 Additionally, it is stressed that critical evaluation of Practice Nursing Every Spring the scientific merit of nursing research and The purpose of the course is to provide students incorporation of relevant evidence-based findings with an in-depth examination of conceptual nursing NUR 645 Pharmacology into their practice will facilitate the integrity of and behavioral models applicable to advanced The focus of this course is the acquisition of practice as well as client health outcomes. The practice nursing. The course includes the discussion knowledge of advanced pharmacology as the basis importance of evidence-based practice and the and comparison of various theoretical models from for teaching basic nursing pharmacology. The research process to the development of nursing nursing and other disciplines with a major focus on course provides the student with an advanced knowledge and subsequent practice is discussed. their relevance and application to nursing practice, understanding of pharmaceutics, pharmacokinetics Emphasis is placed on the application of research and theory development. and pharmacodynamics. The major classifications appropriate research methodology, and Credits: 3 of drugs used across the lifespan are emphasized. development of a research proposal or state-of-the- Every Fall Ethical considerations and cultural and financial science paper from critically evaluated evidence in issues related to medication are also discussed. NUR 630 The Advanced Practice Role the literature. This process occurs within a Students have the opportunity to apply knowledge The seminar provides an opportunity to critically culturally-diverse and collegial atmosphere. and gain critical thinking skills through the use of examine the advanced practice role within the Pre-requisite of NUR 620 is required. case studies and other online and classroom context of a rapidly changing health care delivery Credits: 3 activities. system. The role of the primary care nurse Every Spring Credits: 3 practitioner is explored from historic, legal and Every Fall NUR 611 Advanced Medical Physiology professional perspective. The processes of This course builds upon the knowledge from basic interdisciplinary collaboration and policy NUR 650 Diagnosis and Management of Illnesses anatomy, physiology, and biochemistry courses to development are discussed. Strategies for proactive and Physical Conditions of the Adult I reinforce and update previous information and to leadership and decision-making are also examined. This course is one of two courses that focus on present advanced concepts of physiology. The Critical thinking, group dynamics, leadership skills, clinical decision-making skills. Knowledge of human body is studied from a cellular, tissue and and role of the APN as educator are studied and advanced physical assessment, pathophsiology and integrated system view. modeled in classroom experiences, field pharmacology are the underpinnings for the course Credits: 3 experiences, and course assignments. content. Critical thinking and diagnostic reasoning Every Fall Pre-requisite of NUR 611 is required. are reinforced as the basis of practice. The use of Credits: 2 evidence based practice protocols and guidelines is NUR 612 Pathophysiology of the Adult for Every Fall an integral part of this course. Common acute and Advanced Practice Nursing chronic conditions of adolescents and adults in the This course reviews the pathophysiology of disease NUR 634 Advanced Physical Assessment collaborative practice primary care setting are entities and foster the development of critical The student is provided with knowledge, methods emphasized. thinking in interpreting changes in function that and laboratory practicum experience to build upon Pre-requisites of NUR 611, 612, 614, 630, 634 and result in symptoms indicative of illness. and to refine physical assessment skills. 644 are required. Pre-requisite of NUR 611 is required. Comprehensive physical examination of adults and Credits: 4 Credits: 3 children as well as psychosocial, developmental, Every Fall Every Spring occupational and cultural aspects of health assessment is studied in depth, using an evidence- NUR 654 Preceptored Practicum in Primary and NUR 613 Health Care of the Geriatric Client based approach. Emphasis is placed on the Acute Care of the Adult I This course introduces the theories of aging, the collaborative aspects of being a member of an This preceptored practicum provides an developmental tasks of the elderly, the normal interdisciplinary health care team in a primary care opportunity to practice skills and develop physiological changes that occur with aging and the setting. A laboratory practicum is incorporated into competency in the diagnosis and management of various assessment tools available for use with the this course to give students the opportunity to common acute and chronic conditions of older adults. The content provides students with integrate theoretical content into clinical adolescents and adults. Students, with the the knowledge needed to apply the principles of experience. Emphasis is placed on developing a supervision of their preceptor, develop skills in primary care and diagnoses and management as comprehensive and problem-oriented health diagnostic reasoning, learn to develop plans of care, covered in other courses in the curriculum to the assessment of clients. and gain experience in the selection and care of the geriatric client. Credits: 3 prescription of drug therapy using practice Credits: 2 Every Fall and Spring protocols. Students also focus on the health Every Summer education needs of individual clients in their NUR 644 Pharmacology clinical site. NUR 614 Primary Health Care of the Adult This course provides the student with an advanced Pre-requisite of Co-requisite of NUR 650 is This course is an overview of common issues in understanding of pharmaceutics, pharmacokinetics required. primary care, including principles of screening, and pharmacodynamics. The major classifications Credits: 4 prevention, anticipatory guidance, patient of drugs used across the lifespan are emphasized. Every Fall, Spring and Summer education techniques, multicultural issues, Ethical considerations and cultural and financial
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NUR 654A Preceptored Practicum in Primary their skills in diagnostic reasoning, developing plans On Demand and Acute Care of the Adult I of care, and to gain experience in the selection and This segment, of a two-segment preceptored prescription of drug therapy using practice NUR 670 Healthcare Issue Policies and Ethics practicum, provides an opportunity to practice skills protocols. Students also focus on the health This course provides graduate nursing students with and develop competency in the diagnosis and education needs of individual clients as well as the the analytical tools and historical perspective to management of common acute and chronic needs of the community served by the clinical site actively influence policy development affecting the conditions of adolescents and adults. Students, Pre-requisite or Co-requisite of NUR 660 is delivery of nursing and health care in the United with the supervision of their preceptor, develop required. States and the world. The course is designed to skills in diagnostic reasoning, learn to develop plans Credits: 4 explore current factors, policy determinants, and of care, and gain experience in the selection and Every Fall, Spring and Summer ethical iissues affecting health care, specifically as prescription of drug therapy using practice they affect nursing at all levels of practice, nursing protocols. Students also focus on the health NUR 664A Preceptored Practicum in Adult education and nursing and healthcare education needs of individual clients in their Primary and Acute Care II administration. clinical site. This segment, of a two segment preceptored Credits: 2 Pre-requisite or Co-requisite of NUR 650 is practicum, provides an opportunity to practice skills Every Fall required. and develop competency in the diagnosis and NUR 674 The Nurse Executive and the Credits: 2 management of common acute and chronic Healthcare System Every Fall, Spring and Summer conditions of adolescents and adults. Students, with the supervision of their preceptor, continue to This is a seminar course analyzing the role of the NUR 654B Preceptored Practicum in Primary refine their skills in diagnostic reasoning, nurse executive in health care organizations. Issues and Acute Care of the Adult I developing plans of care, and to gain experience in relevant to nursing leadership and management, This segment, of a two-segment preceptored the selection and prescription of drug therapy using and to other health care providers will be discussed. practicum, provides an opportunity to practice skills practice protocols. Students also focus on the The course will explore new demands placed on and develop competency in the diagnosis and health education needs of individual clients as well organized health care delivery systems, ethical and management of common acute and chronic as the needs of the community served by the clinical legal issues related to healthcare practice, and policy conditions of adolescents and adults. Students, site development. with the supervision of their preceptor, develop Pre-requisite or Co-requisite of NUR 660 is The pre-requisites of NUR 610, 620, 670, GBA skills in diagnostic reasoning, learn to develop plans required. 512, GBA 517, MAN 722 and MPA 613 are of care, and gain experience in the selection and Credits: 2 required. prescription of drug therapy using practice Every Fall, Spring and Summer Credits: 3 protocols. Students also focus on the health On Demand education needs of individual clients in their NUR 664B Preceptored Practicum in Adult NUR 675 Nursing Finance clinical site. Primary and Acute Care II This course provides a beginning nurse leader with Pre-requisite or Co-requisite of NUR 650 is This segment, of a two segment preceptored the theory and skills necessary for healthcare required. practicum, provides an opportunity to practice skills finance related to nursing. Content focuses on Credits: 2 and develop competency in the diagnosis and concepts, operations, and control of nursing Every Fall, Spring and Summer management of common acute and chronic conditions of adolescents and adults. Students, budget. It also covers strategic planning, NUR 660 Diagnosis and Management of Illnesses with the supervision of their preceptor, continue to organizations, leadership, decision-making, and Physical Conditions of the Adult II refine their skills in diagnostic reasoning, healthcare systems, and the basic budgeting This course is one of two courses that focus on developing plans of care, and to gain experience in concepts required to function as an effective leader clinical decision-making skills. Knowledge of the selection and prescription of drug therapy using and manager of client care in an evolving advanced physical assessment, pathophsiology and practice protocols. Students also focus on the healthcare milieu. pharmacology are the underpinnings for the course health education needs of individual clients as well Credits: 3 content. Critical thinking and diagnostic reasoning as the needs of the community served by the clinical On Demand are reinforced as the basis of practice. The use of site NUR 680 Internship in Nursing and Health Care evidence based practice protocols and guidelines is Pre-requisite or Co-requisite of NUR 660 is Management I an integral part of this course. Common acute and required. The internship experience is designed to continue chronic conditions of adolescents and adults in the Credits: 2 two consecutive semesters at a health care collaborative practice primary care setting are Every Fall, Spring and Summer organization selected to meet the future career goals emphasized. of the individual student. Settings, such as The pre-requisites of NUR 612, 614, 630, 634 and NUR 668 Organizational Performance hospitals, nursing homes, HMO's, community 644 are required. This course is designed to offer the student the health programs, home care agencies, and Credits: 4 opportunity to explore in-depth concepts, systems consulting firms, will be carefully chosen for each Every Spring and models which impact patient care safety and clinical outcomes. The following issues will be student experience and students will be assigned to NUR 664 Preceptored Practicum in Adult explored: Dimensions of performance; a specific preceptor at the chosen agency. The Primary and Acute Care II improvement efforts; Continuous Quality student may petition for an Internship at two This preceptored practicum provides an Improvement (CQI) tools; processes in improving different agencies if the student can demonstrate, opportunity to practice skills and develop organizational performance, e.g., Root Cause by written proposal, the way in which the change of competency in the diagnosis and management of Analysis (RCA); The Joint Commission (TJC) settings will assist in meeting course expectations common acute and chronic conditions of standards on Improving Organizational and career goals. The Internship will allow for the adolescents and adults. Students, with the Performance (IOP). synthesis and application of knowledge gained in supervision of their preceptor, continue to refine Credits: 3 the nursing and business core courses. The student will observe the role of the nurse
Page 211 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013 executive/preceptor and participate in selected Internship experience. The student will be expected clinical site. management activities. Each student will be to submit a Masters-level prepared research paper Pre-requisite or Co-requisite of NUR 690 is expected to facilitate an interdisciplinary describing the design, review the data related to the required. Performance Improvement Project in the issue, recommendations to improve, Credits: 4 Internship. The first half of the Performance pilot/implementation tested, measurement. Every Fall, Spring and Summer Improvement Project will be submitted at the end The pre-requisites of NUR 674, 680 and 682 are of the first semester, and the completed project at required. The co-requisite of NUR 686 is required. NUR 691A Preceptored Practicum in Family the end of the second semester based on the Credits: 5 Primary Care I Internship experience. The student will be expected On Demand This segment, of a two segment preceptored to submit a Masters-level prepared research paper practicum, provides an opportunity to practice skills describing the design, review of data related to the NUR 686 Internship Seminar in Nursing and and develop competency in the diagnosis and issue, recommendations to improve, Health Care Management II management of common acute and chronic pilot/implementation tested measurement. The seminar is designed to be concurrent with each conditions of infants, children, adolescents and The pre-requisites of NUR 610, 620, 668, 670, semester of the Internship in Nursing and Health adults. Emphasis is on pediatrics and women’s GBA 512, GBA 517, MAN 722 and MPA 613 are Care Management II. The focus of the seminar will health. Students, with the supervision of their required and the co-requisite of NUR 682 is be the issues and problems encountered by students preceptor, develop skills in diagnostic reasoning, required. in the various Internship experiences and in-depth learn to develop plans of care, and gain experience Credits: 5 discussion an analysis of student projects. In in the selection and prescription of drug therapy On Demand addition, topics such as staffing, scheduling, using practice protocols. Students also focus on the hospital-based managed care, quality management, health education needs of individual clients in their NUR 682 Internship Seminar in Nursing and conflict management, integrated delivery systems, clinical site. Health Care Management I policy development and negotiation will be The pre-requisite or co-requisite of NUR 690 is The seminar is designed to be concurrent with each discussed. required. semester of the Internship in Nursing and Health The pre-requisites of NUR 674 and 682 are Credits: 2 Care Management I. The focus of the seminar will required and the co-requisite of NUR 684 is Every Fall, Spring and Summer be the issues and problems encountered by students required. in the various Internship experiences and in-depth Credits: 2 NUR 691B Preceptored Practicum in Family discussion analysis of student projects. In addition, On Demand Primary Care I topics, such as staffing, scheduling, hospital-based This segment, of a two segment preceptored managed care, quality management, conflict NUR 690 Diagnosis and Management of Illness practicum, provides an opportunity to practice skills management, integrated delivery systems, policy and Physical Conditions of Family I and develop competency in the diagnosis and development, and negotiation, will be discussed. This course is one of three courses that focus on management of common acute and chronic The pre-requisites of NUR 620, 668, 670, GBA clinical decision-making skills in family oriented conditions of infants, children, adolescents and 512, GBA 517, MAN 722 and MPA 613 are practice. Knowledge of advanced physical adults. Emphasis is on pediatrics and women’s required. The corequisite of NUR 680 is required. assessment, pathophysiology and pharmacology health. Students, with the supervision of their Credits: 2 provide the underpinning for the course content. preceptor, develop skills in diagnostic reasoning, On Demand Critical thinking and diagnostic reasoning are learn to develop plans of care, and gain experience reinforced as the basic for practice. Family theory in the selection and prescription of drug therapy NUR 684 Internship in Nursing and Health Care concepts are presented to form the foundation for using practice protocols. Students also focus on the Management II practice. Physical assessment skills related to health