GRADUATE CATALOG
2013-2014 MONMOUTH UNIVERSITY Graduate Catalog
2013–2014
Date of Publication: August 2013
Applicability of Catalog: Monmouth University has provided the following information to the public. The information provided herein does not provide an irrevocable contract between Monmouth University and the student. The University reserves the right to alter any policy, procedure, curricular information, facts, and/or fees without any prior notice or liability. Mission Statement of Monmouth University
Monmouth University is an independent, comprehensive institution of higher education committed to excellence and integrity in teaching, scholarship, and service. Through its offerings in liberal arts, science, and professional programs, Monmouth University educates and prepares students to realize their potential as leaders and to become engaged citizens in a diverse and increasingly interdependent world. Contents
Responsibility and Policies of the University ...... 4
Contents Directory in Brief ...... 5
The University...... 7
Admission...... 13
Tuition and Fees ...... 25
Financial Aid...... 31
Academic Programs, Support Services, and Regulations ...... 39
The Wayne D. McMurray School of Humanities and Social Sciences ...... 55
School of Science ...... 71
Leon Hess Business School...... 79
School of Education ...... 85
The Marjorie K. Unterberg School of Nursing and Health Studies...... 91
School of Social Work...... 99
Student Services ...... 105
Directories...... 107
Appendix A: Course Descriptions ...... A1
Appendix B: Curriculum Charts ...... B1
Appendix C: Academic Calendars...... C1
Appendix D: Index ...... D1
Appendix E: Map and Directions...... E1
Monmouth University 3 The University
Responsibility of the University • Veteran status The programs and/or requirements set forth in this cat- • Telephone number alog are subject to change without notice. Any modification in the • Address programs and/or requirements shall be made at the discretion of • Birthplace the administrative officers of Monmouth University whenever such • Birth date action is deemed necessary. • Degree Candidacy • Degree Status • Official Student E-mail Address Equal Opportunity Policy • Student I.D. Number Monmouth University supports equal opportunity in recruitment, admission, educational programs, and employment A copy of “FERPA Policy for Students,” developed in practices regardless of race, color, age, creed, sex, mental or support of the Family Educational Rights and Privacy Act, may be physical disability, perceived disability, including AIDS and HIV- inspected at the Office of Registration and Records, Wilson Hall, related illnesses, ancestry, parental status, veteran status, marital Room 208; it is also available online at status, religion, national origin, affectional or sexual orientation, or www.monmouth.edu/registrar/procedures/ferpa_policy.asp. atypical hereditary cellular or blood trait. The University also com- plies with all major federal and state laws and executive orders requiring equal employment opportunity and/or affirmative action. Americans with Disabilities Act and Section 504 of the Monmouth University affirms the right of its faculty, staff, Rehabilitation Act of 1973 and students to work and learn in an environment free from dis- The Americans with Disabilities Act and Section 504 of crimination and sexual harassment and has developed procedures the Rehabilitation Act of 1973 provide that no otherwise qualified to be used to resolve discrimination or sexual harassment com- disabled person (student/employee/applicant) shall by reason of plaints. A copy of the University-wide policy on discrimination and the disability be excluded from participation in, be denied the ben- sexual harassment, which describes the procedures for resolving efit of, or be subjected to discrimination under any program or such complaints, may be obtained from the Office of Affirmative activity receiving federal financial assistance. An otherwise quali- Action and Human Relations located in Wilson Hall, Room 304. fied individual with respect to postsecondary education is one who meets the essential academic requirements and, with respect to employment, is one who with reasonable accommodation can per- Family Educational Rights and Privacy Act form the essential functions of the job in question. Monmouth The Family Educational Rights and Privacy Act of 1974 University has complied with these principles and intends to con- (FERPA) establishes the right of all students to limited access to tinue its compliance. The Director of Affirmative Action and Human certain records and information; to review, seek correction of, and Relations has been designated by the University as the ADA/504 add explanations to records; and to receive a hearing on allega- Coordinator. Anyone having a complaint or observation about a tions of violations. The University may not require a waiver of possibly discriminatory act or practice should contact the ADA/504 these rights in its admission, academic, or service requirements. Coordinator (Wilson Hall, Room 304) for information concerning Information such as grades, financial records, and finan- the grievance procedure. A prompt investigation will be under- cial aid records may be released to parent(s) of Monmouth taken in an effort to resolve the matter and assure compliance. University students who are dependents of their parents as defined by the Internal Revenue Service (IRS), provided that the parent(s) furnishes proof of such dependency, or the student com- Human Relations Philosophy and Policy pletes a “FERPA Waiver Release” form. Once a student’s FERPA Monmouth University affirms the inestimable worth and Waiver has been processed, it will remain in effect during the stu- dignity of every individual, regardless of his or her condition of life. dent’s career at Monmouth University unless rescinded in writing We affirm, further, the right of each person to develop to his or her by the student. The FERPA Waiver form is available in e-FORMS full potential and to be judged on the basis of personal accom- which are accessible from the WEBstudent menu. plishments. Finally, we believe that the achievement of full human- Directory Information: Directory information may be ity is enhanced by the experience of the human family. released by the University without the student’s permission unless We are committed to achieve and sustain a pluralistic the student states, in writing, within the first two weeks of the fall environment recognized for its racial, cultural, and ethnic diversity, semester (or within the first two weeks of the spring semester for and which is characterized by genuine mutuality, acceptance, affir- students entering Monmouth in the spring semester), that he/she mation of the strengths and contributions of differing individuals and does not want his/her directory information released. This request groups, and a willingness to resolve disputes in a spirit of good will. should be submitted using the “FERPA Do Not Disclose” form, Monmouth University, through this philosophy and policy available in e-FORMS, whuch are accessible from the statement, seeks to create a pluralistic community in which people: WEBstudent menu. Student requests to keep directory information • are accepted and judged as individuals, independent confidential are permanent and therefore will remain in effect of ancestry, social and economic background, sexual unless rescinded in writing by the student. Directory information orientation, age, gender, physical characteristics, or consists of the following information: personal beliefs; • Student’s name • may freely engage in constructive academic dialogue • Class level and debate in classrooms and public halls, and pursue • Registered credits for the current term their social and private lives uninhibited by discrimina- • Major field of study tion, disruption, or harassment in any form and; • Participation in recognized activities and sports • value, respect, and draw their intellectual strength • Biographical data for public relations purposes from the rich diversity of other peoples of different • Dates of attendance at Monmouth University races, cultures, religions, nationalities, and beliefs. • Degree and awards received at Monmouth University This affirmation and commitment will guide us in the • Photographs of student challenging times ahead as we strive to achieve excellence in • Most recent previous educational institution attended service, teaching, and scholarship.
4 Monmouth University Directory in Brief
Directory in Brief
All officers listed in this directory may be contacted by writing to them at Descriptions Course Monmouth University, West Long Branch, NJ 07764-1898, or by telephoning them at 732-571-3400 or at the telephone numbers listed below.
Academic Foundations - General Education Center for Student Success & 571-3683 First Year Advising Judith Nye, Associate Vice President 263-5281 Admission, Graduate Danielle Schrama, Director of Academic Advising 571-3561 Center for Student Success & Kevin Roane, Director Academic Advising Admission, Undergraduate 571-7522 571-3456 Mercy Azeke, Dean Victoria Bobik, Director Disability Services for Students Athletics 571-3460 571-3415 John Carey, Director Marilyn McNeil, Director Educational Opportunity Fund Bursar’s Office 571-3462 571-3454 Colleen Johnson, Director Jonas Javier, Bursar Financial Aid Campus Tours 571-3463 571-3456 Claire M. Alasio, Associate Vice President Victoria Bobik, Director Graduate Assistantships Career Services 571-7550 571-3471 Datta Naik, Dean William F. Hill, Assistant Dean Graduate School Cashier’s Office 571-7550 571-7540 Datta Naik, Dean Marilyn Cusick, Manager
Monmouth University 5 Directory in Brief
Health Services School of Education 571-3464 571-3437 Kathy Maloney, Director Lynn Romeo, Dean Help Desk (e-mail and WEBadvisor) School of Humanities & Social Sciences 571-3539 571-3419 Help Desk Supervisor Stanton Green, Dean Honors School School of Nursing and Health Studies 571-3620 571-3443 Kevin Dooley, Dean Janet Mahoney, Dean Housing School of Science 571-3465 571-3421 James Pillar, Associate Vice President Michael Palladino, Dean International Student & Faculty Services School of Social Work 571-3478 571-3543 Barbara Nitzberg, Assistant Director Robin Mama, Dean Leon Hess Business School Service Learning & Community Programs 571-3423 571-4411 Donald M. Moliver, Dean Marilyn Ward, Coordinator Library Student Activities 571-3450 571-3586 Edward Christensen, Interim Dean Amy Bellina, Director Mathematics Center Student and Community Services 263-5305 571-3417 Lynn Dietrich, Coordinator Mary Anne Nagy, Vice President Orientation, Undergraduate Student Employment 571-3591 571-3471 Amy Bellina, Director Aimee Parks, Assistant Director Pre-Medical & Pre-Dental Careers Study Abroad 571-3687 263-5377 Bernadette Dunphy, Co-Director Robin Asaro, Assistant Director Dorothy Lobo, Co-Director Tutoring Services Psychological Services 571-3542, Dorothy Cleary, Director of Tutoring 571-7517 and Writing Services Franca Mancini, Director Undeclared Majors Advising Program Registration and Records 571-3588 571-3477 Jean Judge, Associate Dean Lynn Reynolds, Registrar Writing Services and Supplemental Instruction Residential Life 571-7542 571-3585 Neva Lozada, Assistant Director of Writing James Pillar, Associate Vice President Services and Supplemental Instruction Scholarships 571-3463 Please refer to the complete Directory in this Claire M. Alasio, Associate Vice President catalog for a more complete list.
6 Monmouth University The University
The University
Monmouth University, as described in its been designed to complement the academic pro- Mission Statement, is an independent, comprehen- grams. Master’s level programs include business sive institution of higher education, emphasizing administration, computer science, corporate and excellence and integrity in teaching, and scholar- public communication, criminal justice, education, ship at the undergraduate, graduate, and doctorate English, history, nursing, mental health counseling, levels. Monmouth is dedicated to service in the pub- psychological counseling, public policy, social work, lic interest and, in particular, to the enhancement of and software engineering. The School of Nursing the quality of life. The University is committed to pro- and Health Studies offers a doctorate level program, viding a learning environment that enables men and Doctor of Nursing Practice (DNP) degree. women to pursue their educational goals, to reach The undergraduate curriculum is built upon their full potential as leaders, to determine the direc- an innovative, interdisciplinary general education tion of their lives, and to contribute actively in order program and careful academic advising and career to become engaged citizens in their community and counseling. One of the University’s main goals is to society in an increasingly interdependent world. prepare Monmouth undergraduates for active par- Eight schools within the University—the ticipation as leaders in the twenty-first century. Wayne D. McMurray School of Humanities and Accordingly, the University provides a learning envi- Social Sciences; the School of Science; the Leon ronment that enables all students to develop their Hess Business School; the School of Education; the capacities for leadership in a multicultural world. Marjorie K. Unterberg School of Nursing and Health Students are provided opportunities to develop Studies; the Honors School; the Graduate School; information technology and collaborative problem- and the School of Social Work—provide a wide vari- solving skills and to develop a sense of social ety of academic programs at both the undergradu- responsibility as members of local, national, and ate and graduate levels. There are bachelor’s global communities. Small classes and course clus- degree programs in the arts and sciences and in the tering allow for individual attention, cooperative professional areas of business, computer science, learning, and interactive student-faculty exchange. criminal justice, education, nursing, social work, and The University is located in a quiet, resi- software engineering. Co-curricular activities have dential area of an attractive community near the
Monmouth University 7 The University
Atlantic Ocean, about an hour and thirty minutes 153,200-square-foot Multipurpose Activity Center from the metropolitan attractions of New York City (MAC) that seats approximately 4,000 people. The and Philadelphia. Monmouth enjoys the advantage building, which is located in the center of the cam- of proximity, within its home county, to many high- pus, includes a multipurpose arena; a 200-meter, six- technology firms, financial institutions, health care lane indoor track; the University store; Leon Hess institutions, and a thriving business-industrial sector. Champions’ Hall, locker rooms for nineteen athletic These provide employment possibilities for teams; box office; fitness center; and the University’s Monmouth University graduates, as well as opportu- Blue/White Club. nities for undergraduates, to gain practical experi- The Lauren K. Woods Theatre, a former car- ence through internships and the Cooperative riage house that retains many of its original architec- Education Program. The surrounding communities tural features, is just one of the many gracious older also offer opportunities for service activities in local buildings that lend distinctive balance to the modern schools and public agencies. Volunteer and service additions to the campus. Prominent among these activity is encouraged and facilitated by the campus newer buildings is the Stafford Student Center that Office of Service Learning and Community houses an open computer lab, a commuter dining Programs. room and snack bar, student offices, lounges, and a large combination banquet/performance hall. In a first- CAMPUS FACILITIES floor suite is the Disability Services and Tutoring The University’s 157-acre campus, consid- Center. On the lower level is the Center for Student ered to be one of the most beautiful in New Jersey, Success which includes Career Services, First-Year includes among its fifty-seven buildings a harmonious Advising (which provides advising support to freshmen blending of historic and traditional architectural styles. students), the Writing Center, and a graduate student The centerpiece building—and the lounge. Other buildings include: the Magill University’s identifying landmark—is Woodrow Commons, a resident student dining hall and confer- Wilson Hall, the administrative center. Completed in ence center; the Thomas A. Edison Science 1931 on the precise site of President Woodrow Building (with nearby greenhouse); Howard Hall, Wilson’s summer White House, the 130-room man- housing the Pollak Theatre and many academic com- sion—originally known as Shadow Lawn—began as puting labs, as well as a twenty-four hour open lab; the private residence of Hubert T. Parson, a former Bey Hall, the Leon Hess Business School building, president of F.W. Woolworth Company. The mansion which contains case study classrooms, seminar has been described in newspapers throughout the rooms, and a computer laboratory; McAllan Hall, world, is featured in many books on architecture and which houses the School of Education, The Marjorie art, and has been used as a backdrop for innumer- K. Unterberg School of Nursing and Health Studies, able print ads and television commercials. In 1981, it The School of Social Work, and the department of served as the setting for the film version of Annie. In Criminal Justice; the new state-of-the-art Jules 1978, along with the University’s Library, another Plangere Center, which houses the department of architectural treasure that was the summer home of Communication, Foreign Language Studies, and a Murray and Leonie Guggenheim, it was entered in Faculty Resource Center; and Joan and Robert the National Register of Historic Places. In 1985, Rechnitz Hall, which houses the department of Art Wilson Hall was designated a National Historic and Design and the Rechnitz Gallery. William T. Landmark by the U.S. Department of the Interior. Boylan Gymnasium; ten traditional and suite-style, In 2012 the Monmouth University Health on-campus residence halls: Beechwood, Cedar, Sciences Center opened at the Monmouth Elmwood, Laurel, Mullaney, Oakwood, Pinewood, Corporate Park Center on Highway 36, West Long Redwood, Spruce, and Willow; and three apartment- Branch. This center is approximately two miles from style facilities: the Great Lawn Apartments, the the main campus and currently houses the Garden Apartments, and Maplewood Hall. Department of Psychological Counseling. In the Fall Additional off-campus housing is the University of 2014, the new Physician’s Assistant program is Bluffs, which is a six apartment building complex scheduled to open at this location. located on 2.7 acres on the ocean in Long Branch. In Fall 2009, Monmouth University opened a
8 Monmouth University The University