education needs of individual clients in their The internship experience is designed to continue infants and children are reinforced. The use of clinical site. two consecutive semesters at a health care evidence based practice protocols and guidelines is The pre-requisite or co-requisite of NUR 690 is organization selected to meet the future career goals an integral part of this course. The student will required. of the individual student. Settings such as hospitals, focus on the assessment, diagnosis and treatment of Credits: 2 nursing homes, HMO's, community health pediatric and pregnancy health issues. Every Fall, Spring and Summer programs, home care agencies, and consulting firms The pre-requisites of NUR 612, 614, 630, 634 and will be carefully chosen for each student experience 644 are required. NUR 692 Diagnosis and Management of Illness and students will be assigned to a specific preceptor Credits: 4 and Physical Conditions of Family II at the chosen agency. The student may petition for Every Fall This course is one of three courses that focus on an Internship at two different agencies if the clinical decision-making skills in family oriented student can demonstrate, by written proposal, the NUR 691 Preceptored Practicum in Primary Care practice. Knowledge of advanced physical way in which the change of settings will assist in of the Family I assessment, pathophsiology and pharmacology are meeting course expectations and career goals. The This preceptored practicum provides an the underpinnings for the course content. Critical Internship will allow for the synthesis and opportunity to practice skills and develop thinking and diagnostic reasoning are reinforced as application of knowledge gained in the nursing and competency in the diagnosis and management of the basis of practice. The use of evidence based business core courses. The student will observe the common acute and chronic conditions of infants, practice protocols and guidelines is an integral part role of the nurse executive/preceptor and children, adolescents and adults. Emphasis is on of this course. Common acute and chronic participate in selected management activities. Each pediatrics and women’s health. Students, with the conditions of adolescents and adults in the student will be expected to facilitate an supervision of their preceptor, develop skills in collaborative practice primary care setting are interdisciplinary Performance Improvement Project diagnostic reasoning, learn to develop plans of care, emphasized. in the Internship. The first half of the Performance and gain experience in the selection and The pre-requisites of NUR 612, 614, 630, 634 and Improvement Project will be submitted at the end prescription of drug therapy using practice 644 are required. of the first semester, and the completed project at protocols. Students also focus on the health Credits: 4 the end of the second semester based on the education needs of individual clients in their Every Fall
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NUR 693 Preceptored Practicum in Primary Care NUR 694 Diagnosis and Management of Illness and develop competency in the diagnosis and of the Family II and Physical Conditions of Family III management of common acute and chronic This preceptored practicum provides an This course is one of three courses that focus on conditions of infants, children, adolescents and opportunity to practice skills and develop clinical decision-making skills in family oriented adults. Emphasis is on adolescents and adults. competency in the diagnosis and management of practice. Knowledge of advanced physical Students, with the supervision of their preceptor, common acute and chronic conditions of infants, assessment, pathophsiology and pharmacology are continue to refine their skills in diagnostic children, adolescents and adults. Emphasis is on the underpinnings for the course content. Critical reasoning, developing plans of care, and to gain adolescents and adults. Students, with the thinking and diagnostic reasoning are reinforced as experience in the selection and prescription of drug supervision of their preceptor, continue to refine the basis of practice. The use of evidence based therapy using practice protocols. Students also their skills in diagnostic reasoning, developing plans practice protocols and guidelines is an integral part focus on the health education needs of individual of care, and to gain experience in the selection and of this course. Common acute and chronic clients as well as the needs of the community served prescription of drug therapy using practice conditions of adolescents and adults in the by the clinical site protocols. Students also focus on the health collaborative practice primary care setting are The pre-requisite or co-requisite of NUR 694 is education needs of individual clients as well as the emphasized. required. needs of the community served by the clinical site The pre-requisites of NUR 612, 614, 630, 634 and Credits: 2 The pre-requisite or co-requisite of NUR 692 is 644 are required. Every Fall, Spring and Summer required. Credits: 4 Credits: 4 Every Spring NUR 700 Independent Study Every Fall, Spring and Summer An opportunity for students to do advanced work NUR 695 Preceptored Practicum In Primary under the guidance of the faculty. Pass/Fail only. NUR 693A Preceptored Practicum in Primary Care of the Family III Open to graduate nursing students with the Care of the Family II This preceptored practicum provides an permission of their Program Director This segment, of a two segment preceptored opportunity to practice skills and develop Credits: 1 practicum, provides an opportunity to practice skills competency in the diagnosis and management of On Demand and develop competency in the diagnosis and common acute and chronic conditions of infants, management of common acute and chronic children, adolescents and adults. Emphasis is on NUR 700P Independent Study - Practicum conditions of infants, children, adolescents and adolescents and adults. Students, with the This one credit independent study allows adult adults. Emphasis is on adolescents and adults. supervision of their preceptor, continue to refine nurse practitioner students who have not Students, with the supervision of their preceptor, their skills in diagnostic reasoning, developing plans completed the clinical hours for a practicum continue to refine their skills in diagnostic of care, and to gain experience in the selection and experience in the semester in which they are reasoning, developing plans of care, and to gain prescription of drug therapy using practice registered to continue to work under the experience in the selection and prescription of drug protocols. Students also focus on the health supervision of their preceptor and their practicum therapy using practice protocols. Students also education needs of individual clients as well as the advisor during the following semester. focus on the health education needs of individual needs of the community served by the clinical site Credits: 1 clients as well as the needs of the community served The pre-requisite or co-requisite of NUR 694 is Every Fall, Spring and Summer by the clinical site required. NUR 701 Independent Study The pre-requisite or co-requisite of NUR 692 is Credits: 4 An opportunity for students to do advanced work required. Every Fall, Spring and Summer under the guidance of the faculty. Open to graduate Credits: 2 nursing students with permission of their Program Every Fall, Spring and Summer NUR 695A Preceptored Practicum in Primary Care of the Family III Director. NUR 693B Preceptored Practicum in Primary This segment, of a two segment preceptored Credits: 1 Care of the Family II practicum, provides an opportunity to practice skills On Demand
This segment, of a two segment preceptored and develop competency in the diagnosis and NUR 701P Independent Study - Practicum practicum, provides an opportunity to practice skills management of common acute and chronic This one credit independent study allows family and develop competency in the diagnosis and conditions of infants, children, adolescents and nurse practitioner students who have not management of common acute and chronic adults. Emphasis is on adolescents and adults. completed the clinical hours for a practicum conditions of infants, children, adolescents and Students, with the supervision of their preceptor, experience in the semester in which they are adults. Emphasis is on adolescents and adults. continue to refine their skills in diagnostic registered to continue to work under the Students, with the supervision of their preceptor, reasoning, developing plans of care, and to gain supervision of their preceptor and their practicum continue to refine their skills in diagnostic experience in the selection and prescription of drug advisor during the following semester. reasoning, developing plans of care, and to gain therapy using practice protocols. Students also Credits: 1 experience in the selection and prescription of drug focus on the health education needs of individual Every Fall, Spring and Summer therapy using practice protocols. Students also clients as well as the needs of the community served focus on the health education needs of individual by the clinical site NUR 702 Independent Study clients as well as the needs of the community served The pre-requisite or co-requisite of NUR 694 is An opportunity for students to do advanced work by the clinical site required. under the guidance of the faculty. Open to graduate The pre-requisite or co-requisite of NUR 692 is Credits: 2 nursing students with permission of their Program required. Every Fall, Spring and Summer Director.
Credits: 2 Credits: 1 NUR 695B Preceptored Practicum in Primary Every Fall, Spring and Summer On Demand Care of the Family III This segment, of a two segment preceptored NUR 703 Independent Study practicum, provides an opportunity to practice skills An opportunity for students to do advanced work
Page 213 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013 under the guidance of the faculty. Open to graduate visualization. The course develops understanding Credits: 2 students with permission of their Program Director. of key issues related to academic and health care Every Spring Credits: 1 policies, security and privacy as well as ethical and On Demand compliance issues. The focus is on the use of NUR 750 Preceptored Practicum in Nursing informatics in nursing education. Education NUR 704 Independent Study Credits: 3 Students have the opportunity to practice teaching- An opportunity for students to do advanced work Every Spring learning techniques. Students develop, plan, teach under the guidance of the faculty. Open to graduate and evaluate teaching-learning projects appropriate nursing students with permission of their Program NUR 730 Teaching Strategies and Methodologies to their assigned practicum setting. Each student Director. This course discusses a variety of teaching has a mentor in the practice environment and an Credits: 1 modalities and strategies including lecture, instructor coordinating and overseeing the On Demand discussion, seminar, small group, one-to-one and experience. online methods. Writing behavioral objectives Credits: 2 NUR 710 Theories of Teaching and Learning (affective, cognitive and psychomotor) and selecting Every Spring This course introduces the student to the theories congruent teaching methods is stressed. Fostering and principles of adult learning as applied to creativity and critical thinking skills are discussed. NUR 755 Staff Development and Clinical nursing and client education. Theories of adult The student develops teaching-learning plans for Teaching Seminar learning, as well as basic principles of learning learners in diverse settings. The student learns to The seminar serves as a capstone course for the theory, are the focus. Formal teaching in the use slide shows, chat rooms, learning management student to synthesize the information and skills classroom setting, as well as client teaching, is systems, Internet resources and educational acquired in other courses. Students discuss emphasized. Assessing learned needs, individual software with hands-on experiences. problems encountered in practicum and issues teaching strategies, cultural implications and the Credits: 2 related to staff development and clinical teaching. place of technology are all discussed. Learning styles Every Fall A journal club approach is used to provide a are analyzed and tools for assessing learning skills common basis for discussion. Case studies both are discussed. NUR 735 The Utilization of Technology and published and from students' experiences are used. Credits: 3 Simulations in Nursing Education The seminar is student directed with the instructor Every Fall This course focuses the role of technology and serving as a facilitator and clarifier. simulation in nursing education. The use of Credits: 2 NUR 715 The Role of the Nurse Educator computer based teaching platforms, such as Every Spring This course is designed to explore the multiple roles Blackboard and learning modules are explored with of the nurse educator in the academic and clinical hands-on experiences. Principles and applications settings. The roles of teacher, counselor, group of computer-based programs are presented. The member, evaluator, curricular designer, advisor and use of simulation, as a primary and adjunctive informatics expert are among those reviewed. The teaching tool, is discussed with opportunities to complexity of the role of the nurse educator is develop a teaching plans using simulation. Various discussed using case study and real-life scenarios. types of software and computer applications are The process of academic progression to tenure is explored. Extensive use is made of the simulation also considered. equipment available in the School of Nursing. Credits: 2 Credits: 3 Every Spring Every Fall
NUR 720 Curriculum Development NUR 740 Testing and Outcomes Measurements This course focuses on developing curricula for This course explores the use of evaluation nursing education programs. Mission statements, techniques to assess student learning. Standardized philosophy, terminal outcomes, course tests, teacher made tests and other forms of outcomes/objectives, are examined and students measurement such as return demonstrations are critique curriculum examples as well as develop explored. Statistical analysis of testing and their own model curriculum. Student projects may measurement data, use of technology to both create be focused on the student's area of teaching and evaluate testing and measurement tools are interest. The developmental process and the discussed. Students have the opportunity to design progression of curriculum are discussed. and evaluate test and measurement tools. Curriculum, which is evidence-based and grounded Credits: 2 in professional standards, is explored. Use of Every Fall technology in the development of high-order thinking skills is considered. NUR 745 Academic Teaching Seminar Credits: 3 The seminar serves as a capstone course for the Every Spring student to synthesize the information and skills acquired in other courses. Students discuss NUR 725 Nursing Education Informatics problems encountered in practicum and issues This course is designed as an introductory course. related to academic and clinical teaching. A journal It exposes students to topical issues in education club approach is used to provide a common basis and health care information systems such as course for discussion. Case studies both published and management systems, electronic medical records, from students' experiences are used. The seminar is critical decision systems, and expert systems. It student directed with the instructor serving as a covers data modeling, database design, and data facilitator and clarifier.
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LIU PHARMACY
LIU Pharmacy (the Arnold & Marie Schwartz College of Pharmacy and Health Sciences) offers graduate curricula leading to the Master of Science degree in the following fields, as registered with the New York State Education Department: Pharmaceutics (with specializations in Industrial Pharmacy and Cosmetic Sciences), Pharmacology/Toxicology, Pharmacy Administration, and Drug Regulatory Affairs. The College also offers the Doctor of Philosophy in Pharmaceutics (Ph.D.) degree as well as an entry-level, six-year Doctor of Pharmacy (Pharm.D.) degree. Detailed information on the Pharmacy programs is provided in the LIU Pharmacy Bulletin. For information, please contact the Dean’s Office at 718-488-1004, fax 718-488-0628, email us at [email protected], or visit the website at www.liu.edu/pharmacy. For additional information:
Doctor of Pharmacy Professional Program Phone: 718-488-1234 Email: [email protected] Graduate Programs Phone: 718-488-1263 Email: [email protected] Continuing Professional Education Phone: 718-488-1248 Email: [email protected] Alumni Relations Phone: 718-488-1016 Email: [email protected]
David R. Taft Dean
Martin E. Brown Associate Dean
Harold L. Kirschenbaum Associate Dean for Professional Affairs
Lorraine Cicero Assistant Dean for Academic & Student Affairs
Anneliese B. Schumacher Assistant Dean for Administration
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SCHOOL OF CONTINUING STUDIES
The School of Continuing Studies at LIU Brooklyn provides opportunities for adult, non-traditional and professional students to advance their careers and develop in mind, body and spirit. We strive to partner with adult learners who seek access to a superior educational experience. In addition to its wide array of certificate programs in such career fields as surgical technology, cardiac sonography, information technology and paralegal studies the school offers coursework in ceramics, lifesaving skills training, conducts language classes and workshops and operates LIU’s Children’s Academy. If you have questions, please contact the office at 718-488-1364, email: [email protected], or fax: 718-488-1367.