HISTORY the undergraduate BSW and graduate MSW social Monmouth University was founded in 1933 work programs are accredited by the Council on with federal assistance as Monmouth Junior College, Social Work Education (CSWE); the undergraduate largely to provide opportunity for higher education to BSSE program is accredited by the Engineering area high school graduates who, in those Depression Accreditation Commission of ABET, http://abet.org; days, could not afford to go away to college. It was a the undergraduate Advanced Computing two-year institution, holding classes only in the Concentration program is accredited by the evening. For a time it appeared uncertain whether Computing Accreditation Commission of ABET, the College would have adequate funds to continue. http://abet.org; the degrees in Clinical Laboratory With support from students and the community, how- Science and Medical Technology are accredited by ever, the fledgling College survived the economic cri- the Commission on Accreditation of Allied Health sis and quickly assumed its present private status. In Education Professions (CAAHEP) or by the National 1956, it was renamed Monmouth College and Accrediting Agency for Clinical Laboratory Sciences accredited by the state to offer four-year programs (NAACLS); the School of Education is accredited by leading to the baccalaureate degree. Less than a the National Council for Accreditation of Teacher decade later, it was authorized to offer master’s Education (NCATE) and has also received accredita- degree programs. In March 1995, the New Jersey tion from the Council for the Accreditation of Commission on Higher Education designated Counseling and Related Educational Programs Monmouth a teaching university pursuant to N.J.A.C. (CACREP) for the MSEd in School Counseling. The 9:1-3.1 et seq. Department of Psychological Counseling programs Today, Monmouth offers more than eighty- are accredited by the National Addiction Studies six undergraduate and graduate degree programs Accreditation Committee (NASAC) and the depart- and concentrations. Beginning in the Fall of 2014, ment has also received CACREP accreditation for its Monmouth University is planning to offer the new MS MS in Mental Health Counseling program. in Physician’s Assistant program. For more informa- tion about this program, please visit the Web site at THE FACULTY http://www.monmouth.edu/school-of-nursing- The faculty at Monmouth University work health/ms-in-physician-assistant.aspx. In 2011, together to provide challenging classroom environ- Monmouth University started offering its first doctor- ments that encourage student involvement and ate-level program, the Doctor of Nursing Practice ensure that Monmouth graduates leave the (DNP), which is housed in the School of Nursing and University ready to exercise socially responsible Health Studies. Within Monmouth’s student body, leadership in their professional and personal com- thirty-two states and forty-eight foreign countries are munities. The faculty take teaching and student represented. More than 1,600 undergraduates are learning seriously. To enhance their effectiveness, resident students. most have participated in faculty workshops on active learning techniques. ACCREDITATION The Monmouth faculty are respected schol- The University is licensed by the New Jersey ars, artists, scientists, and professionals. Students are Commission on Higher Education and accredited by drawn into the ongoing scholarly and creative work of the Middle States Commission on Higher Education. the faculty through classroom demonstration, In addition, the Leon Hess Business School is accred- research assistantships, and attendance at profes- ited by the AACSB International — the Association to sional meetings. Faculty also serve as advisors to stu- Advance Collegiate Schools of Business; the chem- dents, some as designated freshman advisors who istry program (with a concentration in advanced work closely with new students during their first year. chemistry) is on the Approved List of the American In departments having graduate programs, Chemical Society (ACS); the baccalaureate, master’s certain faculty are appointed to the graduate faculty. and DNP nursing programs at Monmouth University The graduate faculty provides the core of instruction are accredited by the Commission on Collegiate in the graduate programs at Monmouth University. Nursing Education (CCNE), One Dupont Circle, NW, Recognized for their scholarly achievements by Suite 530, Washington, DC 20036, (202) 887-6791; peers in their fields, the members of the graduate
Monmouth University 9 The University
faculty provide a challenging classroom environ- anything on the ball, and who wants to learn and get ment. They bring insight from research and profes- the finest education possible in his or her major field, sional experience into the classroom. Graduate stu- can get it at Monmouth. The teachers are tops; they dents are drawn into the ongoing, creative work of care about you as an individual, work right along with the faculty through classroom demonstration, as you, and share the joy of your own successes. I was research assistants, and through attendance at pro- a science major. When they saw that I was serious fessional meetings. The graduate faculty also serve about my work, my professors gave me special as advisors and mentors to students; in many cases, encouragement, allowed me flexible lab privileges, contact is maintained after graduation. and even worked with me on research. I knew it was Working directly with senior faculty who are a great experience then. Five years into my career engaged in research is a key element in graduate- field, I am even more appreciative of the solid kind of level study. In recent interviews, a group of student preparation provided me at Monmouth. Just show leaders on campus unanimously agreed that the the faculty you care, and you’ll have them on your opportunity to work closely with faculty is the greatest team all the way.” single benefit of Monmouth’s small class size and Each year at Commencement, the University engaged faculty. Students are able to achieve a com- cites one member of the faculty for distinguished fortable rapport with the professors. teaching. Honorees are chosen by a committee of Interviewed recently about their views of the faculty, administrators, and students. Recipients University, a group of student leaders on campus since 1975, when the award was established, are: unanimously agreed the greatest single appeal of the Rose Mary Miller, Mathematics ...... 1975 institution was the opportunity it afforded them to William P. Mitchell, Anthropology ...... 1976 work closely with faculty, to achieve a comfortable Richard Benjamin, Electronic Engineering . 1977 rapport in which they not only got to know their teach- Vernon Churchill, Biology ...... 1978 ers, but also were known by them. “We are never Charles J. Lewis, Mathematics...... 1979 made to feel we are simply numbers,” one of the stu- J. Emmett Collins, Marketing ...... 1980 dent leaders stated. Robert J. Sipos, English ...... 1981 A member of the anthropology faculty, who Harris Drucker, Electronic Engineering. . . . 1982 regularly involves students in his research activities, Alicia E. Portuondo, Foreign Languages . . 1983 explains: “It gives them opportunity to meet important John A. Styslinger, English ...... 1984 people in the field whom they otherwise would only Everett L. Rich, Communication...... 1985 read about, and to engage in some of the personal Doris K. Hiatt, Psychology ...... 1986 excitement of anthropology.” A biology professor, Eugene S. Simko, Management...... 1987 who provides opportunity for students in his major Thomas S. Pearson, History...... 1988 field to participate in his environmental projects, also Datta V. Naik, Chemistry ...... 1989 encourages them to write papers on their work and to Donald M. Moliver, Economics ...... 1990 present them at scientific meetings. “For some,” he Robert S. Rouse, Chemistry...... 1991 reports, “this experience has been a determining fac- Leonard Wollack, Marketing ...... 1992 tor in gaining acceptance to graduate school or in Arie van Everdingen, Art...... 1993 getting jobs in their major field. Being able to include Mark Rodgers, Social Work ...... 1994 published research in their resumes gives them a Kenneth Campbell, History...... 1995 decided edge.” A psychology professor whose under- Margaret DelGuercio, English ...... 1996 graduate students have presented papers at presti- Marilyn Parker, Chemistry ...... 1997 gious, professional psychology conferences is enthu- Gregory Coram, Criminal Justice ...... 1998 siastic about their experiences. “They have truly Robyn Holmes, Psychology ...... 1999 earned the recognition they received and are excited Robin Mama, Social Work ...... 2000 about pursuing advanced degrees.” Brian Garvey, English ...... 2001 Monmouth faculty are committed to helping John Morano, Communication ...... 2002 students achieve their fullest potential. That they suc- Rekha Datta, Political Science ...... 2003 ceed is attested in the words of a graduate who is Judith Nye, Psychology ...... 2004 now a successful physicist. “Any student who has Michael Palladino, Biology ...... 2005
10 Monmouth University The University
Bruce Normandia, Curriculum & Instruction 2006 Linda Silverstein ...... 2005 Richard Veit, History and Anthropology . . . 2007 Franca Mancini ...... 2006 Kelly Ward, Social Work ...... 2008 Annette Gough ...... 2007 Joseph Patten, Political Science ...... 2009 Doreen Brown...... 2008 David Tripold, Music and Theatre Arts . . . . 2010 Sandy Villa ...... 2008 Nancy Mezey, Political Science William Mitchell ...... 2009 and Sociology ...... 2011 Brian Garvey...... 2010 Gary Lewandowski, Psychology...... 2012 Heather Kelly ...... 2011 Vincent Dimattio ...... 2013 Richard Veit ...... 2012 Reenie Menditto ...... 2013 AWARDS Stafford Presidential Award of Excellence Donald Warncke Award Established in 2003, this award is presented The Faculty Association of Monmouth annually to the outstanding member(s) of the (FAMCO) sponsors this award in memory of Donald Monmouth University staff or administration as recog- Warncke, first president of FAMCO. Any member of nition for his or her tireless efforts, dedication, creativ- the University community who has distinguished him- ity, and evident commitment to supporting and or herself through outstanding service over the years enhancing Monmouth University. The award is named is eligible. Recipients through 2013 are: after Dr. Rebecca Stafford, who retired in 2003 after Ann Nowick...... 1980 10 years of exceptional service as President. Carol Giroud ...... 1981 Bertha Hughes ...... 2003 Jack Christie ...... 1982 Datta Naik...... 2003 George Smith ...... 1982 Maureen Paparella ...... 2003 Richard Steadman ...... 1983 Patricia L. Swannack ...... 2004 Alfred Brown ...... 1984 Samuel A. Weir...... 2005 Jane Freed ...... 1985 Saliba Sarsar ...... 2006 Della Garrabrant ...... 1985 Debbie Mellish ...... 2007 Philip C. Donahue...... 1986 Mary Anne Nagy ...... 2007 William T. Boylan ...... 1988 Colleen Johnson...... 2008 Mary Abate ...... 1989 Jean Judge ...... 2009 Aldean Davis...... 1990 Sharon Smith ...... 2010 Rose Iovino...... 1991 Kevin Roane ...... 2011 Demetrius Markov...... 1992 James Reme...... 2012 C. Dale Haase ...... 1993 Kristen Isaksen ...... 2013 Carol Neuer ...... 1993 Kara Sullivan...... 2013 Deanna Scherrer ...... 1994 Sandra G. Epstein ...... 1995 ACADEMIC HONESTY Gertrude Murphy...... 1996 Monmouth University encourages its stu- Marilyn Parker...... 1996 dents to grow intellectually as well as to become Susan Kuykendall...... 1997 responsible citizens in our complex society. In order John Bolton...... 1998 to develop their skills and talents, students are asked James Mack ...... 1999 to do research, perform experiments, write research Debbie Mellish ...... 1999 papers, work individually, and cooperate in group Marianne Seitz ...... 2000 activities. Academic dishonesty subverts the Vernon Churchill ...... 2001 University’s mission and undermines the student’s Richard Guilfoyle ...... 2002 intellectual growth. Therefore, Monmouth University Thomas Murtha...... 2003 will not tolerate violations of the code of academic Ella Elizabeth Boyington...... 2004 honesty. The penalties for such violations include Koorleen Minton ...... 2004 suspension or dismissal.
Monmouth University 11 The University
The University has an obligation as an edu- archived internet resources, periodicals, journals and cational institution to be certain that each student’s other publications, and past student papers from work is his/her own. Dishonesty in such academic Monmouth and other educational institutions. All stu- practices as assignments, examinations, or other dent assignments may be subject to submission for academic work cannot be condoned. A student who textual similarity review to turnitin.com for the detec- submits work that is not original violates the purpose tion of plagiarism. All submitted papers may be of Monmouth University and may forfeit his/her right included as source documents in the Turnitin refer- and opportunity to continue at the University. ence database (solely for the purpose of detecting Note that Monmouth University faculty mem- plagiarism of such papers). Faculty are expected to bers have access to Turnitin (http://www.turnitin.com), inform students in advance about which assignments a Web-based plagiarism detection resource that com- will be checked for originality using Turnitin. Use of pares the text of student papers to an extensive elec- the Turnitin serviced is subject to the Usage Policy tronic database. This database includes current and posted on the Turnitin site.
12 Monmouth University Graduate Admission
NEW TO MONMOUTH STUDENTS’ GRADUATE APPLICATION DEADLINES* REQUIREMENTS July 15 Fall Semester Graduates of accredited colleges and uni- November 15 Spring Semester versities with a baccalaureate degree, whose May 1 Summer Sessions Graduate Admission records show evidence of ability to do graduate work, may apply for admission. Admission to gradu- Qualified applicants are given consideration after ate programs is based on the student’s undergrad- these deadlines on a space-available basis. uate record, particularly in the major; scores on appropriate admission tests; and other supporting *Doctor of Nursing Practice (DNP) documentation as required. Graduate program *Speech-Language Pathology directors determine admission decisions. February 1 Summer start only
PROCEDURES *Master of Social Work (MSW) 1. Obtain an application for admission by visiting *Physician Assistant Program www.monmouth.edu/apply or by contacting the March 15 Fall start only Graduate Admission Office at 732-571-3452. 2. Complete and submit the application together *Accelerated Graduate Programs with a nonrefundable $50 application fee to the May 1 Master of Arts in Teaching (MAT), Office of Admission Processing. twelve-month program, summer start only 3. Send official undergraduate transcripts from all July 15 Master of Business Administration previously attended institutions to the Office of (MBA), twelve-month program, fall start only Admission Processing. 4. Send official graduate transcripts (if any) from November 15 Teacher of Students with Disabilities other previously attended institutions to the (TSD), fifteen-month program, spring start only Office of Admission Processing. November 15 Master of Arts in Teaching (MAT), six- 5. Refer to descriptions of the individual graduate teen- and eighteen-month programs, spring start only programs for additional procedures, if any, unique to the program.
Monmouth University 13 Graduate Admission
GRADUATE PROGRAM ADMISSION minimum 2.75 overall GPA and at least 15 cred- REQUIREMENTS its in literary studies is strongly recommended. 2. Two letters of recommendation from former pro- Note: Graduate students are prohibited from fessors, current colleagues, or a current or matriculating in more than one graduate program recent supervisor. at the same time. 3. An application essay of 500 words describing your personal objectives for graduate study in a MASTER OF ARTS IN ANTHROPOLOGY master of arts program, as well as research com- 1. Possession of a baccalaureate degree from an pleted, in progress, or contemplated, or an accredited college or university with a minimum author or period of particular interest. 3.00 GPA. 2. Essay (500 words) highlighting personal and/or MASTER OF ARTS IN ENGLISH WITH A professional goals and objectives for wanting to CONCENTRATION IN CREATIVE WRITING (MA) pursue graduate study in the field of anthropol- 1. An application essay of 500 to 1,000 words ogy. describing your interest in literature, rhetoric, or 3. Two professional letters of recommendation from writing, what you hope to accomplish in the MA persons familiar with the prospective student’s program, and how you think the program will fit academic and/or professional competence. into your academic and career goals. 2. A brief creative writing sample: four to five pages MASTER OF ARTS IN CORPORATE AND PUBLIC of poetry, fiction, creative nonfiction, or drama COMMUNICATION (MA) writing. COMMUNICATION CERTIFICATES 3. A minimum GPA of 2.75 or above in undergradu- 1. Possession of a baccalaureate degree with a ate and/or previous graduate study, with fifteen or 2.75 overall GPA and a 3.0 GPA in the under- more credits in literature or a related field and at graduate major. least one course in Creative Writing. Those who 2. Two letters of recommendation. have not done so may be admitted on the basis 3. Personal essay of not more than 750 words that of the writing sample or may receive conditional describes your preparation for study in the pro- admission and be required to take an undergrad- gram and personal objectives for graduate study. uate creative writing course in the first semester. 4. Portfolio of experience that demonstrates a 4. Two letters of recommendation from faculty or, record of independent initiative and achievement for students who have not recently been in an in academic, career, and/or community settings. academic program, from a current colleague or (Applicants who have earned an undergraduate supervisor. degree the previous year must submit scores from the GRE.) MASTER OF ARTS IN HISTORY (MA) 5. Résumé. 1. Possession of a baccalaureate degree with a 2.5 overall GPA and a 3.0 GPA in the undergraduate MASTER OF ARTS IN CRIMINAL JUSTICE (MA) major. CRIMINAL JUSTICE CERTIFICATE 2. Two letters of recommendation. HOMELAND SECURITY CERTIFICATE 3. Written statement that describes the historical 1. Possession of a baccalaureate degree with a areas the candidate wishes to study and details minimum 2.5 overall GPA. how graduate study will contribute to the candi- 2. Two letters of recommendation. date’s professional and academic goals. 3. Personal essay of 250 to 300 words that describes your preparation for study in the pro- MASTER OF SCIENCE IN HOMELAND SECURITY gram and personal objectives for graduate study (MS) in criminal justice. A candidate for admission to Monmouth University Master of Science in Homeland Security is required to: MASTER OF ARTS IN ENGLISH (MA) 1. Have earned a Bachelor of Arts or Science with 1. Possession of a baccalaureate degree with a a minimum 2.5 GPA.
14 Monmouth University Graduate Admission
2. Submit an articulate essay that demonstrates requirement during the first nine (9) credits of study. critical thinking skills commensurate with a Candidates with a master’s degree in a related field prospective graduate student. The essay should are not required to submit GRE scores. demonstrate the student’s interest in a related 5. Essay (information regarding the essay may be homeland security field(s) and a desire to obtained from the Web site: actively engage the homeland security enter- www.monmouth.edu/university/requirements- prise. The essay will answer the following four (4) and-forms.aspx). questions: a) What academic, career or life experi- MASTER OF ARTS IN PUBLIC POLICY (MA) ences have contributed to your decision 1. Possession of a baccalaureate degree with a to consider an advanced degree in home- 2.75 overall GPA. land security? 2. Two-page typewritten personal statement b) How does your grade point average (approximately 500 words) highlighting personal (GPA) reflect your ability to successfully and/or professional goals and objectives for complete graduate-level work? wanting to pursue graduate study in the field of c) What knowledge, skills, abilities and per- public policy and public affairs. sonal qualities do you possess that will 3. Two letters of recommendation from persons enable you to succeed in completing a familiar with prospective student’s academic graduate degree in homeland security? and/or professional competence. d) Upon successful completion of the MS degree in Homeland Security, what do MASTER OF SOCIAL WORK (MSW) you believe will be your contribution to 1. Possession of a baccalaureate degree with a the field of homeland security? 2.75 overall GPA and a 3.0 GPA in the under- 3. Submit two (2) letters of recommendation graduate major. Social Work is grounded in the 4. Monmouth University welcomes transfer students liberal arts and contains a coherent, integrated, who are in good academic standing at other professional foundation in social work (CSWE accredited colleges or universities. Students from Accreditation Standards). MSW applicants with a non-accredited colleges may be admitted if they baccalaureate degree are required to have a satisfy the admission requirements of Monmouth strong liberal arts background in English, Math, University. Transfer students must send official Biology, and Psychology (none of these courses transcripts from all institutions attended previ- can be a College Level Examination Program; ously, regardless of whether or not credit for such they must be taken as college-level, credit-bear- work is desired or expected. When applying for ing classes). The program also prefers courses transfer credit students may be required to submit in History, Sociology, Political Science, official course descriptions. Anthropology, and Economics. 2. Three completed Monmouth University MASTER OF ARTS IN PSYCHOLOGICAL Department of Social Work recommendation COUNSELING (MA.) forms. Recommendations must be from an aca- MASTER OF SCIENCE IN MENTAL HEALTH demic or professional source; it cannot be from COUNSELING (MS) friends and/or relatives. 1. Possession of a baccalaureate degree with a 3.0 3. Narrative (four to five pages, double spaced) in overall GPA. response to the questions outlined on the 2. Two completed Monmouth University Autobiographical Statement form which can be Psychological Counseling recommendation forms. obtained by visiting www.monmouth.edu /admis- 3. Twenty-four credits in Psychology (including sion/graduate/MSWAutobioStatement.pdf. courses in personality theory, statistics, abnor- 4. Candidates for Advanced Standing must have a mal psychology, and research methods). BSW from an accredited program within six years 4. GRE scores may be required. Candidates who of the date of application, fulfill GPA require- have not yet taken the GRE may be accepted con- ments, and submit the Monmouth University ditionally pending satisfactory completion of the Advanced Standing Field Evaluation form.
Monmouth University 15 Graduate Admission
5. Candidates for Advanced standing must have com- must earn a grade of “B” or better in each of pleted a course in statistics within the last six years. these courses. 6. In instances where the admissions committee 3. Thesis track students must hold a bachelor’s has questions about an applicant’s references, degree in software engineering from a college or personal statement, or academic record, the university accredited by its regional accrediting applicant may be required to attend an interview agency. as part of the admissions process. MASTER OF BUSINESS ADMINISTRATION (MBA) POST-MASTER’S CERTIFICATE: PLAY THERAPY or MASTER OF BUSINESS ADMINISTRATION 1. A master’s degree in a medical or mental health WITH A CONCENTRATION IN HEALTH CARE discipline (for example, MSN, MSW, MA) and eli- MANAGEMENT gibility for licensure in that discipline. 1. Possession of a four-year baccalaureate degree and with a minimum GPA of 2.50 and either: MASTER OF SCIENCE IN COMPUTER SCIENCE a) GMAT* minimum score of 450, and a (MS) minimum total of 1000 when the GMAT is GRADUATE CERTIFICATE IN COMPUTER added to 200 times the GPA, or SCIENCE b) CPA or CFA licensure. 1. Possession of a baccalaureate degree with a minimum 2.75 overall GPA, preferably in the sci- * The Graduate Record Exam (GRE) will be considered as a sub- ences or engineering. stitute for the GMAT on an equivalent basis. 2. Two letters of recommendation. 3. Two semesters of Calculus (I and II) with grades 2. Possession of a Master’s or Doctoral degree of “C” or better. (MS, MD, JD, PhD, EdD, etc.) 4. Two semesters of computer programming 3. Possession of a Monmouth University baccalau- courses within the past five years (equivalent to reate degree in business with a minimum GPA of Monmouth’s CS175 and CS176) at a recognized 3.0, and a minimal SAT score (taken prior to atten- institution with a grade of “B” or better. Applicants dance at Monmouth University) of 1600 on the not meeting these requirements for programming 2400 point scale, or 1090 on the 1600 point scale. experience may be admitted conditionally and required to take CS501A or its equivalent. Exceptional or conditional acceptance may be granted to a small number of qualified applicants at MASTER OF SCIENCE IN SOFTWARE the discretion of the MBA program director. ENGINEERING (MS) SOFTWARE ENGINEERING CERTIFICATE POST-MASTER’S CERTIFICATE PROGRAMS IN PROGRAMS ACCOUNTING OR IN HEALTH CARE MANAGE- 1. Possession of a baccalaureate degree in soft- MENT ware engineering, computer science, computer 1. Possession of a Master’s degree from an engineering, or another engineering-related dis- accredited institution within the last seven years, cipline with a 2.5 overall GPA and a 3.0 GPA in including the six business core courses. the undergraduate major. Candidates whose major is not computer science or a related field Exceptional admission may be granted at the dis- may be admitted on a case-by-case basis. cretion of the MBA Program Director. 2. Demonstrate completed course work in com- puter programming, data structures and algo- MASTER OF ARTS IN TEACHING (MAT) rithms, operating systems, discrete mathemat- 1. Possession of a baccalaureate degree with a ics, and software engineering. Applicants who 2.75 overall GPA and a 3.0 GPA in the under- have not completed course work in these areas graduate major. will be required to complete preparatory/founda- 2. Two letters of recommendation for graduate tion courses as necessary. (Credits earned will study. not be applied toward the MS degree.) Students 3. Résumé.
16 Monmouth University Graduate Admission
4. Personal statement of not more than two pages 2. GRE scores (taken within the last five years). that describes your preparation for study in the pro- Students who hold a master’s degree or higher gram and personal objectives for graduate study. from an accredited institution are not required to 5. Prior to student teaching, the appropriate Praxis submit GRE scores. Test must be successfully completed. 3. Essay, 500 words or more explaining why the 6. Students interested in the MAT Initial student wishes to pursue a career in Speech- Certification K-12 in Chinese must have a degree Language Pathology. or thirty approved credits in the Chinese lan- 4. Two professional letters of recommendation guage and culture. 5. Interviews are required of all applicants. 7. Admission into MAT with an Endorsement in K-12 Applicants will be instructed how to complete the Education in Health and Physical Education interview after they have submitted their applica- requires prior completion of thirty undergraduate tion for graduate admission. credits in a coherent sequence of courses in health and a minimum of fifteen undergraduate credits in SCHOOL OF EDUCATION CERTIFICATE AND physical education OR thirty undergraduate credits ENDORSEMENT PROGRAMS in a coherent sequence in physical education and a minimum fifteen undergraduate credits in health. Graduate Certificate: Teaching English to Study of individual, dual, and team sports must be Speakers of Other Languages: part of the physical education credits. 1. Possession of a baccalaureate degree with a 2.75 or above overall GPA. Note: Prior to student teaching, the appropriate 2. A passing score for the Oral Proficiency Interview Praxis Test must be successfully completed, and all (OPI) in the English Language for non-native content course work and/or conditions of acceptance speakers of English. must be satisfied. Graduate Certificate: Autism MASTER OF SCIENCE IN EDUCATION (MSEd) 1. Applicant must be a certified teacher (does not 1. Applicant must be a certified teacher. (Does not apply to MSEd Educational Counseling and apply to MSEd School Counseling and Student Principal Concentrations). Affairs College Counseling.) 2. Possession of a baccalaureate degree with a 2. Possession of a baccalaureate degree with a minimum 2.75 overall GPA and a 3.0 GPA in the minimum 2.75 overall GPA and a 3.0 GPA in the undergraduate major. undergraduate major. 3. Two letters of recommendation related to the 3. Two letters of recommendation related to the applicant’s competence for this graduate pro- applicant’s competence for this graduate pro- gram and professional work. gram and professional work. 4. Essay (500 words or more) explaining why the 4. Essay (500 words or more) explaining why the applicant wishes to pursue this graduate program. applicant wishes to pursue this graduate program. Graduate Certificate: Applied Behavior Analysis: Note: Upon completion of the Principal Program, you 1. Bachelor’s degree from an accredited institution must provide documentation evidencing completion with an overall GPA of 2.75 or higher and a major of five years of successful educational experience GPA of 3.00 or higher. under a valid provisional or standard New Jersey or 2. Two letters of recommendation equivalent out-of-state certificate to be eligible for the 3. Personal essay explaining why the student endorsement. wishes to pursue their BCBA or BCaBA.
MASTER OF SCIENCE IN EDUCATION (MSEd) Note: Course credits earned in a previous degree SPEECH LANGUAGE PATHOLOGY program, at either Monmouth or another institution, (Available Summer, 2014, pending accreditation may not be applied toward this certificate. approval) 1. Possession of a baccalaureate degree with a minimum 3.0 overall GPA.
Monmouth University 17 Graduate Admission
Graduate Endorsement: Teacher of Students As an added part of an initial certificate program: with Disabilities: 1. Admission into any of the Monmouth University 1. Possess or be eligible for a standard or provi- Initial Teaching Certification Programs (MAT). sional New Jersey instructional certificate with an endorsement appropriate to the subject or grade Graduate Endorsement: Early Childhood: level to be taught. 1. The same as those listed above for the Master of 2. Possession of a bachelor’s degree in a field lead- Science in Education. (If the applicant is not a ing to teacher licensure, health services, psy- certified teacher, the applicant must be enrolled chology, or social work from an accredited insti- in a specialized alternate route program.) tution and have achieved a minimum 2.75 GPA. 3. Applicant must submit two letters of recommen- Graduate Endorsement: Bilingual/Bicultural: dation related to the applicant’s competence for 1. A degree in a K-12 school curriculum content this graduate program and professional work. area 4. Applicant must submit an essay of 500 words or 2. Certificate of eligibility with advanced standing, more explaining why applicant wishes to pursue a or a standard New Jersey instructional certificate Teacher of Students with Disabilities endorsement. of eligibility with a teaching position in an 5. Official undergraduate and graduate transcripts. ESL/Bilingual setting. 3. A passing score for nationally recognized test of Graduate Endorsement: Student Assistance oral and written proficiency in both English and Coordinator: the target language. 1. Hold a standard instructional certificate, or a school psychologist, school social worker, school Post-Master’s Endorsement: Director of School counselor, director of school counseling serv- Counseling Services: ices, or school nurse endorsement, or a valid 1. Possession of a baccalaureate degree with a Licensed Clinical Alcohol and Drug Counselor minimum 2.75 overall GPA and a minimum 3.0 credential issued by the New Jersey Alcohol and GPA in the undergraduate major Drug Counselor committee of the Marriage and 2. Possession of a master’s degree. Family Board, or a valid Certified Prevention 3. Two letters of recommendation related to the Specialist credential issued by the Addiction applicant’s competence for this graduate pro- Professionals Certification Board of New Jersey, gram and professional work. or hold a master’s or higher degree from a 4. Essay (500 words or more) explaining why the regionally accredited college or university. applicant wishes to pursue this graduate program. 2. Applicant must submit two letters of recommen- dation related to the applicant’s competence for Note: Must hold a New Jersey school counselor or this graduate program and professional work. student personnel services certificate or an equiva- 3. Applicant must submit an essay of 500 words or lent out-of-state certificate. Upon completion, provide more explaining why applicant wishes to pursue documentation evidencing completion of three years a Substance Awareness Coordinator (SAC) of successful experience as a school counselor in endorsement. grades P-12 to be eligible for the endorsement. 4. Possession of a bachelor’s degree in a field lead- ing to teacher licensure, health services, psy- Post-Master’s Endorsement: Supervisor: chology, or social work from an accredited insti- 1. Possession of a master’s degree in Education. tution and have achieved a minimum 2.75 GPA. 2. See the MSEd Admission requirements above 5. Official undergraduate and graduate transcripts. Note: The state code requires that an applicant for Graduate Endorsement: English as a Second the Supervisor certification must hold a standard Language (ESL): New Jersey instructional or educational services 1. A bachelor’s degree (BA or BS) with a minimum certificate or its out-of-state equivalent, and com- 2.75 GPA. plete three years of successful, full-time teaching 2. A standard New Jersey Instructional Certificate. and/or educational services experience.