George Rosales Executive Director [email protected]
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 216 LIU Brooklyn
Certificate Programs blood-flow to aid physicians. Students are Certificate, valid for 2 years. responsible for having a physical exam and getting Paralegal Studies Certificate Program Surgical Technology Certificate Program the required immunizations. After completing the The Paralegal Studies Certificate Program The Surgical Technology Certificate Program is required number of vascular examinations, provides students with the practical knowledge of designed to give individuals the knowledge and graduates are encouraged to take the American law, preparing graduates with the skill-set that will skills required to function within an operating Registry of Diagnostic Medical Sonography enable them to carry out high-quality legal work. room environment. Students receive surgical (ARDMS) examination to be a Registered The program is a 328-hour, non-credit certificate technology training during classroom lectures, Vascular Technologist (RVT). program designed to prepare the student to work at practice in a mock surgical lab and get clinical Vascular Technology is a sub-specialty of a law firm, a government agency (e.g., law experience in various hospitals’ operating rooms. Diagnostic Medical Sonography. It is primarily a enforcemennt), or a law department of a Surgical technologists are an important part of a non-invasive imaging modality with an indirect corporation, bank, real estate company and surgical team working closely with surgeons, testing component. It is performed on the surface insurance company. Through their course of study anesthesiologists, registered nurses and other of the body, with no use of radiant ionizing at LIU Brooklyn, students are provided a strong surgical personnel. Surgical technologists help energy. Therefore, it is safe with no risks to the background in a variety of areas. supply the operating room with the instruments, patient or the sonographer when performed to The School of Continuing Studies’ Paralegal equipment and supplies that will be needed during diagnostic industry standards. Certificate Program is approved by the American a surgical procedure. This clinical and technological data provides Bar Association (ABA). Legal employers The program prepares students for the National the physician with vital information toward the recognize the ABA’s role in establishing Board of Surgical Technology and Surgical diagnosis and treatment of their patients. professional guidelines for paralegal programs. Of Assisting (NBSTSA) certification exam. The program at the School of Continuing more than 1,000 colleges, universities, and law Successful candidates demonstrate their theoretical Studies is accredited by the Commission on schools that offer paralegal programs, and practical knowledge of surgical technology Accreditation of Allied Health Programs approximately 260 paralegal programs are and are granted the designation of Certified (CAAHEP), through the Joint Review Committee approved by the ABA. Surgical Technologist (CST). The program has on Education in Diagnostic Medical Sonography Every Fall, Spring and Summer been accredited through 2015 by the Commission (JRC-DMS). Building Construction Certificate Program on Accreditation of Allied Health Education Every Fall and Spring The Building Construction Certificate Program Programs (CAAHEP), through the Accreditation Cardiac Sonography Certificate Program at the School of Continuing Studies is designed to Review Committee on Education in Surgical The Cardiac Sonography Certificate Program is attract individuals seeking an understanding of the Technology (ARC-ST). an intense, one-year, full-time program. It building construction industry, either as a Every Fall, Spring and Summer combines classroom didactics, ultrasound lab perspective apartment dweller or homeowner Central Service Technology Certificate practicum, and clinical rotations at some of the looking to perform renovations or as an entry-level Program best cardiovascular laboratories in New York City. employee looking to begin a career in the industry. The Central Service Technology Certificate A cardiac sonographer (or echo-cardiographer) The program is specially designed for those Program is designed to train individuals to receive employs clinical and technological skill-sets in a who need the building construction entry-level and and process supplies and equipment from dynamic fashion to evaluate the way in which the small business start-up skills. operating rooms and nursing units throughout a heart is functioning. The main structures are On occassion hospital. The training includes decontamination, observed and the condition of each is measured or Information Technology Program sterilization, and the preparation and assembling of graded, including the chambers and the chamber The Information Technology (IT) program is a surgical instruments for distribution. walls for dilation, thrombus development, wall cutting-edge selection of courses led by skilled The Central Service Program is accredited by thickening, wall motion, pressure gradients, and experts in the field, for those who wish to jump the International Association of Healthcare Central valvular function. The Sonographer utilizes two start their career. The program is suitable for all Service Material Management (IAHCSMM). and three-dimensional, real-time ultrasonic levels: beginners, intermediate and advanced. For Every Fall, Spring and Summer imaging; color, pulsed-wave and continuous-wave the beginners, courses include: Microsoft Office Vascular Technology Certificate Program Doppler; and electrocardiogram technologies to 2010™, Introduction to Microsoft Windows 7™, The Vascular Technology Certificate Program provide information that is essential to the Introduction to Web Design and Development. is a 12-month, full-time, daytime program that cardiologist in making treatment decisions for Offerings for those with intermediate skill levels prepares the student for an entry-level position as a potentially life-threatening heart diseases. are: Web Development (ASP.NET), A+PC vascular technologist. In performing ultrasound The sonographer additionally aids the Network Technician and Network +; and for examinations of the cerebral, peripheral, and Cardiologist in the performance of more invasive advanced students: CCNA™ and Security+ , abdominal vessels, vascular technologists provide procedures, such as transesophageal echo (TEE), Microsoft Certified Systems Engineer™ vital information to physicians toward the and the evaluation of the heart using minimally Certification Prep (MCSE Core) and Programming diagnosis of disorders affecting circulation. invasive contrast agents. with Visual C# for ASP.NET.
A vascular technologist (sonographer) employs Every Fall clinical skills such as pulse palpation; limb Life Saving Skills Certificate Program Open Enrollment Programs pressure measurements; auscultation; description The Life Saving Skills Certificate program is of trophic limb changes’ symptom analysis; and designed to train students to give an emergency Children’s Academy the gathering of findings from related testing health support. Course offerings include: Basic Children’s Academy at LIU Brooklyn creates procedures and historical information such as Life Support (BLS), Heartsaver CPR/AED an immersive, educational experience for previous vascular or related interventions and risk (HSAD), Advanced Cardiac Life Support (ACLS) youngsters between the ages of 3-12. Children’s factor documentation. and Pediatric Advanced Life Support (PALS). Academy is a year round program for children Vascular technologists use performance and These skills are vital for health care workers, with a focus on Academics, Athletics and dynamic interpretation of computer-generated educators and all those who work with the public. Creativity. anatomic imaging and physiologic assessment of At the conclusion of each course, students will During the summer months, Children’s receive The American Heart Association Academy operates Summer Camp, where
Page 217 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013 youngsters from across Brooklyn participate in of your application to make a determination in Via Website: courses ranging from robotics, movie making, your acceptance. Where an interview is required, it www.liu.edu/brooklyn/scs fashion design, comic book creation, language is often the determining factor in your acceptance immersion, ballet and or movement. LIU Brooklyn for our more competitive programs. English Language Institute faculty is employed to lead class instruction and To apply to non-certificate programs graduate and undergraduate students are employed Please fill out the application form and submit. Stanley J. Zelinski III, Associate Dean, ESL to serve as camp counselors. To apply to certificate programs Phone: 718-488-1323 Children's Academy, Summer Camp is fully Requirements for Surgical Technology Fax: 718-246-6313 licensed by the New York City Department of The criteria for entry into SCSs Surgical The English Language Institute provides Health. Technology Certificate Program meets the English language instruction to foreign-born During the Fall and Spring semesters, requirements of CAAHEPs approved programs. students and members of the non-English-speaking Children’s Academy offers Saturday classes Applicants must provide: community. It consists of the Intensive Program in specifically designed for children in the areas of • a completed application form English and the Weekend Program. The Intensive swimming, robotics, fashion design and languages. • proof of an educational level of GED, high Program in English is a full-time, noncredit Every Fall, Spring and Summer school or greater college program that offers English language Upon meeting the requirements above, instruction to foreign students who are Language and Creative Arts applicants must participate in an in-person matriculated at LIU Brooklyn but lack the interview and receive a positive rating. minimum competency in English. The Weekend Foreign Language Requirements for Vascular Technology Program provides both native and non-native To learn a new language or improve your The criteria for entry into SCSs Vascular speakers of English with low-cost instruction in current skills, we offer classes for all levels. Technology Certificate Program meets the basic writing, vocabulary expansion, accent Whether you are in business, construction, legal or requirements for the Joint Review Committee on reduction, and TOEFL preparation. any of the health professions foreign language Education in Diagnostic Medical Sonography ability will make you competitive in New York (JRC-DMS). City. Applicants must provide: On Occassion • a completed application form Writing and Speech • proof of an educational level of GED, high Communicating clearly and confidently is school or greater fundamental to both your personal and • have satisfactorily completed a college level professional life. The classes offered in Writing & course in biological science, general physics, Speech will provide you with the skills and algebra, and communication. Transcripts are practice to improve your professional writing, required academic writing and public speaking. Upon meeting the requirements above, On Occassion applicants must participate in an in-person ESL interview and receive a positive rating. English as a Second Language at SCS is for Requirements for Paralegal Studies those seeking a comprehensive and practical The criteria for entry into SCSs Paralegal knowledge of the English Language. Classes will Studies Certificate Program meets the focus on Reading, Writing, Grammar, Listening, requirements for the American Bar Association. and Conversation. Applicants must provide: On Occassion • a completed application form Ceramics • proof of an 60 college credits, transcripts are Enjoy crafting unique pottery in a downtown required Brooklyn oasis. Some classes will take place in Upon meeting the requirements above, our relaxed and welcoming ceramic studio and applicants must participate in an in-person other classes on the west balcony overlooking the interview and receive a positive rating. City. Every Fall, Spring and Summer Request Materials The Working Actor Students will learn the fundamentals of acting To contact us or for more information, please in theater, film and television from Malik Yoba, choose: star of new SyFy series “Alphas.” The course will Via Email: be a combination workshop and lecture series with [email protected] an emphasis on: scene study, improvisation, Via Telephone: character breakdown, audition techniques, cold 718-488-1364/1366 reads, acting for film, television, theater and public In Person: speaking. 9 Hanover Place, 2nd Floor, On Occassion Brooklyn, New York (between Fulton Mall & Livingston Street) How to Apply Via Mail: School of Continuing Studies Our applicants come from unique backgrounds and LIU Brooklyn diverse experiences and SCS values these 1 University Plaza qualifications. We carefully weigh all of the pieces Brooklyn, NY 11201-5372
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 218 LIU Brooklyn
BLENDED AND ONLINE LEARNING PROGRAMS AT LIU
Technology-enhanced, blended and online learning are an important part of fulfilling LIU’s mission of access and excellence in higher education. These courses and programs are delivered through the University’s Blackboard Learning Management System, which enables students to complete their online coursework at any time of day and at any place in the world there is an Internet connection. LIU’s blended learning programs feature classes that include both face-to-face and online components, reducing the amount of time students need to be physically on campus while still reaping the benefit of meeting in person with professors and other professionals. The University currently offers the following degree and certificate programs in the blended or online learning format:
LIU Brooklyn Advanced Certificate, Bilingual Education* Advanced Certificate, Educational Leadership B.S. Nursing (R.N. to B.S. track) M.S. Adult Nurse Practitioner M.S. Computer Science M.S. Family Nurse Practitioner M.S. and Advanced Certificate, Human Resources Management M.S. Nurse Educator
LIU Post Advanced Certificate, Archives & Records Management* Advanced Certificate, Mobile GIS Applications Development* Certificate, Health Information Management* M.S. Accountancy M.S. Environmental Sustainability M.S. Library & Information Science/School Library Media M.S. and Advanced Certificate, Nursing Education M.S. Taxation
LIU Hudson Advanced Certificate, Bilingual Extension* Advanced Certificate, Bilingual Special Education* Advanced Certificate, Cyber Security for Business Professionals* Advanced Certificate, TESOL* Advanced Certificate, TESOL: Special Education*
LIU Riverhead M.S. and Advanced Certificate, Homeland Security Management* Advanced Certificate, Cyber Security Policy*
Our programs are accredited by the Middle States Commission on Higher Education and are registered with the New York State Education Department. For additional program information, please consult the appropriate academic department pages of the campus bulletin.
*Denotes a fully online program.
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APPROVED PROGRAMS - LIU BROOKLYN Psychology 2001 BA, MA
Clinical Psychology 2003 Ph.D. New York State Education Department Inventory of Registered Programs Enrollment in other than registered or otherwise approved programs may Sociology-Anthropology 2208 BA jeopardize a student’s eligibility for certain student aid awards. Speech 1506 BA
Richard L. Conolly College of Liberal Arts and Studio Art 1002 BFA Sciences Visual Arts 1099 BA Teacher of Visual Arts 0831 BFA Major Hegis Code Degree in Urban Schools
Biology 0401 BS, MS Social Science 2201 MS
Biochemistry 0414 BS Social Science 4903 BA, BS
Chemistry 1905 BS, MS Social Science 5622 AA
Communication 1220 BS United Nations 2210 Adv. Crt. Sciences and Disorders Urban Studies 2214 MA Communication 1220 BS/MS Writing & Producing 0605 MFA Sciences and Disorders / for Television Speech-Language Pathology
Speech-Language 1220 MS School of Business, Public Administration and Pathology Information Sciences (Bilingual Extension) Major Hegis Code Degree Computer Art 1009 BFA Accounting 0502 BS, BS/MS, MS, MBA Creative Writing 1507 MFA Business Administration 5004 AAS Cytotechnology 1223 BS Business Administration 0506 MBA Dance 1008 BFA, BS Business Finance 0504 BS Economics 2204 BA Business Management 0506 BS English 1501 BA, MA Computer Science 0701 BS, MS History 2205 BA Computer Information 0701 BS Humanities 5649 AA Systems Humanities 4903 BA Gerontology 2104 Adv. Crt. Interdisciplinary Major 4901 BA, BS Human Resources 0515 MS, Adv. Crt. Journalism 0602 BA Management
Mathematics 1701 BS Health Administration 1202 MPA
Media Arts 0601 BA Marketing 0509 BS
Media Arts 1009 MA Not-for-Profit 2102 Adv. Crt. Management Media Arts 0605 MFA Public Administration 2102 MPA Medical Technology 1223 BS Taxation 0502.1 MS Music – Applied Music 1004 BA United Nations / 2210 / 2102 Adv. Crt/MPA Music (Jazz Studies) 1004 BFA Public Administration
Music Education in 0832 BS Urban Schools Modern Languages – 1101 BA French, Spanish
Nuclear Medicine 1299 BS Technology Philosophy 1509 BA
Political Science 2207 BA, MA
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 220 LIU Brooklyn
Childhood Urban 0802 MSEd School of Education Education: 2nd Initial
Childhood Urban 0802 MSEd Major Hegis Code Degree Education: Adolescence Urban 0401.01 MSEd Non-certification Education: Biology Childhood/Early 0802 MSEd 7-12: 1st Initial Childhood Urban Adolescence Urban 0401.01 MSEd Education: 1st Initial Education: Biology Childhood/Early 0802 MSEd 7-12: 2nd Initial Childhood Urban Adolescence Urban 0401.01 MSEd Education: 2nd Initial Education: Biology Childhood/Early 0802 MSEd 7-12: Non-certification Childhood Urban Adolescence Urban 1905.01 MSEd Education: Education: Chemistry Non-certification 7-12: 1st Initial Early Childhood Urban 0802.00 MSEd Adolescence Urban 1905.01 MSEd Education: 1st Initial, Education: Chemistry 2nd Initial 7-12: 2nd Initial Early Childhood Urban 0802.00 MSEd Adolescence Urban 1905.01 MSEd Education: Education: Chemistry Non-certification 7-12: Non-certification Early Childhood Urban 0823 Adv. Crt. Adolescence Urban 1501.01 MSEd Education Education: English Teacher of Physical 0835 BS 7-12: 1st Initial Education in Urban Adolescence Urban 1501.01 MSEd Schools Education: English Teacher of Visual Arts 0831 BFA 7-12: 2nd Initial in Urban Schools Adolescence Urban 1501.01 MSEd Music Education in 0832 BS Education: English Urban Schools 7-12: Non-certification Teaching Urban 0808 MSEd Adolescence Urban 1701.01 MSEd Adolescents with Education: Math 7-12: Disabilities: 1st Initial 1st Initial Teaching Urban 0808 MSEd Adolescence Urban 1701.01 MSEd Adolescents with Education: Math 7-12: Disabilities: 2nd Initial 2nd Initial Teaching Urban 0808 MSEd Adolescence Urban 1701.01 MSEd Adolescents with Education: Math 7-12: Disabilities: Non- Non-certification certification Adolescence Urban 2201.01 MSEd Teaching Urban 0808 MSEd Education: Social Children with Studies 7-12: 1st Initial Disabilities: 1st Initial Adolescence Urban 2201.01 MSEd Teaching Urban 0808 MSEd Education: Social Children with Studies 7-12: 2nd Initial Disabilities: 2nd Initial Adolescence Urban 2201.01 MSEd Teaching Urban 0808 MSEd Education: Social Children with Studies 7-12: Disabilities: Non- Non-certification certification Childhood Urban 0802 BS TESOL: 1st Initial 1508 MSEd Education TESOL: 2nd Initial 1508 MSEd Childhood Urban 00802 MSEd Education: 1st Initial TESOL: 1508 MSEd Non-certification
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Bilingual Education 0899 Adv. Crt.