18 Monmouth University Graduate Admission
Teaching and/or educational services experience RN to MSN Direct Program. Graduate tuition and completed in a New Jersey public school must have fees apply. been under an appropriate New Jersey certificate. 1. Possession of an associate’s degree in nursing or diploma in nursing from an accredited pro- Post-Master’s Endorsement: Learning gram with a minimum of a 2.75 GPA. Disabilities Teacher-Consultant: 2. GRE scores may be waived pending a minimum 1. Applicant must possess a master’s degree. of a “B” (3.0) earned in each of the first four 2. Applicant must hold a standard New Jersey or Nursing (NU) graduate courses of the graduate out-of-state instructional certificate. program. Satisfactory GRE scores will be 3. Applicant must have three years of successful required to continue if a “B” or better is not teaching experience. earned in each of the first four courses. 4. Applicant must submit two letters of recommen- 3. A personal statement (one or two pages) outlin- dation related to the applicant’s competence for ing professional goals. this graduate program and professional work. 4. Two letters of recommendation 5. Applicant must submit an essay of 500 words or 5. One year of clinical experience is necessary to more explaining why applicant wishes to pursue begin the clinical specialty. Students pursuing a Learning Disabilities Teacher Consultant the RN to MSN Direct degree full time will need endorsement. to have at least two years of clinical experience 6. Applicant must have a minimum 2.75 GPA. upon starting the nursing specialty courses in the 7. Official undergraduate and graduate transcripts. MSN Program. 6. Possession of an RN license or is eligible to take MASTER OF SCIENCE IN NURSING (MSN) the NCLEX examination to enroll in Individual 1. Possession of a BSN from an accredited pro- Health Assessment. A current New Jersey RN gram, with a minimum 2.75 GPA. RN students license and proof of current $1,000,000 to with a baccalaureate degree other than nursing $3,000,000 liability and malpractice policy. may be admitted into the “bridge” program. 7. Résumé 2. GRE scores may be waived pending a minimum 8. After acceptance, prior to starting classes, a stu- of a “B” (3.0) earned in each of the first four dent must submit to the School of Nursing and courses of the program. Satisfactory GRE Health Studies a certificate of good health from a courses will be required to continue if a “B” or bet- primary care practitioner including a complete ter is not earned in each of the first four courses. health history and physical exam. Before begin- 3. A personal statement (one to two pages) outlin- ning clinical laboratory experiences students are ing professional goals. required to have a physical examination, with 4. Two letters of recommendation. One year of clin- associated laboratory studies, immunizations, ical experience is necessary to begin the clinical and criminal background checks, in accordance specialty. with the special requirements of affiliation con- 5. A college-level course in health assessment. (An tracts with clinical agencies. appropriate continuing education course may be 9. Transcript indicating successful completion of substituted at the program director’s discretion.) English Composition I and II, Anatomy and This requirement does not apply to the Nursing Physiology I and II, Microbiology, Chemistry, Administration concentration. Introduction to Psychology, and Introduction to 6. A current New Jersey RN license, a year of expe- Sociology. A grade of “C” or better is required in rience as a registered nurse, and proof of a cur- order for these courses to transfer to Monmouth rent $1,000,000 to $3,000,000 liability and mal- University. practice policy. 7. Résumé. Please note: Students who do not meet the criteria to matriculate into the MSN program may complete RN TO MSN DIRECT the BSN by fulfilling the baccalaureate requirements. Students without a baccalaureate degree will be accepted as conditional graduate students in the
Monmouth University 19 Graduate Admission
MASTER OF SCIENCE PHYSICIAN ASSISTANT- 12. After admission, prior to starting classes, stu- NEW OFFERING effective for FALL, 2014 dents must submit to the School of Nursing and 1. Submit a completed application; Health Studies a certificate of good health from a 2. Possession of a baccalaureate degree from a primary care practitioner, including a health his- regionally accredited college or university; tory and physical examination with associated 2. A minimum cumulative GPA of 3.0 on a 4.0 scale laboratory studies, immunizations, and criminal and a minimum 3.0 in prerequisite courses; background checks in accordance with the spe- 3. Successful completion of the following prerequi- cial requirements of affiliation contracts with clin- site courses with a grade of “C” or better: Human ical agencies. Anatomy and Physiology I and II; Chemistry I and Chemistry II; Biology I; Microbiology (all science GRADUATE CERTIFICATES IN SCHOOL courses must have laboratory component); NURSING, SCHOOL NURSING – NON-INSTRUC- General Psychology; and any one of the following TIONAL, AND FORENSIC NURSING math courses; pre-calculus, calculus, or statistics; 1. Possession of a baccalaureate degree with a 4. A minimum of 200 documented hours of shad- minimum 2.75 GPA. owing/volunteering/clinical work experience; 2. A current New Jersey RN license, a year of expe- 5. Achieve a GRE score within the 50th percentile, rience as a registered nurse, and proof of a cur- with a preference of a combined verbal and rent $1,000,000 to $3,000,000 liability and mal- quantitative score of greater than 1100; comple- practice policy. tion of the GRE is waived for Monmouth University students applying to the program. POST-MASTER’S CERTIFICATES 6. Submit three letters of recommendation; 1. Possession of a master’s degree in nursing. 8. Personal interview with the Admissions 2. A current New Jersey RN license, a year of expe- Committee; rience as a registered nurse, and proof of a cur- 9. Complete a background check prior to matricula- rent $1,000,000 to $3,000,000 liability and mal- tion; practice policy. 10. Prior to matriculation, complete a technical stan- 3. A personal statement (one or two pages) outlin- dard certification ing professional goals. 4. Two letters of recommendation. One year of clin- DOCTOR OF NURSING PRACTICE (DNP) ical experience is necessary to begin the 1. Applicant must be a graduate of an accredited advanced specialization clinical courses. Master’s in Nursing program. 5. A college-level course in health assessment. (An 2. Possession of an RN license. appropriate continuing education course may be 3. National certification in the specialization as a substituted at the program director’s discretion Nurse Practitioner or Nurse Administrator. for the nursing practitioner tracks.) This require- 4. Must have a minimum of GPA of 3.2 or higher on ment does not apply to the Nursing a 4.0 scale. Administration concentration. 5. Have completed a graduate research course 6. Résumé. with a working knowledge of graduate statistics 6. Submit a letter of intent indicating professional TRANSFER APPLICANTS and/or academic goals and a vision for improved Final transcripts from previous institutions health care. attended should be received by Monmouth 7. Résumé. University prior to beginning enrollment. Students 8. Two professional and/or academic letters of rec- who do not provide official transcripts will not be per- ommendation. mitted to continue at Monmouth. Please see 9. Official transcripts from all previous college work. Previous Course Work for information regarding the 10. Personal interview (telephone interview when use of transfer credits. appropriate) with the DNP Director. Students in the MBA Program must com- 11. Current liability and malpractice insurance of plete a minimum of thirty credits or ten courses in the $1,000,000 to $3,000,000. required and elective core of courses at Monmouth
20 Monmouth University Graduate Admission
University. Courses requested for transfer will be earned at previous institutions are not reflected in the accepted at the discretion of officially designated Monmouth University grade point average (GPA). evaluators for the program in the School of Business Administration. Transferred courses must be from FORMER STUDENTS APPLYING FOR institutions accredited to offer graduate courses and READMISSION must carry a minimum grade of “B.” Readmission to the University Students in the sixty-credit MSW Program Former Monmouth University students not will be able to transfer a maximum of twelve credits on a Leave of Absence who have not attended the of graduate work from another CSWE-accredited University for at least one semester must submit an MSW graduate school, provided that (a) the courses application for readmission and submit an application requested for transfer were completed with grades of fee. Applications are available in the Office of “B” or better, (b) the courses are offered only for Admission. If the applicant has attended another graduate credit at the previous institution, (c) the institution in the interim, the applicant must have an courses are judged appropriate by the MSW official transcript forwarded to the Office of Admission Program Director, (d) the courses were completed Processing. Students will be re-evaluated based within the six years prior to admission into the MSW upon the full academic record and will be advised if Program at Monmouth University, (e) the courses are further information is needed. foundational courses and do not include field place- ment or any of the Social Work practice sequence Readmission to the University after Academic courses, and (f) the credits were earned at a Council Dismissal on Social Work Education (CSWE) accredited grad- Students who have been academically dis- uate program. missed may apply for readmission. Review of the Students transferring into certificate pro- application and the ensuing decision is made by the grams are allowed to apply no more than thirty per- Academic Standards and Review Committee. cent of the transfer credits into the program. All other Previously dismissed students seeking readmission restrictions stated above will apply. must have been away from the University for one full Students in other master’s degree programs semester. Students who have been dismissed twice may, with the permission of the student’s program may apply for readmission after a minimum of three director and the school dean, transfer a maximum of years. Application must be made through the Office nine (9) credits of graduate work from another of Admission. accredited graduate school, provided (a) the courses requested for transfer were completed with grades of Application for Academic Amnesty “B” or better and were not applied toward another (See Academic Amnesty.) degree, (b) the courses are offered only for graduate credit at the previous institution, and (c) the courses are judged appropriate by the program director for VISITING STUDENTS the degree program in which the student is matricu- Students from other institutions must provide lated at Monmouth University. The grades of trans- a letter of permission from, and be in good academic ferred courses are not used in the computation of the standing at, the home institution. Applications are grade point average. available from the Office of Admission. Admission as a visiting student does not constitute admission as a CREDIT TRANSFER matriculated student. Eligible rising high school sen- iors may enroll in college-level course work at Transfer students who have been admitted Monmouth University. Eligibility will be determined by to the University will receive an official transfer credit the Office of Undergraduate Admission based on a evaluation. Students who fail to declare attendance review of the student’s academic credentials. at any postsecondary institution where they had been registered automatically waive the right to have that work considered for transfer credit and are sub- ADULT APPLICANTS ject to disciplinary action and/or suspension. Grades Monmouth University endeavors to support lifelong learning by providing services and pro-
Monmouth University 21 Graduate Admission
grams—degree and nondegree, credit and non- • TOEFL (Test of English as a Foreign credit—that enable nontraditional students to meet Language)* their varied educational needs and goals. Minimum score requirements: Program 65 affords opportunity for persons • Internet-based version 79 65 years of age or older to enroll for study at • IELTS (International English Language Testing Monmouth University at reduced tuition. Admission System)* requirements include the designated nonrefundable • Minimum score requirement 6 application fee and proof of age. Enrollment is on a (with no less than a score of 5.5 on space-available basis. Those interested in learning any section) more about Program 65 may contact the Office of • MELAB ( English Language Assessment )* Undergraduate or Graduate Admission. • Minimum score requirement 77 • ESOL ( English for Speakers of Other APPLICANTS WITH DISABILITIES Languages)* Monmouth University welcomes applications • Minimum score requirements from persons with disabilities, complying with the - Certificate of Advanced English – An A, requirements of the Rehabilitation Act of 1973 and B, or C constitutes a passing grade. the Americans with Disabilities Act. Students who - Certificate of Proficiency in English – An wish to utilize available accommodations and serv- A, B, or C constitutes a passing grade. ices provided by the University must submit current and adequate documentation related to their disabil- * Note that exceptions to minimum score require- ity to the Department of Disability Services for ments for graduate programs may be made upon Students. recommendation of the graduate program director You are not required to disclose a disability. within the student’s major department and with If information is provided, it is not used in admission approval from the dean of the graduate school. decisions. Monmouth University can also be con- Monmouth also requires a student’s academic profile tacted by using the New Jersey Telecommunications to meet regular standards for admission. TTY Relay Services Operator at 800-852-7899. All students must meet University academic admission Monmouth University will also accept inter- requirements. national students who meet Monmouth’s regular standards for admission and who have successfully INTERNATIONAL APPLICANTS completed the ELS Language Services program at International applicants must meet three the master’s level of English proficiency, which is basic criteria before acceptance: demonstration of completion of Level 112, in lieu of the TOEFL or other academic ability, English language proficiency, and English proficiency exam. Conditional acceptance sufficient financial support. may be issued by Monmouth University to those stu- Applicants for admission whose native lan- dents who elect to prove English proficiency by guage is not English must demonstrate English lan- enrolling in and completing ELS Level 112. guage proficiency. Such proficiency may be demon- In order to obtain the nonimmigrant strated by submitting an official score report from one Certificate of Eligibility (Form I-20), all accepted inter- of the following standardized tests and meeting the national applicants are required to provide financial minimum score requirements. Students who have documentation, such as bank statements, attesting completed the equivalent of a baccalaureate or mas- that sufficient funds are available to support the ter’s degree at an accredited institution in a native, period of study for the degree at Monmouth. To English-speaking country may be exempt from these obtain a copy of the Application for Form I-20 and standardized testing requirements. instructions, visit http://www.monmouth.edu/admis- sion/graduate/international.asp. This document is required and must be completed before the Form I- 20 can be issued.
22 Monmouth University Graduate Admission
Undergraduate applicants who have for direct transfer into any degree program. All course attended school outside of the United States must work is subject to approval by the department chair submit official evidence of secondary school comple- of the specific program chosen; not all courses may tion and certified original copies of national examina- transfer. A maximum of seventy-two credits will be tions results where applicable. allowed for undergraduates transferring from a two- International undergraduate freshman appli- year accredited institution; a maximum of ninety-six cants from English-speaking countries must take the credits will be allowed when transferring from a four- SAT and meet regular standards for admission. To year accredited institution. learn from which countries the SAT is required, please Course work done through national exami- visit http://www.monmouth.edu/admission/interna- nation may be considered for credit by department tional/toefl.asp. evaluation, credit by examination, waiver, or portfolio if results meet specific department and/or University International Transfer Applicants requirements and standards. Credentials submitted from foreign institu- Students may, upon request, be required to tions will be evaluated by the Transcript Evaluator. have previous academic work validated, at the stu- Official college transcripts for all college-level work, dent’s expense, through an outside credential evalu- regardless of whether the credit will be transferrable, ation service. must be sent directly from the institution at which the Failure to declare and/or present all aca- credit was completed. Official transcripts, mark demic work, or presentation of academic records that sheets, diplomas, degrees, and/or certificates of all are found to be altered or of a questionable nature, secondary and post-secondary academic records may result in non-acceptance of student or dismissal and examination results are required. If fewer than of student from the University. Generally, interna- twenty-four transferrable credits have been com- tional students currently studying in the United States pleted, high school/secondary school transcripts who wish to transfer to Monmouth University should must also be provided. Transcripts that are not in follow the regular transfer admission process. The English must be translated and evaluated by a rep- English proficiency/SAT requirement can be waived utable credential evaluation service, including mem- for international students who have completed at bers of the National Association of Credential least twenty-four transferable credits of which at least Evaluation Services (NACES) and then sent directly three are in English at the 100 level or higher. See from the agency to Monmouth University. A course- details referenced in the International Applicants sec- by-course evaluation is required for all non-English tion for English proficiency requirements. An interna- transcripts. Course descriptions in English of all com- tional student transferring from an institution within pleted course work are also required, if not included the United States must provide the following docu- in the course-by-course evaluation. Transcripts are mentation: considered official when sent directly to Monmouth • Admission application University from the college/university at which the • Nonrefundable application fee courses were taken and certified by the institution’s • Official transcript(s) Registrar’s Office, Ministry of Education, or when • Official test scores (as applicable) sent directly from the evaluation agency along with • Monmouth University’s F-1 Transfer form the translation and evaluation to the Office of if currently enrolled at a U.S. institution Admission Processing. Photocopied documents or (http://www.monmouth.edu/Student/grad/ transcripts marked “issued to student” are not Transfer.pdf) or Monmouth University’s accepted as official. Application for Form I-20 if no longer The records should list all courses the stu- enrolled at the U.S. institution dent has taken and grades received in each subject. (http://www.monmouth.edu/Student/grad/ Course descriptions and/or syllabi and the number of FormI20.pdf) weeks and hours spent in lectures and laboratory work for each course are required of transfer appli- In addition, the transfer applicant should cants if transfer credit is expected. Only credits from request the previous institution to transfer his or her recognized accredited institutions will be considered SEVIS record.
Monmouth University 23 Graduate Admission
International transfer applicants must also tary lifestyle and has committed itself to easing the provide financial support documentation (see details transfer of relevant course credit, providing flexible referenced in the International Applicants section). academic residency requirements, and crediting learning from appropriate military training and expe- VETERANS AND WAR ORPHANS riences. SOC has been developed jointly by educa- Complete information regarding benefits and tional representatives of each of the Armed Services, procedures for applying may be obtained from the the Office of the Secretary of Defense, and a con- Office of Registration and Records or the Financial sortium of thirteen leading, national higher education Aid Office. Monmouth University is approved by the associations; it is sponsored by the American New Jersey Department of Military and Veterans’ Association of State Colleges and Universities Affairs for veterans’ benefits. (AASCU) and the American Association of Community and Junior Colleges (AACJC). MILITARY APPLICANTS Monmouth University has been designated NON-DISCLOSURE as an institutional member of Service Members Failure to submit complete records of all pre- Opportunity Colleges (SOC), a group of over 400 col- vious academic experiences will result in a student leges and universities providing voluntary postsec- being denied admission, or, in the case of nondisclo- ondary education to members of the military through- sure or misrepresentation, the rescinding of admis- out the world. As an SOC member, Monmouth sion previously granted. University recognizes the unique nature of the mili-
24 Monmouth University Tuition and Fees
Tuition and Fees Tuition Course Descriptions Course FINANCIAL INFORMATION • UNDERGRADUATE Tuition and fees are subject to annual 12 - 18 credits ...... $15,195.00 ($314.00*) increases at the discretion of the Board of Trustees. Each credit in excess of 18...... $880.00/credit Tuition and fees charges listed below are in effect 9 - 11.5 credits ...... $880.00/credit ($314.00*) as of May 13, 2013. Monmouth University reserves Less than 9 credits...... $880.00/credit ($157.00*) the right to alter any and all charges and to do so Auditor Program ...... $293.00/credit within the academic year. Summer Session...... $744.00/credit
Monmouth University (on campus) • GRADUATE TUITION AND FEES PER SEMESTER 9 or more credits ...... $963.00/credit ($314.00*) May 13, 2013 Less than 9 credits...... $963.00/credit ($157.00*) It should be noted that more than 80% of Auditor Program ...... $322.00/credit Monmouth University students are eligible for Summer Session...... $974.00/credit Financial Aid. Depending upon family financial cir- cumstances—regardless of income—actual costs • SENIOR CITIZENS (Undergraduate and Graduate) could be considerably less than published student 9 or more credits ...... $253.00/credit ($314.00*) charges. Inquiries should be directed to the Office of Less than 9 credits...... $253.00/credit ($157.00*) Financial Aid. * The Comprehensive Fee includes services provided by: Student Center, Student Activities, Health Center, TUITION AND FEES PER SEMESTER Intercollegiate and Intramural Athletics, Placement, Effective May 13, 2013, for the Summer 2013, Fall Counseling, and Registration. 2013, and Spring 2014 Semesters
Monmouth University 25 Tuition and Fees
• RESIDENCE HALLS Regent’s College – London (room and board) Spruce/Willow/Cedar/Laurel/Beechwood Single ...... 6,973.00 Single Room...... 4,115.00 Double ...... 5,639.00 Double Room...... 3,520.00 Triple...... 5,198.00 Triple Room ...... 2,451.00 Elmwood/Pinewood Macquarie University – Australia (room charge) Single Room, small...... 3,180.00 Single ...... 6,184.00 Single Room ...... 4,046.00 Double Room...... 3,208.00 Spain (Summer) (room charge) Triple Room ...... 2,382.00 Double ...... 1,650.00 Oakwood/Redwood Double Room...... 3,976.00 CONTRACT CANCELLATION FEE...... 500.00 Triple Room ...... 2,906.00 Garden Apartment...... 4,579.00 • BOARD Great Lawn/Maplewood 105 Meals plus points plan ...... 2,283.00 Double Room...... 4,133.00 195 Meals plus points plan ...... 2,409.00 Triple Room ...... 3,264.00 225 Meals plus points plan ...... 2,485.00 Birch Triple Carte Blanche meal plan...... 2,568.00 Double Room...... 3,995.00 Mullaney Hall Double...... 3,425.00 OTHER FEES Triple ...... 2,684.00 (All fees are nonrefundable unless otherwise noted.) Fountain Gardens Application Fee...... 50.00 Double Room...... 4,271.00 International Application Fee...... 50.00 Quad Room ...... 3,824.00 Fall Orientation Fee (full-time, new undergraduate) ...... 200.00 • Pier Village Spring Orientation Fee Double - Annual Contract** ...... 11,033.00 (full-time, new undergraduate) ...... 75.00 **Billed in four cycles, see below: Late Registration Fee...... 50.00 Summer session A 482.00 Late Payment Fee...... 50.00 Summer session E 1,769.00 Physical Education Fee (refundable) ...... 30.00 Fall 4,150.00 Lab/Studio Fee A (refundable) ...... 100.00 Spring 4,632.00 Lab/Studio Fee B (refundable)...... 80.00 Lab/Studio Fee C (refundable)...... 60.00 • University Bluffs Apartments Lab/Studio Fee D (refundable)...... 40.00 Double - Per Semester...... 4,432.00 Lab/Studio Fee E (refundable)...... 20.00 Double - Annual Contract** ...... 10,312.00 Study Abroad Fee ...... 135.00 **Billed in four cycles, see below: Returned Check Fee ...... 25.00 Summer session A 451.00 Cooperative Education Fee...... 45.00 Summer session E 1,654.00 Study Abroad Administration Fee – Fall 3,878.00 Fall or Spring...... 250.00 Spring 4,329.00 Student Teacher Early Field Experience Fee...60.00 Student Teaching Field Experience Fee ...... 300.00 • Intersession Housing Residence Halls ...... 186.00 PORTFOLIO ASSESSMENT FEES (per course) Apartments ...... 301.00 Workshop ...... 30.00 Assessment per academic area...... 225.00 • Study Abroad Florence – Italy (room charge) CREDIT BY EXAMINATION FEES Double – Fall ...... 3,300.00 Application Fee per course ...... 15.00 Double – Summer ...... 1,000.00 Undergraduate per credit ...... 1/3 cr. rate Graduate per credit ...... 1/3 cr. rate 26 Monmouth University Tuition and Fees
SUMMER SESSION FEES Financial Aid awards will be based on the Workshop Fee per hour (refundable)...... 35.00 student’s status, and students should be aware that Study Abroad Administration Fee - Summer..125.00 change in status may affect Financial Aid eligibility. Graduate students are assessed tuition on a SUMMER ROOM RATES per-credit basis. Residence Hall – Comprehensive Fee: The Comprehensive per week...... 186.00 Fee includes services provided by the Student Garden Apartment – per week ...... 301.00 Center, Student Activities, Health Center, Great Lawn Apartment – per week ...... 301.00 Intercollegiate and Intramural Athletics, Placement, University Bluffs Apartments – per week ...... 301.00 Counseling, and Registration. Application Fee: This nonrefundable fee is PARKING FEES for the cost of processing undergraduate and gradu- Resident (per year)* ...... 350.00 ate applications. Resident (spring only) ...... 175.00 Acceptance Deposit: This deposit must be Late Registration (per year) ...... 50.00 paid by all new full-time undergraduate students (twelve or more credits) prior to registration. * Resident students who do not remain in on-campus housing in Acceptance deposits paid by transfer students are the spring may file a waiver requesting credit of 1/2 the annual not refundable. Acceptance deposits paid by fresh- parking fee. men for the fall semester are refundable until May 1. Orientation Fee: This fee is charged to new Explanation of Tuition, Fees, and Deposits students to cover the expenses of the orientation Tuition Charges: Undergraduate students program. are billed according to their status as matriculated Late Registration Fee: A fee is charged to full-time or part-time students. Full-time undergradu- all continuing or former students who receive per- ate students will be billed, upon registering for a mission to register for course work after the close of given semester, for tuition at the full-time rate; those the regular registration period. who register for more than eighteen credits will have Late Payment Fee: A fee is charged to all stu- an additional charge for each credit over eighteen, dents who have not properly made final financial billed at the part-time rate. Part-time students are arrangements with the Bursar by the payment due date. billed at the per-credit rate. Undergraduate students Parking Fee: This fee is charged to all resi- wishing to change status must process a Request to dent students who register a motor vehicle with the Change Enrollment Status form with the Office of the campus police. Failure to register vehicles will result Bursar. In addition, part-time, non-matriculated stu- in parking fines. dents must receive approval of the Office of Returned Check Fee: A fee is charged for Undergraduate Admission before a change to full- each uncollectible check issued to the University. time status can be processed. Residence Hall Room Reservation Deposit: Under this policy, undergraduate students Students who wish to reserve space in the residence whose status is full time will be billed at the full-time halls are required to forward a $150 room reservation rate, regardless of the number of credits for which deposit and signed contract prior to registration. The they are registered, until a Request to Change $150 is applied as a credit toward room rent. Enrollment Status form is processed. If a full-time Residence Hall Contract Cancellation student fails to register for a full-time load by the end Fee: This fee is charged to students who have con- of the registration period, the University will adjust tracted to reserve space in the residence hall and fail the billing and change the student’s status accord- to cancel that contract prior to June 1. This fee is in ingly. An undergraduate student whose status is part- addition to forfeiture of the room reservation deposit. time will be billed at the part-time per-credit rate, Physical Education Fee: This fee is for the unless registered for twelve or more credits (then the use of equipment required in the physical education student will be billed at the full-time rate). Summer program. tuition will be billed at the per-credit rate regardless of status.
Monmouth University 27 Tuition and Fees
Laboratory and Studio Fee: This fee is A student who becomes delinquent in pay- charged in addition to the tuition for each laboratory ments due during the year may be barred from or studio course. It covers costs of additional class classes. Financial clearance must be met for a stu- hours and special materials. dent to graduate or receive transcripts, either official Credit by Examination Fee: This fee is for or unofficial (student copy). the administrative and personnel costs for the Credit If payment is not made as required, the stu- by Examination program. dent may not be allowed to register for future semes- Portfolio Assessment Fee: This fee is for ters/terms until the outstanding balance is satisfied. the administrative and personnel costs for the In addition, all collection costs and fees, including, Portfolio Assessment program. but not limited to, attorneys’ fees incurred by the Study Abroad Fee: This fee is charged to University, will be paid by the student. Monmouth University students who have been granted permission to enroll in a Study Abroad pro- Tuition Payment Plan gram sponsored by another college or university. To accommodate parents and students who Student Teacher Early Field Experience prefer to pay for educational expenses in monthly Fee: This fee is charged to education majors to off- installments, the following plan is available as of April set the expense of the early field experience. 1 for the upcoming school year. The University Student Teaching Field Experience Fee: reserves the right to alter the programs accepted This fee is charged to education majors to offset the from time to time. expense of student teaching. The following organization is not affiliated with Monmouth University, and any questions regard- Terms of Payment ing the tuition plans should be directed to the Payment of fall semester charges are due in address below: August, and spring semester charges are due in Tuition Management Systems December. Specific dates are set annually and can P.O. Box 842722 be viewed on the Bursar Web page under “Payment Boston, MA 02284-2722 Deadlines.” Cash and Debit Card: accepted in per- Phone: (800) 356-8329 son at the Office of the Cashier located on the first Web site: www.afford.com floor of the Wilson Hall Annex. Call 732-571-7540. Check or Money Order: accepted in person, as REFUND POLICY above, or mailed in the envelope that is enclosed • Summer Sessions with your bill. The student's ID number must be writ- Refunds, upon withdrawal from summer ten on all checks and money orders. Credit Cards: sessions, will be made according to the policy stated Visa, MasterCard, Discover, and American Express below: are accepted. You may fill out the form included with • Students who withdraw from a four- your bill and return it in the envelope, also provided. week or six-week summer session This form of payment is also accepted both in person within the first week of the session will and over the phone. The person to whom the credit receive 100% refunds. Withdrawals after card is issued must call. Online: by electronic check the first week are not eligible for refunds. or credit card by either logging into your WEBstudent • Students who withdraw from a nine- account and selecting “Account Summary” (if you week or twelve-week summer session have a balance due, a button will appear at the bot- within the first week of the session will tom of the screen to allow you to make an online pay- receive 100% refunds. Fifty-percent ment), or accessing our Electronic Payment refunds will be given if courses are with- Gateway. Be prepared to fill in the student’s ID num- drawn in the second week. Withdrawals ber, first name, last name, and then follow the after the second week are not eligible for remaining steps. refunds.