Bilingual Education: ITI 0899.60 Adv. Crt. School of Nursing
School Counselor 0826.01 MSEd Major Hegis Code Degree
School Counselor 0826 Adv.Crt. Nursing 1203 BS
Bilingual School 0826.01 MSEd Adult Nurse Practitioner 1203.1 BS/MS, MS Counselor Adult Nurse Practitioner 1203.12 Adv. Crt. Bilingual School 0899 Adv. Crt. Family Nurse Counseling 1203.1 MS Practitioner Mental Health 2104.1 MS, Adv. Crt. Family Nurse 1203.12 Adv. Crt. Counseling Practitioner School Psychologist 0826.02 MSEd Executive Program 1203.1 BS/MS, MS Educational Leadership 0828 Adv. Crt. for Nursing and Health Care School of Health Professions Management Nurse Educator 1203.1 MS Major Hegis Code Degree Education for Nurses 1203.12 Adv. Crt.
Athletic Training 1299.3 BS/MS Advanced Athletic 0835 MS LIU Pharmacy Training & Sports Sciences Major Hegis Code Degree
Diagnostic Medical 1225 BS Pharmacology/ 0409 MS Sonography Toxicology
Exercise Science 1201 MS Pharmacy 1211 MS Administration Health Sciences 1201 BS Pharmaceutics 1211 MS, Ph.D. Health Sciences / 1201 / 1214 BS/MPH Public Health Drug Regulatory Affairs 1211 MS
Occupational Therapy 1208 BS/MS Pharmacy 1211 PharmD
Physical Therapy 1212 DPT
Physician Assistant 1299.1 MS LIU Global
Studies Major Hegis Code Degree Public Health 1214 MPH Global Studies 2210 BA
Respiratory Care 1299 BS
Sports Science 1299.3 BS
Social Work 2104 BA, MSW
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 222 LIU Brooklyn
LIU BROOKLYN FACULTY Naoual Amrouche Halbert Barton Assistant Professor of Marketing Associate Professor of Anthropology Anna Acee B.B.A., IHEC, Carthage, Tunisia; B.A., University of California at Santa Cruz; Associate Professor of Nursing M.S., Ph.D., HEC, Montreal, Canada M.A., Ph.D., Cornell University B.S., M.A., New York University; Ed.D., Columbia Teacher’s College Marie Ankner Supriya Bavadekar Assistant Professor of Nursing Assistant Professor of Pharmacology M. Radh Achuthan B.S., M.S., Pace University B.S., Mumbai, India; Professor of Physics Ph.D., University of Mississippi B.E., M.S., University of Madras, India; Melissa Antinori M.S., University of Missouri; Instructor of English Debe Bednarchak Ph.D., Union Graduate School B.A., Wittenberg University; Associate Professor of Mathematics M.A., Pennsylvania State University B.A., Lehman College, CUNY; Sutapa Aditya Ph.D., Graduate Center, CUNY Assistant Professor of Marketing Filomena Arespacochaga B.B.A., University of Dhaka, Bangladesh; Associate Professor Emerita of Foreign Robert A. Bellantone M.B.A., Simon Fraser University; Languages Associate Professor of Pharmaceutics Ph.D., York University, Canada B.A., Brooklyn College, CUNY; B.S., Ph.D., University of Connecticut M.A., Columbia University Yaw O. Afriyie Ninotchka Devorah Bennahum Associate Professor Emeritus of Public Michael E. Arons Associate Professor of Journalism & Administration Professor of Physics Communication Studies Diploma, Regional Planning, University of Tel B.E.E., Cooper Union; B.A., Swarthmore College; Aviv; Ph.D., University of Rochester M.A., Ph.D., New York University B.A., University of Ghana; M.Sc., University of Science and Technology Almas Babar Lamar V. Bennett (Ghana); Professor of Pharmaceutics Assistant Professor of Public Administration L.L.B., B.L., University of Ghana; B.S., University of Punjab (Pakistan); B.A., M.P.A., Rutgers University; Ph.D., SUNY at Albany; M.S., Ph.D., St. John’s University Ph.D., American University
Vaibhavee Agaskar Susan Baglieri Michael Bennett Visiting Assistant Professor of Human Assistant Professor, Teaching, Learning and Professor of English Development and Leadership Leadership B.A., Whitman College; B.A., M.A., University of Mumbai B.A., William Paterson University of New Jersey; M.A., Ph.D., University of Virginia Ph.D., Oakland University M.A., Ed.D., Teachers College, Columbia University Azzedine Bensalem Nicholas Agrait Professor of Chemistry and Biochemistry Assistant Professor of History Gurprit S. Bains B.S., École Supérieure de Mécanique; B.A., Yale University Associate Professor of Teaching, Learning and M.S., Ph.D., Université de Nantes M.A., Ph.D., Fordham University Leadership B.A., M.A., Punjab University (India); Kenza E. Benzeroual Syed Ali Dip. TEFL, University of Wales, Institute of Assistant Professor of Pharmacology Associate Professor of Sociology Science and Technology; B.S., Paul Sabatier University (France) B.A., Binghamton, SUNY; Dip. Ed., Nottingham University; M.S., Toulouse Polytechnic Institute (France) M.A., Ph.D., University of Virginia M.A., Ph.D., New York University Ph.D., Montreal University (Canada)
James A. Allan Bertram Bandman Mina Berkowitz Department Chair; Professor Emeritus of Philosophy Professor Emerita of Teaching, Learning, and Associate Professor of Mathematics B.S., M.A., Ph.D., Columbia University Leadership B.Sc., University of Durham (United Kingdom); B.A., University of Buffalo; M.S., New York University; Larry Banks M.A., Ph.D., Columbia University M.S., Ph.D., Polytechnic University of New York Department Chair; Associate Professor of Media Arts Kenneth Bernard Carol Allen B.A., Rutgers University; Professor Emeritus of English Professor of English M.F.A., LIU Post B.A., The City College of New York, CUNY; B.A., M.A., University of Virginia; M.A., Ph.D., Columbia University Ph.D., Rutgers University Robert Barry Coordinator, Division of Communications; Mrinal K. Bhattacharjee Rhianon Allen Visual and Performing Arts; Associate Professor of Chemistry and Professor Emerita of Psychology Associate Professor of Visual Arts Biochemistry B.A., University of British Columbia; B.A., Pitzer College; B.S., M.S., The Indian Institute of Technology M.A., Hunter College, CUNY; M.F.A., University of Delaware (Kharagpur, India); M.Phil., Ph.D., Graduate Center, CUNY Ph.D., Ohio State University
Page 223 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013
Aurora Biamonte Bernice Braid Sebastian Carito Professor Emerita of Counseling and School Professor Emerita of English Professor Emeritus of Biology Psychology B.A., M.A., University of California at Los B.S., Manhattan College; B.A., M.A., University of Alberta, Canada; Angeles; M.S., Ph.D., St. John’s University Ph.D., University of Chicago Ph.D., Occidental College Suzanne M. Carr Evelyn Biray Cindy Bravo-Sanchez Associate Professor of Nursing Assistant Professional Nursing Director of Clinical Education, Respiratory Care B.S., Georgetown University; B.S., Philipine Women’s University B.S., LIU Brooklyn M.S., Texas Women’s University; M.S., Pace University M.P.H., Marist College Ph.D., University of Texas at Arlington; R.N. Licensed Respiratory Therapist Mark G. Birchette Agnes Cha Associate Professor of Biology Bernard J. Brener Assistant Professor of Pharmacy Practice B.A., Yale College; Professor Emeritus of Foreign Languages Pharm.D., University of Illinois at Chicago M.A., Ph.D., Harvard University B.A., M.A., Ph.D., New York University Jack Chaikin Donald Allport Bird Donna Brennan Professor Emeritus of Music Professor of Journalism and Communication Assistant Professor of Nursing Diploma, Mannes College of Music; Studies A.S.N., Nassau Community College B.S., M.A., New York University A.B., Rutgers University; B.S, Adelphi University M.A., Ph.D., Indiana University M.S.N., University of Phoenix Tempii Champion Associate Professor of Communication Sciences & Laura Blitzer John W. Brennan Disorders Associate Professor of Teaching, Learning, and Professor Emeritus of History B.S., Northeastern University; Leadership A.B., Fordham University; M.S., Hampton University; B.S., University of Florida A.M., Ph.D., Harvard University Ph.D., University of Massachusetts M.S., Brooklyn College, CUNY: Ph.D., University of Georgia Dennis Broe Ishwar D. Chawla Professor of Media Arts Professor Emeritus of Chemistry and Biochemistry Adele Bloch B.A., Indiana University; B.S., M.S., Punjab University; Professor Emerita of Foreign Languages M.A., New York University Ph.D., Kansas State University B.A., Hunter College, CUNY; M.A., Ph.D., Columbia University Cheryl Bronner Sweta Chawla Research Associate Professor, Assistant Professor of Pharmacy Practice Julia Bock School of Health Professions B.S., Philadelphia College of Pharmacy and Acquisitions Librarian; Associate Professor B.A., Barnard College, Columbia University; Science; B.A., M.A., Ph.D., Eötvös Loránd University B.S., College of Health Related Profession, M.S., LIU Pharmacy; (Hungary) Brooklyn, SUNY; Pharm.D., Philadelphia College of Pharmacy and M.L.S., Columbia University M.H.S., University of Indianapolis; Science Ph.D., University of Medicine and Joseph R. Boggan Dentistry of New Jersey Sheldon Cheuse Associate Professor Emeritus of English Public Services Librarian; Professor Emeritus B.A., University of Dayton; Martin E. Brown A.B., M.L.S., Rutgers University; M.A., New York University Associate Dean, LIU Pharmacy; M.A., M.B.A., Fairleigh Dickinson University Associate Professor of Social and Administrative Michael Bokor Sciences Denise Chung Assistant Professor of English B.S., M.S., University of Iowa Professor of Biology; Professor of Chemistry and B.A., University of Cape Coast, Ghana Biochemistry M.A., Ph.D., Illinois State University Nicole Cain B.A., M.S., Ph.D., New York University Assistant Professor of Psychology Lana T. Borno B.A., Cornell University; Ping-Tsai Chung Assistant Professor of Pharmacy Practice M.S., Ph.D., Penn State University Chair, Department of Computer Science; Pharm.D. University of North Carolina at Chapel Associate Professor of Computer Science Hill Thomas J. Canavan, Jr. Diploma, National Taipei University of Professor Emeritus of Law Technology (Taiwan); Mary J. Bostic B.A., St. John’s University; M.S., Stevens Institute of Technology; Acquisitions Librarian; Professor Emerita J.D., Brooklyn Law School Ph.D., Polytechnic University of New York Diploma, Durham Business College; B.A., M.L.S., North Carolina Central University; Maren Lockwood Carden Sam Y. Chung M.S., C.A.S., LIU Post Professor Emerita of Sociology Associate Professor of Finance B.S., University of London; B.A., Kyung Hee University (South Korea); M.A., University of Maryland; M.B.A., Illinois State University; Ph.D., Harvard University M.S.F., Boston College; Ph.D., University of Massachusetts (Amherst)
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 224 LIU Brooklyn
Lorraine A. Cicero Donna Covello Robert V. DiGregorio Assistant Dean for Academic and Student Affairs, Assistant Professor of Occupational Therapy Professor of Pharmacy Practice LIU Pharmacy; B.S., Brooklyn College; B.S., St. John’s University; Associate Professor of Pharmacy Practice M.A., New York University; Pharm.D., Medical College of Virginia, Virginia B.S., St. John’s University; O.T.D., Creighton University Commonwealth University M.S., LIU Pharmacy; Pharm.D., St. John’s University Enna C. Crosman Leah Dilworth Professor of Public Health Department Co-Chair; Edward A. Clark B.S., Hunter College, CUNY; Professor of English Professor Emeritus of Physics M.S., M.P.H., Columbia University; B.A., Oberlin College; B.S., Holy Cross College; R.N., C.N.M. M.A., Ph.D., Yale University M.S., Ph.D., Fordham University Margaret Cuonzo Alfred DiMaio Shannon Nicole Clifford Division Coordinator of Humanities; Professor Emeritus of Political Science Physical Therapy Chair Associate Professor of Philosophy B.A., Colby College; Associate Professor of Physical Therapy B.A., Barnard College; M.A., Ph.D., Harvard University B.S., M.P.T., Ph.D., University of Pittsburgh M.Phil., Ph.D., Graduate Center, CUNY Katherine Dimitropoulou Dale A. Coffin Dennis M. Curley Chair, Occupational Therapy; Academic Field Work Coordinator for Professor Emeritus of Biology Assistant Professor Occupational Therapy Occupational Therapy B.S., St. Bonaventure University; B.S., Technological Educational Institution, B.A., Stony Brook, SUNY M.S., LIU Brooklyn; Athens, Greece; M.S., Occupational Therapy, Springfield College Ph.D., St. John’s University M.A., Ph.D., New York University
David Cohen Anthony J. Cutie Adva Dinur Dean, Richard L. Conolly College; Director, Division of Pharmaceutical Sciences; Associate Professor of Management Professor of Biology Professor of Pharmaceutics B.A., Hebrew University of Jerusalem; B.S., M.S., LIU Brooklyn; B.S., Brooklyn College of Pharmacy; Ph.D., Temple University Ph.D., New York University M.S., Ph.D., Rutgers University May Dobal Henry Cohen Jocelyn D’Antonio Associate Professor of Nursing Professor of Pharmacy Practice Assistant Professor of Nursing A.A.S., Queens College, CUNY; B.S., M.S., LIU Pharmacy; B.S., Molloy College; B.S., LIU Brooklyn; Pharm.D., St. John’s University M.S., Adelphi University M.N., Louisiana State; PhD., Walden University Ph.D., University of Texas, Austin Morton Ari Cohen Head of Cataloging; Professor Emeritus Cynthia Dantzic Donna Dolinsky B.A., Brooklyn College, CUNY; Senior Professor of Visual Arts Professor of Social and Administrative Sciences; M.L.S., Pratt Institute B.F.A., Yale University; B.S., The University of Toledo; M.F.A., Pratt Institute M.A., Hollins College; Victor Cohen Ph.D., The University of Toledo Assistant Professor of Pharmacy Practice Robert M. Danziger B.S., Bouvé College of Pharmacy and Health Professor of Chemistry Edward Donahue Sciences, Northeastern University; B.S., Brooklyn College, CUNY; Division Coordinator of Science; Pharm.D., St. John’s University M.S., Ph.D., Northeastern University Associate Professor of Chemistry and Biochemistry Maria Compte Rutesh Dave B.S., St. Joseph’s College; Pre-Clinical Coordinator; Assistant Professor of Pharmaceutics Ph.D., Polytechnic Institute of New York Associate Professor of Physician Assistant Studies B.S., K.L.E’s College of Pharmacy (India); M.P.H., Tulane University; Ph.D., LIU Pharmacy Joseph Dorinson M.D., University of Buenos Aires, Argentina Professor of History Marla Del Collins B.A., M. Phil., Columbia University Gloria Cooper Associate Professor of Journalism & Associate Professor of Music Communication Studies Francis H. Dowd B.S., M.M.Ed., University of Missouri; B.F.A., West Virginia University; Associate Professor Emeritus of Biology Ed.D., Teachers College, Columbia University M.A., Ph.D., New York University B.S., St. Francis College; M.S., LIU Brooklyn Matthew Corrigan Anthony DePass Assistant Professor of Social Work Associate Professor of Biology Emily Drabinski B.A., New Paltz, SUNY B.S., University of Connecticut; Assistant Professor M.S.W., Ph.D., Albany, SUNY M.S., Ph.D., University of Massachusetts Reference and Instruction Librarian B.A., Columbia University; M.L.S. Syracuse University; M.A., LIU
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Mary Jo Dropkin Ralph Engelman Myrna L. Fischman Associate Professor of Nursing Department Chair; Chair, Department of Accounting, Taxation and B.S., Cornell University; Senior Professor of Journalism & Communication Law; M.S.N., University of Nebraska; Studies Professor of Accounting; Ph.D., New York University B.A., Earlham College; B.S., M.S., The City College, CUNY; M.A., Ph.D., Washington University (St. Louis) Ph.D., New York University; Erlinda N. Dubal CPA Assistant Professor of Nursing John E. Exner, Jr. B.S.N., University of Santo Tomas; Professor Emeritus of Psychology Stuart Fishelson M.A., New York University; B.S., M.S., Trinity University; Professor of Media Arts M.B.A., LIU Brooklyn Ph.D., Cornell University B.A., M.A., LIU Brooklyn