28 Monmouth University Tuition and Fees
REFUND POLICY FOR COMPLETE WITHDRAWALS • International students cannot use e-mail • Fall and Spring Semesters or telephone contact with the ORR. Tuition and fees, including room and board International students must coordinate fees, will be refunded upon complete withdrawal registrations and withdrawals with the from all semester courses according to the policy Office of International Student Services. stated below: Students who withdraw completely from the Pro-rata percentages are applied against University after the opening of classes will receive tuition, comprehensive fee, lab fee, orientation fee, 100% refunds (less a $500 cancellation fee as and room and board fees (less a $500 cancellation detailed in the Housing Contract) through the end of fee for students who have contracted for housing). the first week of the semester. Students who with- The resulting amount is then compared to any stu- draw completely after the first week of the semester dent payments that may have been made with the will receive pro-rata refunds (less a $500 cancellation difference being the amount still due the University or fee as detailed in the Housing Contract) calculated the amount available to be refunded. There will be no on the basis of days enrolled through the sixtieth per- refunding of moneys paid for health insurance, cent point in the semester. Example: For a semester books, supplies, damages, fines, or other fees not consisting of seventy-five days, the sixtieth percent mentioned above. Any amount available for refund point would be the forty-fifth day. Note that weekends will be returned to its sources. Federal Title IV aid, are not included toward days counted. Please refer state aid, and University aid will receive refunds prior to the Registration Information online at to any refund being paid to the student. http://www.monmouth.edu/registrar/registration_infor mation/default.asp for semester start and end dates. REFUND POLICY—COMPLETE WITHDRAWAL Withdrawals after the sixtieth percent point in the IMPORTANT NOTICE FOR STUDENTS WITH semester are not eligible for refunds. FEDERAL STUDENT FINANCIAL ASSISTANCE All refunds will be based on the official date Under new regulations that implement the of withdrawal, which is the date the completed with- Higher Education Amendments of 1998, students drawal eFORM or an e-mail message (e-mail must be who completely withdraw from the University are from the student’s University e-mail account and sent responsible for repaying the unearned portion of to [email protected]) is received by the Office loans and grants received in excess of charges to of Registration and Records (ORR). The University their student account directly to the federal govern- encourages students to make notification of with- ment. Failure to return unearned grant funds to the drawal in writing as outlined above; however, verbal U.S. Department of Education may result in the stu- communication in the form of a phone call to the ORR dent becoming ineligible for financial aid in future will be accepted within the following guidelines: academic years. Students who have been advised • The call must be made during business that they have unearned grant funds should contact hours (Monday through Friday, 9 a.m. to the Office of Financial Aid, 732- 571-3463, for infor- 5 p.m.). mation regarding making repayment arrangements • The call must be communicated by the with the U.S. Department of Education. Loans are to student (not a parent or designate) be repaid by the student in accordance with terms of directly to ORR personnel. Voice mes- their promissory note. sages will not be accepted. If the amount of aid credited to a student’s • The student must provide name, last four account at the time of withdrawal is less than the digits of his or her social security number, amount of aid earned based on the proportion of the and his or her unique Monmouth student semester that the student was enrolled, a post- with- ID number. drawal disbursement of aid can be made. If there are • Telephone withdrawals will be confirmed outstanding charges on the student’s account, the by the ORR. University will make the post-withdrawal disburse- • The student is responsible for ensuring ment to the student’s account. If there are no out- that the withdrawal is communicated to standing charges on the student’s account, the the ORR. University must notify the student regarding the avail-
Monmouth University 29 Tuition and Fees
ability of the post-withdrawal disbursement. The stu- refunds on the courses dropped if the courses are dent must inform the University within fourteen days dropped during the first week of the semester or on of this notification as to whether the student wishes the day following the first class meeting. Fifty-percent to receive the post-withdrawal disbursement. No refunds will be given if the courses are withdrawn post-withdrawal disbursement will be made unless from during the second week. Withdrawals after the the University receives a response from the student second week are not eligible for refunds. within this timeframe. HOUSING CONTRACT: REFUND SCHEDULE REFUND POLICY FOR PARTIAL WITHDRAWALS Students who change housing and/or board • Fall and Spring Semesters arrangements during the semester while continuing All refunds will be based on the official date as students at Monmouth University are eligible only of withdrawal, which is the date the completed with- for such refunds (less a $500 cancellation fee as drawal eFORM is received by the Office of detailed in the Housing Contract) as established by Registration and Records (ORR). E-mail or verbal the Office of Residential Life. Further information on communication will not be accepted for communi- this process is available from the Office of cating partial withdrawals to ORR. Only the com- Residential Life at 732-571-3465. pleted withdrawal eFORM will be accepted. Full-time undergraduate students who are APPEAL POLICY FOR REFUNDS registered for twelve to eighteen credits in the Appeals for exceptions to the Refund Policy semester are not entitled to any refund when with- should be made in writing to the Assistant to the Vice drawing from one or more, but not all, courses after President for Student Financial Appeals within one the first week of the semester. If the student drops year of the beginning of the semester in question. below twelve credits prior to the end of the first week Information about this process is available from the of the semester, the student’s status will be changed Office of the Vice President of Finance at 732- 571- to part-time, and the student will be billed at the per- 3427. Further information or explanation of the credit rate. Full-time undergraduate students should Refund Policy is available from the Office of the note that enrolling for fewer than twelve credits may Bursar or online at http://www.monmouth.edu/ affect eligibility for financial aid. Those students who refund. are registered for credits in excess of eighteen will be Students filing appeals for exceptions to the entitled to refunds for tuition paid for credits in excess University Refund Policy are advised that there is a of eighteen according to the partial withdrawal refund possibility that the amount of Financial Aid they may schedule for part-time undergraduate students and receive, or may have received, may be adversely graduate students, which follows below. affected. Students are advised that it is their respon- Part-time undergraduate students and all sibility to meet with a representative from the graduate students who withdraw from one or more Financial Aid Office to see how filing an appeal will courses during the semester while remaining regis- affect their financial aid package. tered for one or more courses are entitled to 100%
30 Monmouth University Financial Aid
Monmouth University believes that qualified Monmouth University does not have dead- students should not be denied an educational lines for applying for financial aid. However, stu- Financial Aid
opportunity due to lack of financial resources, and dents are encouraged to file as soon after January that financing a student’s education should be a 1 as possible. Descriptions Course cooperative effort between the student and the insti- Financial data provided on the FAFSA will tution. To that end, the staff of the Financial Aid be forwarded electronically to the University and will Office is available to assist students in developing a be the basis for the creation of the student’s finan- comprehensive educational financial plan. Students cial aid package. The financial aid package will be are strongly encouraged to call or visit the Financial communicated to the student via the Financial Aid Aid Office to engage in this planning process; the Award Letter; newly enrolling students will receive a office may be reached by phone at 732-571-3463 or hard copy award letter, while continuing students via e-mail at [email protected]. will receive their award letter via e-mail to their University e-mail address. The student is then APPLICATION PROCESS expected to confirm acceptance of the offer of finan- Monmouth University uses the Free cial aid by returning to the Financial Aid Office a Application for Federal Student Aid (FAFSA) as its signed copy of the award letter (continuing students primary application for all federal and state financial may simply reply to the award letter e-mail); a copy aid programs; no supplementary applications are is also provided for the student’s records. required. Students are encouraged to apply online Generally, the initial offer of financial assis- at www.fafsa.gov. tance delineated in the award letter is non-nego- The FAFSA is completed using the student tiable. The financial aid package may, however, be and spouse’s federal income tax data and should altered as a result of one or more of the following also include Monmouth University’s Title IV School conditions: Code (002616); where possible, students should • Changes in the student’s enrollment utilize the Data Retrieval Tool (DRT) on the FAFSA (i.e., credit hours) status to import their tax information from the IRS’s data- • Lack of satisfactory academic progress base into the FAFSA. Completed FAFSAs may be • Receipt of financial aid from an outside submitted to the U.S. Department of Education after source January 1. Students are encouraged to retain a • Discrepancies noted as a result of the copy of the completed FAFSA for their records. verification process
Monmouth University 31 Financial Aid
FUNDING SOURCES Scholarships are available during the fall, spring, and The student’s financial aid package may be summer terms. All applicants for admission are auto- comprised of a combination of grant, scholarship, matically evaluated for scholarship eligibility; the stu- and loan funding. Grants and scholarships are forms dent need not complete a separate scholarship appli- of assistance that do not have to be repaid, while cation. Scholarships are renewable throughout the loans must be repaid with interest. The following duration of the student’s enrollment, provided that paragraphs identify and describe the types of funding the student maintains a minimum grade point aver- available at Monmouth University. age of 3.00. Awards are not made in combination with the GRANTS AND SCHOLARSHIPS following forms of assistance: tuition remission, • Graduate Fellowships Math/Science Educator Scholarships, and senior cit- Monmouth University established the izen tuition discounts. However, the Second Master’s Graduate Fellowship program to provide scholarship Scholarship may be combined with the following; as assistance to students who have demonstrated out- long as it does not exceed tuition and fees (fees do standing academic achievement in the completion of not include books): graduate assistantships, and the baccalaureate degree. Partial-tuition fellowships employer tuition reimbursement. Scholarships are are awarded to matriculated students by the Office of renewable throughout the duration of the student’s Graduate Admission and are made on the basis of enrollment, provided that the student maintains a the student’s cumulative undergraduate grade point minimum cumulative grade point average of 3.00. average. Award amounts vary as a function of the Second Master’s Scholarships are also available in student’s undergraduate cumulative grade point the summer. average and the number of registered credits each term. International candidates’ undergraduate grade • Math/Science Educator Scholarship point averages are converted to the American grad- The University is committed to providing ing system. All applicants for admission are automat- support for graduate degree candidates who intend ically evaluated for fellowship eligibility; the student to become teachers of math and science. Graduate need not complete a separate application. Awards students who hold a teaching certificate in any sub- are not made in combination with the following forms ject area may take course work toward an additional of assistance: tuition remission, Second Master’s certification in math and/or science and qualify for a Scholarships, and Math/Science Educator scholarship. Those who do not hold a teaching cer- Scholarships. However, the Graduate Fellowship tificate, but who are interested in pursuing certifica- may be combined with the following; as long as it tion in math and/or science, are also eligible. does not exceed tuition and fees (fees do not include However, in addition to the subject- area courses, the books): senior citizen tuition discount, graduate student must also complete the Master of Arts in assistantships, and employer tuition reimbursement. Teaching (MAT) program. Scholarships are available Fellowships are renewable throughout the duration during the fall, spring, and summer terms. All appli- of the student’s enrollment, provided that the student cants for admission are automatically evaluated for maintains a minimum cumulative grade point aver- scholarship eligibility; the student need not complete age of 3.00. Graduate fellowships are available in the a separate application. Scholarships are renewable summer term provided the student enrolls in a total of throughout the duration of the student’s enrollment, at least six credits during the course of the summer. provided that the student maintains a minimum grade point average of 3.00. • Second Master’s Scholarship Awards are not made in combination with the Partial-tuition scholarships are available to following forms of assistance: tuition remission, students who have completed a master’s degree pro- Second Master’s Scholarships, and senior citizen gram at Monmouth University and who return to the tuition discounts. However, the Math/Science University to matriculate for a second master’s Educators Scholarship may be combined with the fol- degree or certificate. lowing; as long as it does not exceed tuition and fees Award amounts vary as a function of tuition (fees do not include books): graduate assistantships, and the number of credits for which a student enrolls. and employer tuition reimbursement. Scholarships
32 Monmouth University Financial Aid
are renewable throughout the duration of the stu- course work. Students may receive this award in dent’s enrollment, provided that the student main- addition to the graduate fellowship or a graduate tains a minimum cumulative grade point average of assistantship, but the total of all institutional aid (e.g., 3.00. Math/Science Educators Scholarships are also fellowship, five year award, and assistantship) can- available in the summer. not exceed tuition and fees; the award may not be made in conjunction with tuition remission. If the stu- • Yellow Ribbon Grant dent has an assistantship during the academic year Monmouth University has voluntarily entered that covers all tuition and fee charges, then student into a Yellow Ribbon Agreement with the Department may use the five year award for summer course of Veterans Affairs (VA). The agreement is completed work, as long as the total dollar value of the award on an annual basis and includes the maximum num- does not exceed $3,000 in the fiscal year. ber of students to be funded, degree level, and the maximum contribution by the University. The • Athletic Scholarships University’s contribution is matched by the VA. The Department of Athletics offers a limited Students must be 100% eligible for Post 9/11 bene- number of grants-in-aid, frequently called athletic fits to qualify for the program. All interested students scholarships, to student-athletes who are graduate must complete the University’s online application at students and who have remaining eligibility as per www.monmouth.edu/university/yellow-ribbon- NCAA bylaws. These grants-in-aid are offered and program.aspx renewed at the discretion of the head coach with the A Certificate of Eligibility and DD-214 are consent and approval of the Director of Athletics and required from all students at least two weeks prior to the Director of Financial Aid, within the guidelines the start of their first semester. At present, the prescribed by Monmouth University, and the National University provides funding for up to forty (40) stu- Collegiate Athletic Association (NCAA). Grants-in-aid dents – both undergraduate and graduate. Awards are made for the academic year; funding for summer are made on a first come, first served basis and stu- course work is available is awarded at the discretion dents are notified of their eligibility through an award of the Director of Athletics. letter. Students serving on active duty are not eligible for the Yellow Ribbon Program. Students in the • Federal TEACH Grant Yellow Ribbon Program are not eligible for other insti- Through the College Cost Reduction and tutional grants or scholarships. For students attend- Access Act of 2007, Congress created the Teacher ing a full academic year, Yellow Ribbon benefits are Education Assistance for College and Higher generally awarded in the spring semester after the Education (TEACH) Grant program that provides Post 9/11 benefits have been exhausted. Awards are grants of up to $3,496 per year (including the sum- renewable, provided that the student remains mer term) to students who intend to teach in a public enrolled as a full-time student and meets the estab- or private elementary or secondary school that lished standards of Satisfactory Academic Progress serves students from low-income families. Students for federal and state awards. may receive a maximum of $8,000 in TEACH Grants for graduate studies. In exchange for receiving a • Five Year Program Award TEACH Grant, the student must agree to serve as a Awards of up to $3,000 are made to full-time teacher in a high-need field (e.g., bilingual Monmouth University graduates who start and com- education and English language acquisition, foreign plete the five year programs. Students must be full language, mathematics, reading specialist, science, time graduate students (nine credits or more per special education, or other identified teacher short- semester) and the only eligibility requirement is that age areas) in a public or private elementary or sec- the student is admitted to the graduate program; the ondary school that serves low-income students. As a Office of Graduate Admission will advise the recipient of a TEACH Grant, the student must teach Financial Aid Office of eligible recipients, as there is for at least four academic years within eight calendar no separate application process. For renewal of the years of completing the program of study for which award, students must maintain a cumulative grade the TEACH grant was awarded. IMPORTANT: If the point average of 3.0 or better for their graduate student fails to complete this service obligation, all
Monmouth University 33 Financial Aid
TEACH Grants will be converted to a Federal Direct there is no student-initiated application process. The Unsubsidized Stafford Loan, which must be repaid to Financial Aid Office, except where stipulated by the the U.S. Department of Education. The student will donor, will select the candidate that most closely be charged interest from the date the grant(s) was matches the donor-established criteria. (Note that disbursed. Note: TEACH Grant recipients will be students in the MSN program must complete the given a six-month grace period prior to entering FAFSA and a scholarship application available from repayment if a TEACH Grant is converted to a Direct the School of Nursing and Health Studies. Unsubsidized Loan. Scholarship recipients will be selected by the faculty of the School.) Scholarship recipients will be notified Eligibility Requirements via the financial aid award letter. To receive a TEACH Grant the student must meet the following criteria: LOANS • Complete the Free Application for Federal • Federal Direct Unsubsidized Loan Student Aid (FAFSA), although you do The Federal Direct Unsubsidized Loan is a not have to demonstrate financial need; low-interest-rate loan with eligibility requirements, • Be a U.S. citizen or eligible non-citizen; terms, and conditions similar to those of the • Be enrolled as a graduate student in a Subsidized Stafford Loan. The primary difference is postsecondary educational institution that that interest does accrue on the loan while the stu- has chosen to participate in the TEACH dent is enrolled. For graduate students, the annual Grant program; borrowing limit is $12,000 and cannot exceed the • Be enrolled in course work that is neces- student’s budgeted cost of attendance in combina- sary to begin a career in teaching or plan tion with all other aid. The interest rate is fixed at to complete such course work. Such 6.8%. Borrowers are charged, by the federal govern- course work may include subject-area ment, an up-front origination fee of 1.501% of the courses (e.g., math courses for a student principal amount of the loan. A promissory note for who intends to be a math teacher); the Federal Direct Unsubsidized Loan will be sup- • Meet certain academic achievement plied by the Financial Aid Office. Unsubsidized Loans requirements (generally, scoring above are available during the regular academic year (i.e., the 75th percentile on a college admis- fall and spring semesters) and may be available dur- sions test or maintaining a cumulative ing the summer term. grade point average of at least 3.25); Monmouth University is a Direct Lending • Sign a TEACH Grant Agreement to Serve institution, meaning that the University’s Financial Aid and complete an entrance counseling Office will provide the student with a promissory note session. for the Stafford Loan and will arrange to have the funds electronically transferred to the student’s • Educational Opportunity Fund (EOF) Grant account. The student need not seek a loan applica- The EOF program, funded by the state of tion from a private banking institution. New Jersey, is designed to provide access to gradu- ate education for students who participated in the • Federal Direct PLUS Loan for Graduate Students EOF program at the undergraduate level. Funding is, Eligibility requirements for the loan include however, limited. Students who believe they might completion of the FAFSA and a determination that qualify are encouraged to contact the University’s the applicant does not have an adverse credit history. EOF Office at 732-571-3462. Applicants may borrow up to their cost of attendance, less other financial aid. Students must also have • Graduate Endowed Scholarships applied for the annual loan maximums in the Federal The University offers a small number of Direct Unsubsidized Loan programs before applying sponsored and endowed scholarships to graduate for a Graduate PLUS Loan. Students must be students, which have been made possible through enrolled at least half time (six credit hours). For loans the generosity of friends of the University. All enrolled disbursed after July 1, 2012, borrowers are charged, students receive consideration for these awards, and by the federal government, an up-front origination fee
34 Monmouth University Financial Aid
of 4.204%. For loans disbursed after July 1, 2008, and/or institutional financial aid. In the determination the interest rate is fixed at 7.9%. Unless the borrower of satisfactory academic progress, all course work is requests an in-school deferment, the first payment is considered, whether or not the student received due sixty days after the loan is fully disbursed. financial aid at the time the work was completed. Repayment lasts between ten and twenty-five years Financial aid at Monmouth University is based on the total amount borrowed and the repay- awarded to students for the entire academic year or ment option chosen. A promissory note for the PLUS summer session. Academic progress for all aid recip- Loan will be supplied by the Financial Aid Office. ients is reviewed at the conclusion of the spring Graduate PLUS Loans are available during the regu- semester. If a student has not met all of the requisite lar academic year (i.e., fall and spring semesters) standards, the student will be ineligible to receive and may be available during the summer term. federal, state, and/or institutional funds. Students Monmouth University is a Direct Lending who are deemed ineligible will be offered the oppor- institution, meaning that the University’s Financial Aid tunity to submit an appeal; refer to the Appeals sec- Office will provide the student with a promissory note tion below for the appropriate procedure. for the PLUS Loan and will arrange to have the funds The standards for determining satisfactory electronically transferred to the student’s account. academic progress at Monmouth University for fed- The student need not seek a loan application from a eral and state funding are measured along three private banking institution. dimensions: cumulative grade point average, pace, and maximum time frame. To remain in good ALTERNATIVE LOANS standing, a student must meet each of the three Alternative financing sources are available requirements: from private banking concerns and are ideal for stu- • Cumulative Grade Point Average: dents who either do not meet the eligibility criteria for Consistent with the general academic the Stafford Loan programs, or who have exceeded requirements of the University, graduate the borrowing limits for those programs. As the loan students must maintain a minimum cumu- terms and eligibility criteria vary widely, interested lative grade point average of 3.00 to students are encouraged to contact the Financial Aid remain eligible for institutional and/or fed- Office at 732-571-3463 or visit the University’s Web eral funding. site at www.monmouth.edu/alternative for assistance • Pace: All students must successfully in selecting the loan that best suits their needs. complete at least 67% of the credit hours for which they enroll. Note that repeated EMPLOYMENT courses and course work assigned a • Graduate Assistantships grade of “W,” “WF,” “F,” or “I” will not be This program provides on-campus employ- counted as hours completed toward grad- ment in a variety of settings to eligible graduate stu- uation but will be counted as an dents. Assistantships are generally awarded to out- attempted course. standing graduate students who have completed at • Maximum Time Frame: Students must least the first semester of enrollment. Recipients may also meet the maximum time frame com- attend either part-time or full-time. The total amount ponent of satisfactory academic progress. of an assistantship combined with a fellowship (or The maximum number of credits a gradu- scholarship) will not exceed the cost of tuition and ate student may attempt and receive fund- fees in any semester. Interested students may obtain ing for is 150% of the published number of an application for an assistantship from the office of credits required to complete the degree, the Dean of the Graduate School. certificate, or endorsement program.