Kevin Duffy Kristin L. Fabbio Craig B. Fisher Assistant Professor of Athletic Training, Health Assistant Professor of Pharmacy Practice Professor Emeritus of History and Exercise Science Pharm.D., St. John’s University B.A., University of California at Berkeley; B.S., Brooklyn College; M.L.S., Columbia University; M.S., LIU Brooklyn Dalia Fahmy M.A., Harvard University; Assistant Professor of Political Science Ph.D., Cornell University Joan Duncan B.A., M.A., New York University; Professor of Psychology Ph.D., Rutgers University JoAnn Floyd B.A., Howard University; Associate Professor Emerita of Teaching, M.A., Ph.D., Clark University Ann E. Farber Learning, and Leadership Associate Professor Emerita of Mathematics B.A., Universidad de las Americas (Mexico); Bridget M. Dwyer B.A., Barnard College; M.A., New York University; Speech Clinic Administrator; M.A., Columbia University Ed.D., Columbia University Assistant Professor of Communication Sciences and Disorders (adjunct) Andrea Fass Wing Fu B.A., M.S., Brooklyn College, CUNY Assistant Professor of Pharmacy Practice Director of Physical Therapy Admissions B.S., Pharm.D, Farquhar College of Arts and B.S., Hong Kong Polytechnic University; Rebecca E. Dyasi Sciences, Nova Southeastern University M.A., New York University; Associate Professor of Teaching, Learning, and Licensed Physical Therapist; Leadership Kenneth Fay Pediatric Certified Specialist, OCS B.Sc., University of Sierra Leone (West Africa); Assistant Professor Emeritus of Foreign M.S., Ph.D., University of Illinois at Languages Robert Fudin Urbana-Champaign B.S., M.A., University of South Carolina; Professor of Psychology Diplome d’Etudes Francaises, University of Aix- B.A., M.A., The City College, CUNY; Barry S. Eckert Marseille Ph.D., New York University Dean and Professor, School of Health Professions B.S., M.S., University of Albany, SUNY; Stanley Feifer Jack Gabel Ph.D., University of Miami, School of Medicine Professor of Pharmacy; Professor Emeritus of History B.S., Brooklyn College of Pharmacy; B.A., M.A., The City College, CUNY; James Eckert M.S., St. John’s University Ph.D., New York University Assistant Professor of Physician Assistant Studies B.A., Theological Seminary of Saint Charles John J. Ferraro Mohammed Ghriga Borromeo; Professor Emeritus of Chemistry Dean, School of Business, Public Administration B.A., Hahnemann University; B.S., Fordham University; and Information Sciences; M.A., Loyola University Ph.D., Polytechnic Institute of New York Associate Professor of Computer Science Dipl. d’Ingénieur d’état, University of Sciences William Edelson Brooke D. Fidler and Technology (Algiers); Professor Emeritus of Computer Science Assistant Professor of Pharmacy Practice M.S., Ph.D., Polytechnic University of New York B.E.E., The City College, CUNY; Pharm.D., University of Rhode Island M.S., Courant Institute, New York University; Sealy Gilles Ph.D., Polytechnic Institute of New York Joseph D. Filonowicz Associate Professor of English Department Chair; B.A., Carleton College; John Ehrenberg Professor of Philosophy M.Phil., Ph.D., Graduate Center, CUNY Department Chair; B.A., Hope College; Senior Professor of Political Science M.A., M. Phil., Ph.D., Columbia University Suzanna Gim B.A., Dartmouth College; Assistant Professor of Pharmacy Practice M.A., Ph.D., Stanford University Domenic F. Firriolo B.A., M.P.H., New York University; Professor Emeritus of Biology Pharm.D., University of Maryland B.S., St. Francis College; M.S., Ph.D., St. John’s University
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Amy Patraka Ginsberg Stephen M. Gross Jonathan Haynes Associate Dean, School of Education; Professor of Social and Administrative Sciences; Professor of English Associate Professor of Counseling & Dean Emeritus, LIU Pharmacy; B.A. McGill University; School Psychology B.S., Columbia University; M.A., Ph.D. Yale University B.A., Tufts University; M.A., Ed.D., Teachers College, Columbia M.A., M.Ed., Ph.D., Columbia University University Hildi Hendrickson Department of Sociology/Anthropology Chair; Robert Glass Nancy Grove Associate Professor of Anthropology University Dean of International Education Director of Galleries; B.A., M.A., M.Phil., Ph.D., New York University Dean, LIU Global Associate Professor of Visual Arts B.A., University of British Columbia; B.A., Sarah Lawrence College; Barbara Henning M.A., Temple University; M.A., University of Chicago; Professor Emerita of English M.Phil., Ph.D., Syracuse University Ph.D., Graduate Center, CUNY B.A., M.A., Wayne State University; Ph.D., Union Graduate School Walter Glickman Charles Guarria Department of Physics Chair; Chair of the Brooklyn Library John High Professor of Physics Acquisitions Librarian; Assistant Professor Associate Professor of English B.S., Alfred University; B.A., Stony Brook, SUNY; B.A., M.A., San Francisco State University M.S., Ph.D., Pennsylvania State University M.L.I.S., Queens College, CUNY; M.S., LIU Brooklyn Albert I. Hirschberg Tamara Goldberg Professor Emeritus of Chemistry Assistant Professor of Pharmacy Practice Sara Haden B.S., Brooklyn College, CUNY; Pharm.D., LIU Pharmacy Assistant Professor of Psychology M.S., Ph.D., Polytechnic Institute of New York B.A., University of Virginia; Karen Denard Goldman M.A., University of Massachusetts, Dartmouth; Jordan B. Hirshon Chair, Public Health; Ph.D., Virginia Polytechnic Institute & State Professor Emeritus of Biology Associate Professor of Public Health University B.S., The City College, CUNY; B.A., Beloick College; Ph.D., Rutgers University M.S., Hunter College, CUNY; Marshall Hagins Ph.D., New York University Professor of Physical Therapy Michael Hittman B.S., M.A., Ph.D., New York University; Professor of Anthropology Claire Goodman Licensed Physical Therapist, OCS B.A., LIU Brooklyn; Associate Professor of Media Arts M.A., New York University; B.A., Exeter University (U.K.); David Hammerman Ph.D., University of New Mexico M.A., LIU Brooklyn Professor Emeritus of Biology B.S., The City College, CUNY; Christopher Ho Jonathan Gough M.S., Ph.D., New York University Assistant Professor of Pharmacy Practice Assistant Professor of Chemistry B.S., (Biochemistry), Stony Brook University, B.S., Eastern Nazarene College; Dolwyn Gale Harrison SUNY Ph.D., Syracuse University Assistant Professor of Nursing Pharm.D., Massachusetts College of Pharmacy and A.A.S., Borough Manhattan Community College; Health Sciences Gail-Ann G. Greaves B.S.N., Health Science Center, SUNY; Associate Professor of Communication Studies, M.S., Health Science Center, SUNY Sidney Horowitz Performance and Theatre Professor Emeritus of History B.A., M.A., Brooklyn College, CUNY; Ruth Harwood B.A., M.A., Ph.D., New York University; Ph.D., Howard University Associate Professor Emerita of Anthropology Certificate of the Russian Institute, Columbia B.A., Wellesley College; University Carole Griffiths M.A., Ph.D., Columbia University Professor of Biology Patrick Horrigan B.A., Sarah Lawrence College; Dana Hash-Campbell Associate Professor of English M.A., Ph.D., The City College, CUNY Department of Performing Arts Chair; B.A., Catholic University of America; Associate Professor of Dance M.A., Ph.D., Columbia University Glenn Gritzer B.F.A., LIU Brooklyn Associate Professor Emeritus of Sociology and Stacey Horstmann-Gatti Social Work Gale Stevens Haynes Associate Professor of History B.A., Augustana College; Provost; B.A., Hamilton College; M.S.W., Ph.D., New York University Professor of Political Science M.A., Ph.D., Emory University B.A., M.A., LIU Brooklyn; Stacy Jaffee Gropack J.D., LL.D., St. John’s University Suei-Rong Huang Associate Dean, School of Health Professions Professor Emeritus of Chemistry Associate Professor of Physical Therapy; Janet L. Haynes B.S., National University (Taiwan); B.S., M.S., LIU Brooklyn; Associate Professor of Biology M.S., New Mexico Highlands University; Ph.D., New York University; B.S., M.S., LIU; Ph.D., Stevens Institute of Technology Licensed Physical Therapist M.Phil., Ph.D., New York University
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Marvin S. Hurvich Cecil K. Joseph Camille Kiefer Professor of Psychology Assistant Professor of Biochemistry (Pharmacy) Coordinator of Admission and Recruitment, B.S., University of Alabama; B.S., University of Toronto (Canada); Physician Assistant Program M.A., Ph.D., University of Pennsylvania Ph.D., Hunter College, CUNY A.A.S., Farmingdale, SUNY; B.S., LIU Brooklyn; Esther Hyneman Yusof McDadlly Juwayeyi R.N., Certified Physician Assistant Professor Emerita of English Associate Professor of Anthropology B.A., Goucher College; B.Soc.Sci., University of Malawi (Malawi); John Killoran M.A., Ph.D., Columbia University M.A., C.Phil., Ph.D. University of California, Assistant Professor of English Berkeley B.A., Concordia University; Frances Iacobellis M.A., Ph.D., University of Waterloo Assistant Professor of Nursing Cristiana Kahl Collins B.S., Hunter College, CUNY; Assistant Professor of Physical Therapy; Dawn F. Kilts M.S., Wagner College B.S., M.A., New York University; Professor of Nursing; School of Nursing Ph.D., Nova Southeastern University; B.S., Adelphi University; Anayo Ikeme Neurologic Certified Specialist; M.A., New York University; Associate Professor of Nursing Licensed Physical Therapist Certificate, Molloy College B.S., M.A., Rutgers University; M.A., Ed.D., Columbia Teacher’s College Samuel R. Kamhi Haesook Kim Associate Professor Emeritus of Physics Associate Professor of Sociology Nancy Jackson B.S., Ph.D., Columbia University B.A., M.A., Ewha University, Korea; Associate Professor of Nursing M.A., M.Phil., Ph.D., Columbia University B.S., Columbia University; Jordan J. Kaplan M.A., New York University; Director, M.S. in Human Resource Management; Rachel King M.Ed., Ed.D., Columbia Teacher’s College Associate Professor of Management Head of Library Media Center; B.A., M.B.A., LIU Brooklyn, LIU Post; Assistant Professor Linda Jacobs D.B.A., University of Sarasota B.A., Wellesley College; Associate Professor of Counseling & School M.A., Columbia University; Psychology Michael Kavic M.S.I.S; University at Albany B.A., Brooklyn College, CUNY; Assistant Professor of Physics M.S., Ph.D., New York University B.S., University of Minnesota, Twin Cities Harold L. Kirschenbaum M.S., University of North Carolina, Chapel Hill Associate Dean for Professional Affairs, LIU Jacob H. Jaffe Ph.D., Virginia Tech Pharmacy; Professor Emeritus of Journalism Professor of Pharmacy Practice B.Lit., Rutgers University; Carole Kazlow B.S., Brooklyn College of Pharmacy; M.S., Columbia University Professor Emerita of Teaching, Learning and M.S., LIU Pharmacy; Leadership Pharm.D., Massachusetts College of Pharmacy Thomas J. Johnson B.A., M.S., Queens College, CUNY; Division Director of Respiratory Care Ph.D., New York University Troy Kish B.A., Fordham University; Assistant Professor of Pharmacy Practice M.S., LIU Brooklyn; Edward Keane Pharm.D., University of Toledo Licensed Advanced Practitioner, Respiratory Assistant Professor Therapist, New York; Reference and Instruction Librarian Seymour Kleinberg Licensed Respiratory Care Practitioner, New B.A., Syracuse University; Professor Emeritus of English Jersey; Registered Respiratory Therapist M.A., Stony Brook University, SUNY; B.A., The City College, CUNY; M.L.A., Queens College M.A., University of Connecticut; Kimberly Jones Ph.D., University of Michigan Associate Professor of History Patricia Keogh B.A., Trinity College; Head of Cataloging; Chemia J. Kleinman M.A., Ph.D., University of California at Los Assistant Professor Professor Emeritus of Physics Angeles B.A., University of Virginia; B.A., Yeshiva University; M.L.S., University of Texas; M.S., Ph.D., New York University Samuel C. Jones M.A., St. Mary’s University Associate Professor of Social Work John E. Knight B.A., Stony Brook, SUNY; Kathleen Kesson Associate Professor of Mathematics M.S.W., D.S.W., Hunter College, CUNY Department of Teaching, Learning, and B.A., Northwestern University; Leadership Chair; M.S., Ph.D., Polytechnic University of New York Susanna Jones Professor of Teaching, Learning, and Leadership Associate Professor of Social Work M.S.Ed., Ed.D., Oklahoma State University Laura L. Koenig B.A., California State University, Northridge; Associate Professor of Communication Sciences M.S.W., San Jose State University and Disorders Ph.D., Hunter College, CUNY B.A., University of Chicago; M.A., University of Pennsylvania; Ph.D., Graduate Center, CUNY
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Gary Kose Glen D. Lawrence Xiao-Ming Li Director, M.A. Program; Professor of Chemistry and Biochemistry Professor Emerita of English Professor of Psychology B.S., Pratt Institute; M.A., East China Teachers’ University B.A., Temple University; M.A., SUNY at Plattsburgh; (Shanghai); Ph.D., Graduate Center, CUNY Ph.D., Utah State University M.A., Ph.D., University of New Hampshire
Dragos D. Kostich Christopher League Celia Lichtman Professor Emeritus of Interdisciplinary Studies Associate Professor of Computer Science Professor of Foreign Languages and Literature Diplome, Institute des Sciences Politiques, B.S., Johns Hopkins University; B.A., Brooklyn College, CUNY; University of Paris M.S., University of Maryland; M.A., Ph.D., New York University Ph.D., Yale University Cecilia Kovac Aaron Lieberman Director of Molecular Biology Kamel Lecheheb Associate Professor of Counseling & School Associate Professor of Biology Dean, Information Technology; Psychology B.S., St. John’s University; Associate Professor of Physics B.S., Brooklyn College, CUNY; M.S., New York University; M.S., Ph.D., New York Polytechnic M.S.W., D.S.W., Yeshiva University M.Ph., Ph.D., Columbia University Ben Bumsun Lee Andrew Livanis Kathryn L. Krase Professor Emeritus of Accounting Department of Counseling & School Psychology Assistant Professor of Social Work B.A., Seoul National University; Chair; B.S., Cornell University M.B.A., Ph.D., New York University; CPA Associate Professor of Counseling & School M.S.W, J.D., Ph.D., Fordham University Psychology Supawadee Lee B.A., M.S., St. John’s University Elizabeth Kudadjie-Gyamfi Assistant Professor of Occupational Therapy Ph.D., Graduate Center, CUNY Department of Psychology Chair; B.S., Chiang Mai University; Associate Professor of Psychology M.S., Mahidol University; Waldo J. Lombardi B.Sc., University of Ghana; M.A., Ph.D., New York University Professor Emeritus of Economics M.A., Ph.D., Stony Brook, SUNY B.A., M.S., LIU Brooklyn, LIU Post; Laurie Lehman M.A., Ph.D., Columbia University Anne Kugler Associate Professor of Teaching, Learning, and Assistant Professor of Pharmacy Practice Leadership Madeleine Long B.S., Randolph-Macon College B.A., Clark University; Professor Emerita of Teaching, Learning and Pharm.D., LIU Pharmacy M.A., Arizona State University; Leadership Ph.D., New York University B.A., Queens College, CUNY; Su-Hwan Kwak M.A., Harvard University; Assistant Professor of Biology Nancy Lemberger Ed.D., Columbia University B.S., M.S., Ph.D., Yonsei University Associate Professor of Teaching, Learning, and Leadership John M. Lonie Dong Kwon B.A., M.S., California State University; Associate Professor of Social and Administrative Assistant Professor of Biology Ed.M., Ed.D., Teachers College, Columbia Sciences B.S., M.S., Kangwon National University, Korea University B.S., LIU Pharmacy; Ph.D., Georgia State University M.A., New School for Social Research; Melissa Lent Ed.D., Teachers College, Columbia University Seema Lall Coordinator of B.S., in Health Science Assistant Professor of Nursing B.A., Stony Brook University, SUNY; Rosalynde Le Blanc Loo B.S., New Delhi, India; M.S. Ed., LIU Assistant Professor of Dance B.S.N., RAK College of Nursing, B.F.A., Purchase, SUNY New Delhi, India; Timothy Leslie M.S.N., Lehman College, Bronx, N.Y. Assistant Professor of Biology Hilary Lorenz B.S., Ph.D., Penn State Department of Visual Arts Chair; Kevin Lauth Associate Professor of Visual Arts and Media Arts Associate Dean, Richard L. Conolly College; Helisse Levine B.S., Western Michigan University; Professor of Media Arts Director, Advanced Certificate in Not-for-Profit M.A., M.F.A. University of Iowa B.A., Lehman College, CUNY; Management; M.S., Brooklyn College, CUNY Assistant Professor of Public Administration Anne G. Loscalzo B.A., M.A., Fairleigh Dickinson University; Professor Emeritus of Chemistry Valerie Lava Ph.D., Rutgers University B.A., M.S., Ph.D., New York University Associate Professor of Teaching, Learning, and Leadership Esther Levine-Brill Hannia Lujan-Upton B.A., Brooklyn College, CUNY; Professor of Nursing Associate Professor of Chemistry and M.S., Hunter College, CUNY; B.S., M.S., Hunter College, CUNY; Biochemistry Ed.D., Teachers College, Columbia University Ph.D., New York University; B.S., St. Francis College; Post-Master’s Certificate, LIU Ph.D., Polytechnic University of New York
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Beverly Lyons Nino Marzella Valerie Michelsen Director, Master of Public Administration Associate Professor of Pharmacy Practice Professor Emerita of Nursing Program; B.S., M.S., Pharm.D., LIU Pharmacy A.A.S., Farmingdale, SUNY; Director, Advanced Certificate in Gerontology B.S., LIU; Administration; Michael Masaracchio B.S./M.S., Adelphi University Professor of Public Administration Associate Professor of Physical Therapy B.A., Queens College, CUNY; B.S., M.S., LIU Brooklyn; Yuko Minowa M.A., New York University; DPT, Creighton University Associate Professor of Marketing Ph.D., Fordham University Ph.D., Nova Southeastern University B.S., Ph.D., Rutgers University
Amy Ma Marion Masterson Diana Mitrano Assistant Professor of Nursing Director of Clinical Education, Division of Assistant Professor A.A.S., Kishwaukee College Physician Assistant Studies; Cataloging Librarian B.S., M.S., East China University of Science and B.S., LIU Brooklyn; B.A., New York University; Engineering M.P.A.S., University of Nebraska; M.L.S, M.S.Ed., LIU M.S., Medical University of South Carolina Certified Physician Assistant DNP, Case Western Reserve University Kathleen Modrowski Nikita Matsunaga Assistant Dean of LIU Global Carole Maccotta Associate Professor of Chemistry and B.A., University of Toledo Assistant Professor of Foreign Languages and Biochemistry M.A., École des Hautes Études en Sciences Literature B.A., American International College; Sociales (EHESS) B.A., M.A., Universite Paul Velery, France Ph.D., Iowa State University A.B.D., École des Hautes Études en Sciences P.D., University of North Carolina Sociales (EHESS) Charles Matz Richard W. Macomber Professor of English Marjan Moghaddam Professor Emeritus of Physics B.A. Rutgers University; Professor of Media Arts B.S., M.S., Northwestern University; M.A. Columbia University; B.A., Empire State College, SUNY A.M., Harvard University; Ph.D. University of Notre Dame Ph.D., University of Iowa Shahriar Mokhtari-Sharghi Donald McCrary Associate Professor of Mathematics Carol Z. Magai Associate Professor of English B.S., Sharif University of Technology (Iran); Professor Emerita of Psychology B.A., M.A., University of Massachusetts at M.A., Ph.D., Columbia University B.A., M.A., Michigan State University; Boston; Ph.D., Rutgers University Ph.D., New York University Jeanmaire Molina Assistant Professor of Biology Sandra Maldonado Maria McGarrity B.S., University of the Philippines Assistant Professor of Nursing Associate Professor of English Ph.D., Rutgers University B.S., Hunter College, CUNY; B.A., Rutgers University; B.S., Downstate, SUNY; M.A., University of New Orleans; Stephen Molton M.S., Hunter-Bellevue, CUNY Ph.D., University of Miami Assistant Professor of Writing & Producing for Television Harriet Malinowitz Sylvester McKenna B.F.A., Kansas City Art Institute Professor of English Professor Emeritus of Biology B.A., Queens College, CUNY; B.S., Richmond College, CUNY; Maxine Morgan-Thomas M.F.A., University of Massachusetts at Amherst; M.S., LIU; Assistant Professor of Business Law M.A., Hunter College, CUNY; Ph.D., New York University B.A., Queens College, CUNY; Ph.D., New York University J.D., Columbia Law School, Columbia University; J. Patrice McSherry CPA Fraidy N. Maltz Professor of Political Science Assistant Professor of Pharmacy Practice B.A., University of California at Berkeley; Joseph Morin B.S., M.S., Pharm.D., LIU Pharmacy M.A., Ph.D., Graduate Center, CUNY Department of Biology Chair; Professor of Biology Kathleen A. Marsala-Cervasio Kevin Meehan B.S., Southeastern Massachusetts University; Associate Professor of Nursing Assistant Professor of Psychology Ph.D., University of Wisconsin B.S., Staten Island College, CUNY; B.A., New York University M.S., Hunter College, CUNY; M.A., John Jay College of Criminal Justice, Nelson Moses Ph.D., Kennington University CUNY; Department of Communication Sciences and Ed.D., Northcentral University Ph.D., Graduate Center, CUNY Disorders Chair; Professor of Communication Sciences and Lorraine Marsh Monica D. Mehta Disorders Associate Professor of Biology Assistant Professor of Pharmacy Practice B.A., M.A., The City College, CUNY; A.B., University of California at Santa Cruz; B.S., University of Houston; Ph.D., New York University M.A., San Francisco State College; Pharm.D., University of Texas (Austin) Ph.D., Massachusetts Institute of Technology
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Iris Mule Susan Nesbit Evangelos Pappas Director of Master of Social Work Field Assistant Professor of Occupational Therapy Interim Chair of Physical Therapy; Education; B.S., Ohio State University; Associate Professor of Physical Therapy B.S.W., Virginia Commonwealth University, M.S., Columbia University B.S., T.E.I. of Thessalonaki (Greece); School of Social Work; M.S., Quinnipac College; M.W.W., New York University, School of Social Samuel Newsome Orthopedic Certified Specialist; Work Assistant Professor of Music Licensed Physical Therapist B.A., Berklee College of Music; Christy Mulligan M.A., Purchase, SUNY Louis Parascandola Assistant Professor of Counseling & School Professor of English Psychology Timothy V. Nguyen B.A., Brooklyn College; B.S., Kutztown University; Assistant Professor of Pharmacy Practice M.A., LIU Brooklyn; M.S., Eastern College; B.S. in Pharm., Rutgers, The State University of M.L.S., Pratt Institute; Psy.D., Philadelphia College of Osteopathic New Jersey; Ph.D., Graduate Center, CUNY Medicine Pharm.D., University of the Sciences in Philadelphia Barbara Parisi Deborah Mutnick Professor of Communication Studies Professor of English Anna I. Nogid B.A., Hunter College, CUNY; B.A., University of Michigan; Associate Professor of Pharmacy Practice M.A., New York University; M.F.A., University of North Carolina; B.S., Pharm.D., LIU Pharmacy M.A., Brooklyn College, CUNY; Ph.D., New York University M.A., Graduate Center, CUNY; Patricia O’Brien Ph.D., New York University Russell Myers Associate Professor of Nursing Professor of Mathematics B.S., Hunter College; Samuel Park B.S., Ph.D., Penn State University; M.A., New York University; Professor of Mathematics M.S., Stony Brook, SUNY Ph.D., Adelhi University B.S., West Virginia Wesleyan; M.A., Ph.D., University of Pittsburgh Jadwiga S. Najib Doris Obler Professor of Pharmacy Practice Assistant Professor of Occupational Therapy Isabel D. Pascale B.S., St. John’s University; B.S., Downstate Medical Center, SUNY; Professor Emeritas of Counseling & School Pharm.D., University of Minnesota, Twin Cities M.S.W., Adelphi University Psychology Ph.D., YUI International University B.A., M.S., Certificate in Administration and Maureen Nappi Supervision, Hunter College, CUNY; Assistant Professor of Media Arts Robert G. Olson Ed.D., Fordham University B.F.A., M.A., Ph.D., New York University Professor Emeritus of Philosophy B.A., University of Minnesota; Nagin K. Patel Stanley Nass Docteur de l’Université de Paris; Professor of Industrial Pharmacy Professor of Counseling & School Psychology Ph.D., University of Michigan B.Pharm., Gujarat University (India); B.A., The City College, CUNY; M.S., Temple University; M.A., New York University; Renee Ortega Ph.D., University of Maryland M.A., Ed.D., Columbia University Academic Field Work Administrator for Occupational Therapy; Robert Pattison Joseph Nathan Evening/Weekend Cohort Program Professor of English Director, International Drug Information Center A.A.S., Mercy College; A.B. Yale University; (IDIC) B.F.A., LIU; M.A. University of Sussex; Associate Professor of Pharmacy Practice B.S., Mercy College Ph.D. Columbia University B.S., M.S., LIU Pharmacy; Pharm.D., University of Arkansas for Medical Amber Pabon Ximara Peckham Sciences Visiting Assistant Professor Instructor of Biology B.A., University of California, Los Angeles; M.D. Caldas University (Colombia) Robert B. Nathanson M.A., Brooklyn College, CUNY; Professor Emeritus of Teaching, Learning, and Ed.D., The Graduate Center, CUNY Thomas Peele Leadership Associate Professor of English B.A., Brooklyn College, CUNY; John Papadopoulos B.A., New York University M.S.W., Columbia University School of Social Associate Professor of Pharmacy Practice M.A., City College of New York Work; B.S., St. John’s University; Ph.D., University of South Florida Ed.M., Ed.D., Teachers College, Columbia Pharm.D., LIU Pharmacy University Shelley L. Peffer Nicholas Papouchis Assistant Professor of Public Administration Ruth F. Necheles Director of Ph.D. Program; B.A., Kent State University; Professor Emerita of History Professor of Psychology M.P.A., J.D., Ph.D., Cleveland State University A.B., M.A., Ph.D., University of Chicago B.S., Queens College, CUNY; Ph.D., Graduate Center, CUNY
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Linda S. Penn Paul Michael Ramirez Anastasia Rivkin Professor of Psychology Professor of Psychology Director, Division of Pharmacy Practice; B.A., University of Michigan; B.A., Herbert Lehman College, CUNY; Associate Professor of Pharmacy Practice Ph.D., Adelphi University M.A., New York University; Pharm.D., North Dakota State University M.A., The City College, CUNY; Richard Perry M.Phil., Ph.D., Graduate Center, CUNY Robert Rochlin Assistant Professor of Pharmacy Practice Professor Emeritus of Accounting and Taxation Pharm.D., University of Rhode Island Warren Ratna B.S., M.B.A., New York University; Professor of Pharmacology CPA Rebecca A. Petersen B.Sc. Hons., University of Sri Lanka, Colombo Clinical Coordinator, Division of Athletic (Sri Lanka); Gustavo Rodriguez Training, Health and Exercise Science; M.S., University of South Carolina; Department of Economics, Chair B.S., Old Dominion University; Ph.D., Stony Brook, SUNY Associate Professor of Economics M.S., LIU Brooklyn; B.S., Universidad de Buenos Aires (Argentina); Certified Athletic Trainer Jennifer Rauch M.A., Ph.D., New York University Associate Professor of Journalism Anthony Q. Pham B.A., The Penn State University; Jose Rodriguez Assistant Professor of Pharmacy Practice M.J., Temple University Professor of Computer Science B.S., University of California, Irvine B.A., Rutgers University; Pharm.D., University of California, Los Angeles Tracye Rawls-Martin M.S., New York University; Director, Athletic Training Education Programs; Ph.D., Stevens Institute of Technology Fotios M. Plakogiannis Assistant Professor of Athletic Training, Professor of Pharmaceutics; Health and Exercise Science Donald W. Rogers Pharmacy Diploma, University of Athens B.S., M.S., LIU Brooklyn Professor Emeritus of Chemistry (Greece); B.A., Princeton University; M.S., Ohio State University; Anthony A. Reidlinger M.A., Wesleyan University; Ph.D., University of Southern California Professor Emeritus of Chemistry Ph.D., University of North Carolina B.A., Hofstra University; Roda Plakogiannis M.S., Ph.D., New York University Renie Rondan-Jackson Associate Professor of Pharmacy Practice M.S.W. Field Work Coordinator B.S., Pharm.D., LIU Pharmacy John P. Reilly M.S.W., Hunter College Associate Emeritus Professor of History Max Polisar A.B., A.M., St. Louis University; Jan Rosenberg Assistant Professor of Communication Studies Ph.D., Columbia University Professor Emerita of Sociology B.A., M.A., Brooklyn College, CUNY B.A., M.A., University of Illinois; Diane Reynolds Ph.D., University of Massachusetts Eric Posmentier Associate Professor of Nursing Professor Emeritus of Mathematics and Physics B.S., Hunter College/Bellevue School of Nursing, Jessica M. Rosenberg B.S., The City College, CUNY; CUNY; Associate Professor of Social Work Ph.D., Columbia University M.S., Health Science Center at Brooklyn, SUNY B.A., Sarah Lawrence College; Ed.D., Columbia Teacher’s College M.S.W., School of Social Work, Hunter College, Michael Pregot CUNY; Assistant Professor of Counseling & School Ashley Richardson Ph.D., Yeshiva University Psychology Assistant Professor of Pharmacy Practice B.A., M.A.T., Assumption College; Pharm.D., Northeastern University Bouve College Norman V. Rothwell M.A., Framingham State College; of Health Sciences School of Pharmacy, Professor Emeritus of Biology Ed.D., Boston University Boston, MA B.S., Rutgers University; Ph.D., Indiana University Eunice Y. Pyon Martin Ries Assistant Professor of Pharmacy Practice Professor Emeritus of Art Elizabeth A. Rudey B.S., University of California, Berkeley; B.A., American University; Professor of Visual Arts Pharm.D., University of California, San Francisco M.A., Hunter College, CUNY B.A., New York University; M.A., M.Ed., Ed.D., Teachers College, Columbia Elaena Quattrocchi Barry A. Ritzler University Associate Professor of Pharmacy Practice Professor Emeritus of Psychology B.S., Pharm.D., St. John’s University B.A., Manchester College; Peter Salber M.A., Ph.D., Wayne State University Coordinator of User Services; Gregary J. Racz Associate Professor Department of Foreign Language and Literature Klaudia Rivera B.A., Canisius College; Chair; Professor of Teaching, Learning, and Leadership M.A., New York University; Associate Professor of Foreign Languages & B.S., Central America University, Managua, M.S.L.I.S, Pratt Institute Literature Nicaragua; B.A., Rutgers University; M.S., Bank Street College of Education; M.A., Ph.D., Princeton University Ed.D., Teachers College, Columbia University
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 232 LIU Brooklyn