SATISFACTORY ACADEMIC PROGRESS Appeals Process Federal regulations require institutions to When a student is deemed ineligible for establish minimum standards of satisfactory aca- financial aid the student will be provided with written demic progress for students receiving federal, state, notification of ineligibility. The student will have the opportunity to submit a written appeal for review. All
Monmouth University 35 Financial Aid
such appeals should be forwarded to the Associate To determine the amount of aid the student Director of Financial Aid. The Associate Director will has earned up to the time of withdrawal (either offi- review the appeal and may elect to return the student cial or unofficial), the Financial Aid Office divides the to good standing, continue the student’s financial aid number of calendar days the student has attended probationary period, reduce the student’s financial classes by the total number of calendar days in the aid award, or uphold the determination of ineligibility semester (minus any scheduled breaks of five days (e.g. cancel the student’s financial aid). Students or more). The resulting percentage is then multiplied submitting an appeal will be provided written notifica- by the total federal funds that were disbursed for the tion of the outcome of their appeal. semester; institutional funds, state funds, and alter- Circumstances which might merit an appeal native loans will be prorated in the same manner. include, but are not limited to, the following: serious (Note that if the student remains enrolled and attends illness or injury to the student or a member of the stu- class beyond the 60% point of the semester in which dent’s immediate family, a death in the immediate aid is received, all federal aid is considered earned family, or divorce. Generally, only appeals that and not subject to a refund calculation.) involve documentable circumstances beyond the This calculation determines the amount of student’s control which have had an impact upon the aid earned by the student that he or she may keep student’s academic performance will be considered. (for example, if the student attended 25% of the term, Supporting documentation of the circumstances the student will have earned 25% of the aid dis- forming the basis for the student’s appeal must be bursed). The unearned amount (total aid disbursed submitted with the appeal. Students who have been minus the earned amount) must be returned to the deemed ineligible in a prior semester, but who have federal government by the University and/or the stu- since improved their performance to the required dent. The Financial Aid Office will notify and provide level, are also encouraged to submit an appeal for instructions to students who are required to return the reinstatement of their aid; the student’s financial funds to the government. aid will not be automatically reinstated. Funds that are returned to the federal gov- ernment are used to reimburse the individual federal RETURN OF FINANCIAL AID WHEN A STUDENT programs from which the student received the aid. WITHDRAWS Financial aid returned (by the University and/or the The federal government mandates that stu- student or parent) must be allocated, in the following dents who withdraw from all classes may only keep order, up to the net amount disbursed from each the financial aid they have "earned" up to the time of source: withdrawal. Federal funds that have been disbursed 1. Federal Unsubsidized Direct Loan in excess of the earned amount must be returned by 2. Federal Perkins Loan the University and/or the student to the federal gov- 3. Federal Direct Graduate PLUS Loan ernment. Thus, the student could owe aid funds to 4. Other Federal Loan or Grant Assistance the University, the government, or both. A student is considered to have officially with- It is also possible that the student may have drawn when he or she notifies the University of his or “earned” the aid, but it was not yet disbursed to the her intent to withdraw from all classes. The date of the student’s account. Post-withdrawal disbursement official notice is considered the last date of attendance occurs when the student receives less federal stu- and will be the date used for calculating the amount of dent aid than the amount earned (based on with- financial aid to be returned. A student who receives a drawal date). The Financial Aid Office will determine combination of "F" and/or “W” grades at the end of a if the student is entitled to a post-withdrawal dis- semester is considered unofficially withdrawn. bursement and will then offer, in writing, a disburse- Instructors report the last recorded date of attendance ment of the earned aid that was not received. All for the student. This will be the date used for calculat- post-withdrawal disbursement offers will be made ing the amount of financial aid to be returned to the within thirty days of the date Monmouth determined federal government. Please refer to the section enti- that the student withdrew. The student must respond tled Course Withdrawals within this catalog for aca- within fourteen days from the date that the University demic withdrawal policies and procedures. sends the notification to be eligible to receive the
36 Monmouth University Financial Aid
post-withdrawal disbursement. If the student does encouraged to contact the Financial Aid Office not respond to the University’s notice, no portion of and their academic advisor before doing so. At the post-withdrawal disbursement that is not credited that time, the consequences of withdrawing from all to the student’s account may be disbursed. The stu- classes can be explained and clearly illustrated. dent may accept or decline some or all of the post- Financial aid counselors can provide refund exam- withdrawal disbursement. Accepted post-withdrawal ples and further explain this policy to students. disbursements will be made from aid programs in the Students who withdraw from the University following order: may also be entitled to a refund of a portion of their 1. Federal Unsubsidized Stafford Loan tuition, fees, and room/board charges, dependent 2. Federal Direct Graduate PLUS Loan upon the point in time at which the student with- draws. See Refund Policy for detailed information on Students whose circumstances require the University’s tuition, fee, and room/board refund that they withdraw from all classes are strongly policies.
Monmouth University 37 38 Monmouth University Graduate Academic Programs,
Support Services and Regulations Course Descriptions Course The Graduate School overseeing program curricula, general academic DEAN: Datta V. Naik, PhD standards, and the graduate student advising process. The Office of the Graduate School also The Graduate School administers the grad- manages the graduate assistantship program. uate programs through six academic schools: the Leon Hess Business School, the School of DEGREE PROGRAMS Education, the Wayne D. McMurray School of Monmouth University offers a variety of Humanities and Social Sciences, the Marjorie K. courses and programs at the graduate level. Unterberg School of Nursing and Health Studies, the School of Science, and the School of Social WAYNE D. McMURRAY SCHOOL OF HUMANI- Work. These programs are designed to meet the TIES AND SOCIAL SCIENCES educational needs of post-baccalaureate students DEAN: Stanton W. Green, PhD who wish to acquire advanced knowledge and skills in their chosen fields of study and to engage in Completion of the following programs leads to a Services, and Regulations Programs, research and other scholarly activities. Classes are Master of Arts (MA): offered year-round and are scheduled predomi- • Anthropology nantly in the evening. The exception is the MSW • Corporate and Public Communication program, which offers a full-time program during the • Criminal Justice day and part-time in the evening. • English with a Concentration in Creative The Graduate School oversees the devel- Writing opment and evaluation of graduate programs, and • English with a Concentration in Literature the teaching and research activity of graduate fac- • English with a Concentration in Rhetoric ulty. The responsibilities of the Dean of the and Writing Graduate School include monitoring the graduate • History admission process, coordinating the production of • Psychological Counseling promotional materials for graduate programs, and • Public Policy
Monmouth University 39 Programs, Services, and Regulations
Completion of the following program leads to a LEON HESS BUSINESS SCHOOL Master of Science (MS): DEAN: Donald M. Moliver, PhD • Homeland Security • Mental Health Counseling Completion of the following programs leads to the Master of Business Administration (MBA): Completion of these certificate programs leads to the • Business Administration following: • Business Administration with a • Graduate Certificate in Criminal Justice Concentration in Health Care Administration Management • Graduate Certificate in Homeland Security Completion of these post-master’s certificate pro- • Graduate Certificate in Human Resource grams leads to the following: Management and Communication • Post-Master’s Certificate in Accounting • Graduate Certificate in Strategic Public • Post-Master’s Certificate in Health Care Relations and New Media Management • Graduate Certificate in Public Service Communication Specialist SCHOOL OF EDUCATION DEAN: Lynn Romeo, EdD SCHOOL OF SOCIAL WORK DEAN: Robin Mama, PhD Completion of the following program leads to the Master of Arts in Teaching (MAT): Completion of the following program leads to a • Master of Arts in Teaching Master of Social Work (MSW): • Social Work Completion of the following programs leads to the Master of Science in Education (MSEd): Completion of this post-master’s certificate program • Principal leads to the following: • Principal/School Administrator • Post-Master’s Certificate in Play Therapy • Reading Specialist • School Counseling SCHOOL OF SCIENCE • Special Education DEAN: Michael A. Palladino, PhD • Student Affairs and College Counseling • Speech-Language Pathology Completion of the following programs leads to a (Available Summer, 2014, pending Master of Science (MS): accreditation approval) • Computer Science • Information Science – Effective Fall, 2014 Completion of these certificate programs leads to the • Software Engineering following: • Graduate Certificate in Autism Completion of these certificate programs leads to the • Graduate Certificate in Applied Behavior following: Analysis • Graduate Certificate in Computer Science • Graduate Certificate in Teaching English – Software Design and Development to Speakers of Other Languages • Graduate Certificate in Software (TESOL) Development • Graduate Certificate in Software Completion of the subject endorsement program in Engineering Chinese leads to the following: • Subject Endorsement in Chinese – Certificate of Eligibility with Advanced Standing (CEAS)
40 Monmouth University Programs, Services, and Regulations
Completion of these New Jersey Department of Completion of the following program leads to the Education endorsement programs leads to the fol- Doctor of Nursing Practice (DNP): lowing: • Doctor of Nursing Practice (DNP) • Endorsement in Bilingual/Bicultural • Endorsement in Early Childhood Completion of the following program leads to the • Endorsement in English as a Second Master of Science in Physician Assistant: Language (Effective Fall, 2014) • Endorsement in Student Assistance • Physician Assistant (PA) Coordinator • Endorsement in Teacher of Students with ACADEMIC SUPPORT SERVICES Disabilities The Center for Student Success Completion of these New Jersey Department of The Center for Student Success (CSS) Education post-master’s endorsement programs provides academic and career counseling for all stu- leads to the following: dents. Academic advising for transfer students is • Post-Master’s Endorsement – Director of coordinated in the CSS. The center administers the School Counseling Services MEWS—Monmouth’s Early Warning System for sev- • Post-Master’s Endorsement – Learning eral student populations including freshmen and Disabilities Teacher-Consultant undeclared sophomores. Advising for undeclared • Post-Master’s Endorsement – Supervisor sophomores is designed to help with exploration of different majors while taking courses that satisfy SCHOOL OF NURSING AND HEALTH STUDIES degree requirements. Students are required to DEAN: Janet Mahoney, PhD declare a major no later than the end of sophomore year. Additionally, throughout the year, the CSS Completion of the following program leads to the offers numerous workshops related to academic, Master of Science in Nursing (MSN): personal, and career topics. • Nursing Many services and resources are available in the CSS to assist students with career exploration, Completion of these certificate programs leads to the career planning, part-time employment, cooperative following: education, internships, service learning opportuni- • Graduate Certificate in Forensic Nursing ties, experiential education, and job placement. • Graduate Certificate in School Nursing Students are provided assistance in exploring their • Graduate Certificate in School Nursing – career values, interests, and skills. Non-Instructional During their senior year, students have the opportunity to attend career fairs and meet with many Completion of these post-master’s certificate pro- prospective employers who visit the University at the grams leads to the following: invitation of Career Services. In preparation, stu- • Post-Master’s Certificate: Adult- dents are given professional assistance in writing Gerontological Nurse Practitioner effective résumés and in acquiring interviewing skills • Post-Master’s Certificate: Psychiatric and to make the fullest possible use of these opportuni- Mental Health Nurse Practitioner ties. In order to maintain close ties between the • Post-Master’s Certificate: Family Nurse University and its students after graduation, Practitioner Monmouth continues to offer these services to • Post-Master’s Certificate: Nursing alumni. Job opportunities are also sent to students Administration frequently via University e-mail. • Post-Master’s Certificate: Nursing The Office of Service Learning and Education Community Programs Office provides students with information about Experiential Education and volun- teer opportunities in nonprofit agencies, schools, and
Monmouth University 41 Programs, Services, and Regulations
governmental organizations. Through service learn- Supplemental Instruction (SI) is a peer- ing and volunteering, students can explore their per- facilitated academic assistance program designed to sonal, career, and intellectual potential while increas- help students succeed in traditionally difficult ing their knowledge of community needs. courses. SI sessions are regularly-scheduled, infor- The CSS provides administrative support for mal review sessions that involve collaborative learn- the Experiential Education requirement. Please ing activities through which students can clarify refer to the Experiential Education Requirements course concepts and practice the types of study section of this catalog for a complete description of strategies that will help them truly master the infor- the requirement and the related Web site. Students mation and skills required by the target course. For can satisfy Experiential Education in various ways more information about SI, please call 732-571-5345 including Cooperative Education. Through Co-op, or visit the SI Web site at www.monmouth.edu/si. students are given the opportunity to integrate their The Math Learning Center, located in Howard academic study with relevant paid work experience. Hall room 203, provides students with assistance in all levels of mathematics. Peer tutors are available to help Academic Skills Services students solve problems and to review concepts. In Academic Skills Services, including Tutoring addition, students may use the Center to do homework and Writing Services and the Math Learning Center, assignments or to study for tests while having a student provide personalized academic assistance. Students tutor available. For more information contact the may be referred by professors, may be required to Department of Mathematics at 732-571-4461. attend as a result of placement testing, or may come voluntarily. Disability Services Accommodations and support services are Tutoring and Writing Services available to students with learning disabilities and/or Located in the Center for Student Success, ADHD, visual or hearing impairments, physical dis- Tutoring and Writing Services provides free, per- abilities, medical diagnoses and health conditions, sonalized academic assistance to all students of the and psychological/psychiatric diagnoses. Students University. Students may be referred by faculty mem- with documented disabilities may request reasonable bers and advisors or may come voluntarily. accommodations and auxiliary aids that will enable Content-specific tutoring by peer tutors is them to participate in programs and activities at available in most academic disciplines. Faculty mas- Monmouth University. The Department of Disability ter tutors offer both one-on-one tutoring sessions and Services (DDS) works with students who choose to academic skills workshops on strategies for college register with the office, submit documentation that success, such as organization and time manage- supports the request for accommodations, and self- ment, note-taking and listening skills, college text- disclose to their professors each semester. book reading strategies, and test-taking preparation. A variety of accommodations are available to For more information, please contact Tutoring Monmouth University students with disabilities. Services at 732-263-5721, by e-mail at tutoringser- These include, but are not limited to, extended time [email protected] or visit the Tutoring Services to complete exams, testing in a distraction reduced Web site at www.monmouth.edu/tutoring. or private setting, use of a calculator or computer Peer, professional, and faculty writing assis- with Microsoft Word, and access to digital media tants are available to help students with all stages of materials and assistive technology programs. the writing process, from the initial drafting of the In order to be eligible for reasonable aca- assignment through the final stages of editing and demic accommodations, adequate and updated doc- proofreading. Writing Services also offers workshops umentation of a student’s disability must be submit- for students seeking assistance with grammar and ted to the DDS office. Documentation must include a punctuation skills and documentation styles. For specific diagnosis of a disability and support the par- more information, please contact Writing Services ticular academic accommodation(s) being requested. at 732-571-7542 or by e-mail at Students should contact the DDS office for particular [email protected] or visit the Writing documentation requirements or questions about eli- Services Web site at www.monmouth.edu/writing. gibility or services.