Sara Salloum Wayne Schnatter Herbert Sherman Assistant Professor of Teaching, Learning, and Associate Professor of Chemistry and Chair, Department of Managerial Sciences Leadership Biochemistry Professor of Management B.Sc., Beirut University College; B.S. in Chemistry, B.S. in Biology, Rensselaer B.A., The City College of New York, CUNY; M.A., American University of Beirut; Polytechnic Institute; M.S., Polytechnic University; Ph.D., University of Illinois (Urbana- Champaign) M.A., Ph.D., Princeton University Ph.D., The Union Institute and University (Cincinnati, OH) Elizabeth A. J. Salzer Elliott P. Schuman Division Director of Physician Assistant Program Professor of Psychology Lu Feng Shi A.B., Smith College; B.S., United States Naval Academy; Assistant Professor of Communication Sciences & B.S. LIU Brooklyn; M.A., Ph.D., Columbia University Disorders M.A., Columbia University; B.M. Shanghai Medical University; Certified Physician Assistant Peter Schwarzburg M.S., Ph.D., Syracuse University Professor Emeritus of Teaching, Learning, and Lisa Samstag Leadership Ellen L. Short Professor of Psychology B.A., M.A., Columbia University; Associate Professor of Counseling & School B.A., Queen’s University (Ontario, Canada); Ph.D., New School for Social Research Psychology M.A., M.Phil., Ph.D., The City College, CUNY B.A., Lawrence University; Bernard Schweizer M.A., Northwestern University; Jose Ramon Sanchez Associate Professor of English; Ph.D. New York University Director, Urban Studies Department B.A., University of Minnesota; Professor of Political Science; Ph.D., Duke University Joanna Shulman B.A., Columbia University; Medical Director, Physician Assistant Studies M.A., University of Michigan; Kenneth W. Scott B.S., Swarthmore College; Ph.D., New York University Professor Emeritus of English M.S., Massachusetts Institute of Technology; B.A., Queens College, CUNY; M.D., New York Medical College Hazel Sanderson-Marcoux M.A., Columbia University Associate Dean of Nursing; Madiha B. Sidhom Associate Professor of Nursing; Keith Serafy Associate Professor of Pharmaceutics B.S., LIU Brooklyn; Professor of Biology B.S., M.S., University of Assiut (Egypt); M.Ed., Ed.D., Columbia University B.A. University of South Florida; Ph.D., Moscow First Medical Institute (U.S.S.R.) M.A., Ph.D. University of Maine John Sannuto Alvin Siegel Associate Professor of Communication Studies, Bupendra K. Shah Professor of Chemistry and Biochemistry Performance Studies and Theatre Assistant Professor of Social and Administrative B.S. The City College of New York, CUNY; B.A., Brooklyn College, CUNY; Sciences Ph.D. Rutgers University M.A., D.A., New York University B.S. Poona College of Pharmacy (India); M.S., University of Toledo; Esther Siegel Anthony Santella Ph.D., University of Wisconsin-Madison Professor Emerita of Nursing Assistant Professor of Public Health B.S., M.S., Adelphi University; B.S., University of Connecticut; Roopali Sharma Ed.D., Teachers College, Columbia University M.P.H., Emory University; Assistant Professor of Pharmacy Practice Dr.P.H., Tulane University B.S., University of Rhode Island; Nicki Silberman Pharm.D., St. John’s University Director of Clinical Education Michael Saraceno B.A., Tufts University; Associate Professor of Occupational Therapy Alexander Shedrinsky M.P.T., University of Delaware; B.A., M.S., Touro College; Professor of Chemistry and Biochemistry D.P.T., Massachusetts General Hospital Institute Registered Occupational Therapist M.S., Leningrad University (U.S.S.R.); of Health Professions M.S., Ph.D., New York University Licensed Physical Therapist Kimberly Sarosky Assistant Professor of Pharmacy Practice Simon Sheppard Howard Silverstein Pharm.D., Wilkes University (Pennsylvania) Assistant Professor of Political Science Professor Emeritus of English B.A., Auckland University; B.A., Rutgers University; Benjamin Saunders M.A., Victoria University of Wellington; M.A., University of Minnesota; Assistant Professor of Psychology Ph.D., John Hopkins University Ph.D., New York University B.A., University of Michigan; M.A., Ph.D., University of Illinois Mariam Sherar George A. Small Assistant Professor Emerita of Sociology Professor Emeritus of English Vincent Scerbinski B.A., M.A., Michigan State University B.A., M.A., University of New Mexico; Associate Professor of Accounting Ph.D., University of Pennsylvania A.B., Fairfield University; M.B.A., St. Johns University; C.P.A., New York and New Jersey
Page 233 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013
W. Reeves Smith Judith Stuart Larry D. Terry, II Professor Emeritus of Biology Professor Emerita of Dance Assistant Professor of Public Administration B.S., South Carolina State College; B.A., M.F.A., Brooklyn College, CUNY B.A., University of California at Santa Barbara; M.S., Ph.D., Fordham University M.P.A., San Diego State University; Harry Stucke Ph.D., University of Texas at Dallas Michael Sohn Director, M.B.A. Program; Instructor of English Professor of Management; Arpi Siran Terzian B.A., M.A., Ph.D., New York University B.S., Fordham University; Assistant Professor of Athletic Training, Health M.B.A., New York University and Exercise Science Eugene Spatz B.A., Brown University; Division of Athletic Training, Health, & Exercise Meiyu Su M.P.H., Emory Rollins School of Public Health Science Director; Associate Professor of Mathematics Ph.D., John Hopkins Bloomberg School of Public Coordinator, Adapted Physical Education Track B.S., M.S., Henan Normal University (China); Health and Coaching and Conditioning Track Ph.D., Graduate Center, CUNY B.S., University of Michigan; Cecelia Traugh M.S., LIU Brooklyn Srividhya Swaminathan Dean, School of Education; Associate Professor of English Director, Center for Urban Educators; Amanda Speakes-Lewis B.A., University of Texas, Austin; Professor of Teaching, Learning and Leadership Assistant Professor of Social Work M.A., Ph.D., Pennsylvania State University B.A., M.A., University of California (Riverside); B.A., M.S.W., Stony Brook University, SUNY; Ph.D., University of California (Berkeley) D.S.W., Adelphi University Theresa Sweeny Associate Professor of Nursing John K. Tseng David Spierer A.A.S., Excelsior College; Professor Emeritus of Chemistry and Biochemistry Associate Professor of Athletic Training, Health B.A., University of California; B.S., Cheng Kung University (Taiwan); and Exercise Science M.S., Excelsior College; M.S., Ph.D., University of North Dakota M.A., Ph.D., Columbia University M.S., University of California; D.P.H., University of California Irwin Tucker Grazia Stagni Associate Professor Emeritus of Mathematics Associate Professor of Pharmaceutics Candy Systra B.A., St. John’s College; B.S., Università Degli Studi di Bologna (Italy); Director, New York City Teaching Fellows License es Lettres, University of Paris M.S., Ph.D., University of Texas at Austin Program; Assistant Professor of Teaching, Learning, and Martha Tyrone Nathaniel R. Stanley Leadership Assistant Professor of Communication Sciences & Professor Emeritus of Mathematics B.A., Brooklyn College, CUNY; Disorders B.S., The City College, CUNY; M.A., Antioch Graduate School of Education; B.A., M.S., University of Chicago; M.S., Ph.D., New York University M.A., Teachers College, Columbia University M.S., Rutgers University; Ph.D., City University, London Rebecca A. States David R. Taft Associate Professor of Physical Therapy Dean, LIU Pharmacy; Hatice Uzun B.A., Barnard College, Columbia University; Professor of Pharmaceutics Associate Professor of Finance M.A., Teachers College, Columbia University; B.S., University of Rhode Island; B.S., Hacettepe University, Turkey; Ph.D., Columbia University Ph.D., University of Connecticut M.B.A, Ph.D., Drexel University
Patricia Stephens Martin Teiger Michael Valenti Associate Professor of English; Professor of Physics Assistant Professor of Nursing Department of English Co-Chair A.B., M.A., Ph.D., Columbia University A.A.S., Long Island College Hospital; B.A., The City College, CUNY; B.S., St. Francis College; M.A., Graduate Center, CUNY; Jose Tello M.S. , New York University Ph.D., New York University Assistant Professor of Biology B.Sc., Universidad Ricardo Palma, Peru Ranbir Varma Brook Stowe M.Sc., University of Missouri, St. Louis Professor Emeritus of Economics Coordinator of Library Instruction; Ph.D., University of Illinois at Chicago B.A., Patna University (India); Assistant Professor M.A., Columbia University; B.A., Vermont College; Joan Templeton Ph.D., New School for Social Research M.L.S., Queens College, CUNY; Professor Emerita of English M.A., LIU Brooklyn B.A., Centenary College; Nadarajah Vasanathan M.A., Ph.D., University of Oregon Department of Chemistry Chair; Milorad V. Stricevic Associate Professor of Chemistry Director, M.S. in Health Sciences; Theologia Ternas B.Sc., University of Jafna (Sri Lanka); Professor of Athletic Training, Health and Assistant Professor of Pharmacy Practice M.A., Ph.D., City College of New York, CUNY Exercise Science Pharm.D., St. John’s University College of M.D., Belgrade University Medical School Pharmacy (Yugoslavia)
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 234 LIU Brooklyn
Walter Vasilaky Joram Warmund Philip Wolitzer Professor Emeritus of Computer Science Division Coordinator Social Sciences; Professor Emeritus of Accounting B.A., Rutgers University; Department Chair; B.B.A., The City College of New York, CUNY; M.A., University of Maryland; Professor of History M.B.A., New York University; Ph.D., New York University B.A., Queens College, CUNY; CPA M.A., Columbia University; Sharon Verity Ph.D., New York University Constance Woo Associate Division Director, Physician Assistant Professor Studies Lewis Warsh B.A., M.A., C.Phil, Ph.D., University of B.A., Binghamton, SUNY; Director of MFA Program; California, Los Angeles; B.S., Stony Brook, SUNY; Professor of English C.A.S., M.L.S., LIU Post; M.P.A.S., University of Nebraska; B.A., M.A., The City College of New York, B.F.A. New York Institute of Technology Certified Physician Assistant CUNY Elaine Wong Susan Villegas Holly Wasserman Assistant Professor of Pharmacy Practice Assistant Professor of Pharmacy Practice Academic Fieldwork, Director of Evening and Pharm.D., LIU Pharmacy Pharm.D., West Virginia University Weekend Program, Occupational Therapy B.S., Brooklyn College, CUNY; Philip Wong William Vincent, III M.S., Boston University Associate Professor of Psychology Assistant Professor of Pharmacy Practice B.Sc., Brown University; Pharm.D., Rutgers, The State University of New Samuel Watson M.A., Ph.D., University of Michigan Jersey Professor of Chemistry and Biochemistry B.S., Stanford University; Sophia Wong Maria Vogelstein M.S., San Francisco University; Associate Professor of Philosophy Assistant Professor of Biology; Ph.D., Princeton University B.A., M.A., University of Alberta; Assistant Dean, Richard L. Conolly College M.Phil., Ph.D., Columbia University B.S., St. Joseph’s College; M.S., New York Jayne Werner University Professor Emerita of Political Science Yafeng Xia B.A., University of Pittsburgh; Associate Professor of History Valerie C. Walker Ph.D., Cornell University B.A., M.A., Nanjing Normal University (China); Professor of Public Health Ph.D., University of Maryland B.S., Hunter College, CUNY; Elinor West M.S., M.P.H., Columbia University; Professor Emerita of Philosophy Peter Yellin R.N., C.N.M. B.S., M.A., Ph.D., Columbia University Professor Emeritus of Music B.S., Juilliard School of Music; Joan Walsh Scott Westervelt M.A., Brooklyn College, CUNY Professor Emerita of Nursing Practicum Coordinator, B.S. in Health Sciences A.B., B.S., M.Ed., University of Missouri; and Master of Public Health Programs Hongiun Yin Ed.D., New York University B.S. Sienna College; Assistant Professor of Social and Administrative M.S. Canisius College Sciences Colleen Walsh B.S., M.S., China Pharmaceutical University; Assistant Director, Teaching Fellows Program; Katherine Williams Ph.D., University of Illinois at Chicago Instructor of Teaching, Learning, and Leadership Associate Professor Emerita of Nursing B.A., University of Southern California; B.A., College of Wooster; Sharman Yoffe-Sidman M.P.A., University of Pittsburgh B.S., M.Ed., Ed.D., Columbia University; Instructor of English M.A., New York University B.A., University of the District of Columbia; Amy Wang M.A., LIU Brooklyn Assistant Professor of Pharmacy Practice Wendi Williams Pharm.D., M.B.A., University of Kentucky Assistant Professor of Counseling and School Gina Youmans Pyschology Associate Professor of Communication Sciences Donna Wang B.S., University of California (Davis); and Disorders Chair, Social Work; M.A., Pepperdine University; B.S., M.S., Ph.D., Florida State University; Assistant Professor of Social Work Ph.D., Georgia State University M.S. University of North Carolina B.S., Shippensburg University; M.S.W., Temple University; Lester Wilson Scott Youmans Ph.D., Fordham University Director of United Nations Graduate Certificate Associate Professor of Communication Sciences Program; and Disorders Ingrid Wang Professor of History B.S., College of Saint Rose; Director of the Brooklyn Library; A.B., University of Chicago; M.Ed., North Carolina Central University; Associate Professor B.S., Roosevelt University; Ph.D., Florida State University B.A., Nanjing Normal University; M.A., Ph.D., University of Illinois M.S.L.S., Clarion University of Pennsylvania; M.S., Brooklyn College, CUNY
Page 235 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013
Joel Zablow Assistant Professor of Mathematics B.S., Reed College; M.S., University of Oregon; Ph.D., Graduate Center, CUNY
Andreas A. Zavitsas Senior Professor of Chemistry and Biochemistry; B.S., The City College, CUNY; M.A., Ph.D., Columbia University
Tina Zerilli Assistant Professor Pharmacy Practice Pharm.D., LIU Pharmacy
Yudan Zheng Assistant Professor of Finance B.A., M.A., Xiamen University, China; M.B.A, Ph.D., Rutgers University
Annette Zilversmit Professor Emerita of English B.A., Brooklyn College, CUNY; M.A., Cornell University; Ph.D., New York University
Martin Zimerman Electronic Services Librarian; Assistant Professor B.A., City College, CUNY; M.L.S., Queens College, CUNY; M.P.A., LIU Brooklyn
Susan Zinar-Grunberg Associate Professor of Teaching, Learning, and Leadership B.A., Brandeis University; M.A.T., Harvard University; Ph.D., Columbia University
Hyam L. Zuckerberg Professor of Mathematics B.A., B.H.L., M.A., Ph.D., Yeshiva University
Israel Zuckerman Professor Emeritus of Mathematics B.B.A., The City College of New York, CUNY; M.A., Brooklyn College, CUNY; Ph.D., Rutgers University
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 236 LIU Brooklyn
LIU BROOKLYN SCHOOL OF HEALTH PROFESSIONS Administrative Deans and ADMINISTRATION Barry S. Eckert B.S., M.S., Ph.D., FASAHP Directors
Dean Academic Reinforcement Center Administration Courtney Frederick Stacy Jaffee Gropack B.A., M.S. Gale Stevens Haynes ’72, ’76 Ph.D., PT Director B.A., M.S., J.D., LL.D. Associate Dean
Provost Admissions SCHOOL OF NURSING Alexander Scott Joel Press ’68 B.S., M.A. B.S. Shirley A. Girouard Dean of Enrollment Chancellor Ph.D., R.N., FAAN
Dean Richard S. Sunday '00
B.A., M.A. Hazel Sanderson-Marcoux ’81 Academic Deans Senior Associate Dean of Admissions B.S., M.Ed., Ed.D., R.N.
RICHARD L. CONOLLY COLLEGE OF Associate Dean George Terry LIBERAL ARTS AND SCIENCES B.S., M.S.Ed. Susanne Flower Associate Dean of Admissions David Cohen ’63, ’66 B.A., B.S., M.S., R.N., N.P.
B.S., M.S., Ph.D. Associate Dean Athletics Dean John Suarez LIU PHARMACY B.S., M.Ed. Kevin Lauth Arnold & Marie Schwartz College of Pharmacy Director B.A., M.S. and Health Sciences
Associate Dean Buildings and Grounds David R. Taft Wayne Hamilton Oswaldo Cabrera ’78, ’91 B.S., Ph.D. B.S., M.B.A. B.S., M.A. Dean Director Assistant Dean
Martin E. Brown Campus Ministry Hamid Rahim '82, '94, '05, '06 B.S., M.S. The Rev. Charles P. Keeney Assistant Dean Associate Dean B.A., M.Div. B.A., M.A.,M.S., Ph.D.
Harold L. Kirschenbaum Campus Security Maria Vogelstein B.S., M.S., Pharm.D. Selvin Livingston B.S., M.S. Associate Dean for Professional Development Director Assistant Dean
Lorraine Cicero Center for Student Information SCHOOL OF BUSINESS, PUBLIC B.S., M.S., Pharm.D. Pia Stevens Haynes ’02, ’04, ‘06 ADMINISTRATION AND INFORMATION Assistant Dean for Academic and Student Affairs B.S.W., MS.Ed., M.S.W. SCIENCES Director LIU GLOBAL;
Mohammed Ghriga INTERNATIONAL EDUCATION Center for Urban Educators B.S., M.S., Ph.D. Cecelia Traugh Dean Robert Glass B.A., M.A., Ph.D. B.A., M.A., Ph.D. Director Linette Williams Dean, University Dean
B.S., M.S.Ed. College of Pharmacy Assistant Dean Kathleen Modrowski Stephen M. Gross B.A., M.A. B.S., M.A., Ed.D. SCHOOL OF EDUCATION; Assistant Dean Special Adviser to the President CENTER FOR URBAN EDUCATORS
Anneliese Schumacher Cecelia Traugh B.A., M.A. B.A., M.A., Ph.D. Assistant Dean for Administration Dean, Director
Core Seminar Amy Ginsberg Bernice Braid B.A., M.A., M.Ed., Ph.D. B.A., M.A., Ph.D. Associate Dean Director
Page 237 LIU Brooklyn Graduate Bulletin 2012 - 2013 Bulletin 2012 - 2013
Office of Development and Alumni Relations International Students Hazel Seivwright '95, '97 Drew Kaiden '09 Steve A. Chin ’90 B.Sc., M.S., M.P.A. B.A., M.P.A. B.A., M.B.A. Assistant Provost Associate Vice President of Development and Director Alumni Relations, LIU Brooklyn Public Relations Learning Center for Educators & Families Brian Harmon Shola Akintobi Charlotte Marchant B.A., M.A. B.S., M.B.A. B.A., M.A. Director Director of Alumni Relations Director Fatima Kafele '94 Leia Droll Learning Support Services B.A. B.A., M.A. Diana Voelker ’74, ’86 Director of Community Outreach and Arts Director of Development B.A., M.S. Promotion; Deputy Director of Public Relations Director Laurel Schumacher Registrar B.A., M.A. Mathematics Center Thomas P. Castiglione '84, '90 Assistant Director of Alumni Relations Dung Duong B.A., M.S.Ed. B.S. English Language Institute Assistant Director Residence Life and Housing Stanley J. Zelinski, III Rodney Pink B.A., M.A. Multimedia Language Laboratory B.A., M.S., Ed.D. Associate Dean Peter Kravsky ‘98, ’04 Director B.A., M.S. Beth Meetsma Associate Director School of Continuing Studies B.A., M.A. Jorge Rosales Assistant Director, School of Continuing Office of Student Development and Retention: B.A. Studies/ESL Second Year Programs Executive Director Thomas Price Faculty Media Resource Center B.A., M.F.A. Student Support Services Devabrata Mondal ’92, ’01 Director Joanne Hyppolite B.S., M.S., M.S., M.S. B.A., Ph.D. Director Office of Student Development and Retention: Associate Director Career Services and Senior Year Advising Global Studies Program Stephanie Steinberg Testing Center Amy Greenstein B.A., M.A., M.S. Andres Marulanda B.A., M.S.Ed. Assistant Dean B.S., M.B.A. Director of Admissions Director Office of Student Leadership and Development Susan Rachouh Karlene Jackson Thompson University Honors Program B.A., M.A. B.A., M.A., M.S. James Clarke Director of Student Success Director B.A., M.A., Ph.D. Co-Director HEOP (Higher Education Opportunity Program) Office of Student Life and Institutional Okarita Stevens ’84 Advancement Cris Gleicher B.S., M.S. Kim Williams Clark, Esq. B.A., M.A. Co-Director B.S., J.D. Co-Director Dean Diana Voelker ’74, ’86 Writing Center B.A., M.S. James A. Cribbs Harriet Malinowitz Co-Director B.B.A., J.D. B.A., M.F.A., M.A., Ph.D. Campus Grants Coordinator Director Information Technology Kamel Lecheheb Office of the Provost Lynn Hassan B.S., M.S., Ph.D. Gladys Palma de Schrynemakers ’90 B.A., M.A., M.F.A. Deputy CIO, Dean B.A., M.S., P.D., Ed.M., Ed.D. Associate Director Associate Provost Delicia M. B. Garnes ‘92 B.S., M.S., Ph.D. Brad Cohen ’91, ’94 Associate Dean B.A., M.A. Associate Provost for Campus Services; Director Integrated Student Financial Services of Human Resources Patricia Connors ’93 B.A., M.B.A. Associate Provost
LIU Brooklyn Graduate Bulletin 2012 - 2013 Page 238 LIU Brooklyn
LIU TRUSTEES AND ADMINISTRATION
Board of Trustees
CHAIRMAN Daniel B. Fisher ’ 67 Harvey Simpson Edward Travaglianti Peter Gibson ’82 Martin L. Sperber H’09 Michael Gutnick ’68 Sharon Sternheim SENIOR VICE CHAIR Steven S. Hornstein ’80 Ronald J. Sylvestri ’66 Thomas L. Pulling Alfred R. Kahn ’ 84, H’05 Rosalind P. Walter H’83 Shirley Strum Kenny SECRETARY Eric Krasnoff TRUSTEES EMERITI Steven J. Kumble H’90 Leon Lachman William F. de Neergaard ’47, H’98 Brian K. Land ’86 Donald H. Elliott H’85 MEMBERS David H. Lipka Eugene H. Luntey H’98 Linda Amper ’78, ’85 Howard M. Lorber ’70, ’91, H’01 John M. May Roger L. Bahnik Angelo Mangia Richard Stark Stanley F. Barshay ’60 Michael Melnicke William Zeckendorf, Jr. H’92 Mark A. Boyar ’65 Theresa Mall Mullarkey John R. Bransfield, Jr. Salvatore Naro ’83 EX OFFICIO Roland A. DeSilva ’62 Richard P. Nespola ’67, ’73 David J. Steinberg Michael Devine ’68 William Nuti ’86 Michael N. Emmerman ’ 67 Joel Press ’68 H - indicates honorary doctorate from LIU. George L. Engelke, Jr. Edward E. Shorin H’99
University Officers
David J. Steinberg Richard W. Gorman Daniel J. Rodas B.A., M.A., Ph.D., B.A., M.S.W. B.A., Ed.M., M.B.A., Ph.D. Litt.D., LL.D. D.H.L. Vice President for University Relations Vice President for Planning; President Vice President for Human Resources Gale Stevens Haynes ’72, ’76 (M.S.) Robert N. Altholz B.A., M.S., J.D., LL.D. Mary M. Lai ’42, H’86 B.A., M.B.A. Provost B.S., M.S., D.H.L., D.B. Vice President for Finance and Treasurer LIU Brooklyn and LIU Hudson Senior Adviser and Treasurer Emerita
George Baroudi Jeffrey Kane B.S. B.A., M.A., Ph.D. Vice President for Information Technology Vice President for Academic Affairs
Paul H. Forestell Lynette M. Phillips B.A., M.A., Ph.D. B.A., J.D. Provost Vice President for Legal Services LIU Post, LIU Brentwood and LIU Riverhead and University Counsel
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University Administration Loretta Knapp Susan Shebar ’96 B.S.N., M.A., Ph.D. B.A., M.A. Kathleen A. Campo Deputy Vice President for Academic Affairs University Director of Development Services Executive Assistant to the President Kamel Lecheheb Spencer S. Simon Claude Cheek B.S., M.S., Ph.D. B.S., M.B.A. B.A., M.A., M.B.A. Deputy CIO, Dean of Information Technology, University Director of Academic Workload Associate Vice President for Institutional Research LIU Brooklyn Matthew A. Siebel Elizabeth Ciabocchi David Mainenti B.A., J.D. B.S., D.C., Ed.D. B.S., M.S. Associate Counsel Associate Vice President for Instructional Associate Vice President for Student Technology & Faculty Development Financial Services and Compliance Nancy Sissons A.A.S. Lisa Conza Nancy Marksbury Director of University Fringe Benefits Programs B.S. B.A., M.S. Associate Vice President for Human Resources Deputy CIO, LIU Post Information Technology Elliott Sroka B.F.A., M.F.A., Ph.D. Valeda Frances Dent Kathleen Morley Executive Director, Tilles Center B.A., M.S.W., MILS B.A., M.A., Ph.D. Dean of University Libraries University Director of Assessment Matilda Tazzi Director, University Mailing, Duplicating, and John Doran Catherine Murphy Courier Services B.A. B.A., J.D. Senior Director of Employee Benefits Associate Counsel Peter Tymus B.E. Christopher Fevola S. Gavi Narra Associate Vice President for Capital Projects B.S. B.S., M.S. Associate Vice President, University Director of Deputy CIO, Information Systems Paola Villatoro-Ragusa ’00 Budgets and Procurement B.A., M.A. Margaret J. Natalie Staff to the Board of Trustees Melodee A. Gandia ’00 A.S., B.S. B.S., M.S. Director of Purchasing Kim Volpe-Casalino Associate Vice President for Development B.A., M.A. Linda Noyes Assistant Vice President for Public Relations Heather Gibbs ’03 C.P.P. B.A., M.S. Associate Controller for Compensation Gail D. Weiner Assistant Vice President, Operations and Tax Compliance B.A., M.A., J.D. Office of the President Assistant Vice President for Joseph Pelio Jr. ’93 Employee Relations Robert Glass B.S., M.S. B.A., M.A., Ph.D. Associate Controller for Accounting Services Christopher A. Williams, Esq. University Dean of International Education; B.A., J.D. Dean of LIU Global Frank Perugini Associate Vice President for Public Policy, B.A. Government and Foundation Relations
Jennifer S. Goodwin Assistant Vice President for Web Communications B.A., C.F.R.E. Associate Vice President for Development M. Peggy Riggs ’89 and Campaign Operations B.S. Academic Budget Officer Salvatore Greco B.S., M.S. Anthony J. Riso Associate Vice President for Information Systems B.S., M.B.A. Assistant Controller Stephen Hausler ’02 B.A. Kathryn S. Rockett ’82 Assistant Vice President for Creative Services B.S., M.A., M.B.A. Assistant Vice President for Sponsored Research Lee Kelly B.A., M.B.A., Ed.D. Mark Schmotzer Associate Vice President for Compensation B.S., M.B.A., C.P.A. Associate Vice President and Controller
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