42 Monmouth University Programs, Services, and Regulations
Monmouth University Library subscribes to 159 online databases. Mobile technol- The mission of the Monmouth University ogy was introduced during the Spring 2011 semester. Library is to serve the faculty and students of the All patrons can access library materials and get University by providing, as far as practicable, all library news through their smart mobile phones. In library materials needed to support the curriculum addition, they have access to over 1.5 billion records and research needs of all students, faculty, and other of over 10,000 libraries in 150 countries available via users. The Monmouth University Library is the center the mobile link to OCLC World Cat. Materials not of learning and research at Monmouth University and found in the Monmouth University Library online cat- has a core collection reflecting cultural achievement alog can be borrowed through the Inter Library Loan throughout the ages, which provides a well-rounded Department. perspective of contemporary civilization. In addition Also provided on the mobile Web site are links to the 347,000 print and electronic volumes, the col- to other academic library catalogs. By selecting these lection includes subscriptions to approximately links, users may directly search other libraries for mate- 46,915 periodicals, both print and electronic, with rials. The University Library has a very good collection extensive back files on microfilm and in bound vol- of rare books including the New Jersey Collection, umes. The Library subscribes to 175 electronic data- Archives, and the Media Collection. The instruction lab bases and has over 750 traditional media. It is also a is located in the library for an Active Information selective depository for United States and New Literacy Program taught by professional librarians. The Jersey government documents. In addition, the per- library also has over 100 online LibGuides to assist stu- sonal book collection of Lewis Mumford dents with their research needs. (1895–1990), a prominent American architectural The Monmouth University Library’s dedication critic and urban planner, is available by appointment to service and continued awareness and implementa- for scholarly research. tion of emerging technologies allow it to continue as Over one hundred laptops and publicly net- the central site on campus where students acquire a worked computers in the Monmouth University vast amount of information in both print and electronic Library provide full Internet access. The Library was form. Please visit the Library on Facebook at the first department on campus to have its own Web http://www.facebook.com/MonmouthUniversityLibrary. page, which is also the University’s gateway to: • the Monmouth University online catalog; Instructional Technology Support • Web-based databases of scholarly jour- Monmouth University fully supports the use nal articles and book titles; of technology in teaching/learning through the com- • full-text databases from newspapers and prehensive services of Information Management. general periodicals; Faculty are encouraged to integrate a variety of tech- • e-mail delivery of interlibrary loan articles; nologies into their courses and are provided neces- • government and legislation information; sary training and support to do so. Beyond making • business information and full-text images use of our learning management system for content of articles on the Web. presentation and online participation, many employ a variety of Web 2.0 tools to increase student collabo- The renovation of the University Library was ration, participation, and engagement. In addition, completed in 2006 with an addition of 19,575 square the Monmouth University Library catalog and digital feet of new space. Three group study rooms were databases are available online, as are many instruc- added to the library with connection facilities to the tional materials used in individual courses. Internet, plus the number of computers was The University has a fully networked and increased in the building for the benefit of all library wireless-enabled campus with over 900 computers patrons. The world of higher learning, including mil- available to students in various lab configurations lions of resources from all over the globe, is now including Windows, Macintosh, and Unix/Linux. A available online to all users from the library, comprehensive complement of software is available University offices, student dorms, and homes, throughout campus in these labs, and course-spe- twenty-four hours a day, seven days a week. The cific software is made available in departmental com- library has over 30,000 e-books in the collection and puting labs.
Monmouth University 43 Programs, Services, and Regulations
All students are provided with an official e- mental course. (See section entitled Developmental mail account and storage for course-related files and Courses.) This grade is not used in computing a stu- Web pages. The Student Technology Assistant dent’s cumulative grade point average (GPA). Program (STAP) provides students with the opportu- S: Satisfactory progress. This grade is nity to learn about current technology, while earning given at the end of the first semester when satisfac- cash and boosting their résumé. Each semester, tory progress has been made in a course, which is approximately forty (40) undergraduate and graduate part of a sequence of courses that take more than students from all majors join the program in one of one semester to complete. several different positions. STAP members can be AU: Audit. This grade is given to a student found working in the University’s open computer who attends a class for the purpose of acquiring labs, at the Student HelpDesk, with multimedia knowledge, without earned credits. The auditor is equipment, and troubleshooting problems with com- expected to attend classes, do assigned reading, puter hardware and software. and participate in class discussions, but is not For all information management service required to take examinations. needs, call the HelpDesk at 732-923-4357, Monday T: Transfer. This grade is given to incoming through Friday from 8:15 a.m. until 9 p.m. Technicians students for courses accepted for transfer by are also on site until 11 p.m., Monday through Friday, Monmouth University. This grade is not computed in with abbreviated availability on weekends. For more the grade point average (GPA). information on the services of Information W: Withdrawal. This grade is given for with- Management and many self-help documents and drawal from a course or courses up to five weeks FAQ’s, please visit the Web pages at before the last day of classes in a regular semester http://www.monmouth.edu/Campus_Technology.aspx. or its equivalent in a shorter term. See the academic calendar for the last date to withdraw in a given GRADES semester or term. The grading system is as follows: I: Incomplete. This grade is given in cases A, A- Exceptional performance where permission has been granted by the instructor B+, B, B- Strong performance (for to postpone completion of specific required work, undergraduate students); such as a laboratory project or report or a missed Average (for graduate final examination. This grade is not intended for situ- courses) ations where, in the judgment of the instructor, the C+, C, C- Adequate performance (for student must retake the course for an entire semes- undergraduate courses); ter in order to earn a passing grade. The Incomplete Poor (for graduate courses) grade, therefore, should not be used in cases where D+, D, D- Poor performance (avail- a grade of “W” or “F” would be appropriate. The stu- able for undergraduate dent must complete the work within the time granted courses only) by the professor and no later than the end of the next F: Failing performance. This grade is given regular semester. If the unfinished work is not com- for failure in a course; for unofficial withdrawal from a pleted within the specified time, an “F” grade will be course after the deadline (see “W” grade); or, in recorded, unless the instructor indicates otherwise at some instances, when an Incomplete grade is not the time the Incomplete was originally approved. Not changed by the end of the next regular semester available for thesis courses. For theses courses that (see “I” grade). are graded on a Pass/Fail (P/F) scale, when the P: Pass. This grade is given for satisfactory grade of “I” is assigned, the grade will be converted completion of a course that is graded on a Pass/Fail to ‘S’. Similarly, non-thesis courses graded on the basis. This grade is not used in computing a stu- P/F scale, when the grade of ‘S’ is submitted, the dent’s cumulative grade point average (GPA). grade will be converted to ‘I’. R: Re-Registration Required. This under- NR: No Report. This temporary grade is graduate grade is given when a student has made given by the Registrar when no grade has been significant, but not sufficient, progress in a develop- received from the instructor at the time that official grades are issued.
44 Monmouth University Programs, Services, and Regulations
X: Credit by Exam; Portfolio Credit member who taught the course in question. If the fac- Q: Waived. This graduate grade is determined ulty member is unable to resolve the matter, the stu- by the appropriate department to indicate that certain dent may contact the department chair in writing, course requirements are waived. This grade is not stating the basis of the complaint. Such complaints computed in the student’s grade point average GPA. should be sent to the appropriate department chair within six weeks following the receipt of final grades. Graduate Grade Point Averages A student who is not satisfied with the decision of the Grade points are awarded for each credit on department chair may appeal the decision in writing the basis of grades as follows: A = 4.0; A- = 3.7; B+ to the dean of the school housing the course. The = 3.3; B = 3.0; B- = 2.7; C+ = 2.3; C = 2.0; C- = 1.7; decision of the academic dean is final. P = 0.00; F = 0.00. Thus, if a student completes a three-credit course with a grade of A, 12 grade points Change of Grade Requests are awarded. To calculate the grade point average In those rare cases where a faculty member (GPA) for a given semester, a student should divide determines that a change of grade is warranted, the the number of grade points awarded by the number request must be submitted and approved by the of credits attempted (excluding withdrawals). The department chair and school dean. All changes must official GPA is rounded to two decimal places. include specific reasons that support the proposed To calculate the cumulative graduate GPA, change. Changes beyond one year require the addi- the total number of grade points awarded is divided tional approval of the Academic Standards and by the total number of graduate credits attempted in Review Committee. Students are not permitted to all sessions at Monmouth University. Calculation of a complete or submit additional work after a major GPA includes all courses taken within the term/semester concludes in an effort to improve a major and courses cross-listed within a major. All grade, unless the original grade was an Incomplete. graduate courses are included with the GPA calcula- Changes to grades after a student has graduated will tion, regardless of repeats. not be considered.
Graduate: Repeating a Course: Impact on ACADEMIC DEFINITIONS the GPA Graduate Student Classification When a course is repeated, both grades are • Matriculated/Non-Matriculated used in calculating the cumulative GPA. A course in All graduate students are classified as either which a grade of “B” or higher has been earned can- matriculated or non-matriculated. not be repeated. I. Matriculated graduate students are: a. Degree-seeking; Grade Reports b. Regular admits; A grade report is e-mailed to each student c. Conditional admits in a degree pro- approximately ten days after the end of each semes- gram or certificate program of at least ter. Final grades are recorded on the student’s official 18 credits. academic record. The Office of Registration and II. Non-matriculated graduate students are: Records does not respond to individual requests for a. Non-degree-seeking students; grades until after the grade reports have been gen- b. Certificate students not falling in erated. All students are provided with a WEBstudent Category I. account that enables them to view their grade reports online. Undergraduate midterm grades are only pro- Non-matriculated graduate students must vided online. meet basic graduate admission requirements, pos- sess a baccalaureate degree with a minimum under- Student Complaints about Grades graduate GPA of 2.50, and may take up to two A student who wishes to file a complaint courses in a program. about a course grade should attempt first to resolve Attendance as a non-matriculated student the matter through a discussion with the faculty does not guarantee future admission as a matricu-
Monmouth University 45 Programs, Services, and Regulations
lated student. Non-matriculated students are prohib- Part-time students who audit classes will be ited from enrolling in graduate business courses charged at the audit rate regardless of their status and/or graduate education courses pertaining to the (matriculated or non-matriculated); the audit rate is Master of Arts in Teaching. one-third of the regular per-credit tuition rate. Full-time undergraduates whose total • Full-Time/Part-Time semester credits (including those in audited classes) Full-time graduate students, excluding MSW are in the 12–18 range will be billed at the full-time students, carry at least nine credits in a regular tuition rate. If a full-time undergraduate audits a class semester. Full-time MSW students carry fifteen cred- whose credits put the total credit load in excess of 18 its per semester, which includes a field internship credits, the credits beyond 18 will be billed at the experience. Regular full-time MSW students can audit rate. complete the MSW degree requirements in two cal- The transcripts of auditors who, in the judg- endar years. Students admitted to the Advanced ment of faculty members, do not attend class or par- Standing MSW program as full-time students can ticipate sufficiently, will not reflect the audited complete the MSW degree in one calendar year. courses. Part-time graduate students, excluding MSW students, carry fewer than nine credits per semester. CURRICULUM OF RECORD Part-time MSW students carry fewer than 15 credits A student’s curriculum of record is the set of per semester. Regular part-time MSW students can degree requirements associated with the student’s complete the MSW degree in four calendar years. particular major that is in effect at the time that major Students admitted to the Advanced Standing MSW is declared. If major requirements are changed, stu- program as part-time students can complete the dents may elect to update to the newer version of the MSW degree in two calendar years. major requirements by sending written notification to both the major department and the Office of • Maximum Course Load Registration and Records. Full-time graduate students normally carry The official curriculum of record is main- nine credits per semester. Graduate students wish- tained in the Office of Registration and Records. ing to enroll in more than fifteen credits for a regular Students are provided with a WEBstudent account term must first obtain permission from the depart- which details all curriculum requirements under the ment chair or program director and the school dean. “academic audit” section. The maximum course load for the summer is limited to a total of nine credits. ACADEMIC REGULATIONS Graduate Academic Amnesty Auditor Classification Academic amnesty provides former gradu- An auditor is a student who attends a class ate students of Monmouth University an opportunity for the purpose of attaining knowledge but not to earn to improve their program grade point average. A for- credits. The auditor is expected to attend classes, do mer graduate student of Monmouth University must assigned readings, and participate in class discus- be away from the University for at least two (2) cal- sions but is not required to take examinations. endar years to be eligible to apply for academic Students who wish to audit a class must amnesty. The student may apply for academic complete a “Permission to Audit a Class” e-FORM, amnesty with a stated plan approved by the graduate which is available from the student’s WEBstudent program director. If academic amnesty is granted, account. This application must be received prior to the student will be readmitted under the current cat- the third class meeting. Auditor registration is sub- alog of record, and amnesty will be recorded upon ject to course section availability. No more than two his/her re-enrollment. In addition, credit will be given (2) courses may be audited per semester. Students for all Monmouth University courses with grades of may not change the status of their registration in a “B” or better and as many courses with grades of “B- course to “audit” or to “for credit” during the term. ” as possible while maintaining a program grade Auditors may be removed from classes after regis- point average of 3.00 or better. Courses that are tering if seats are needed for matriculating students. older than seven (7) years may not be used to satisfy
46 Monmouth University Programs, Services, and Regulations
curriculum requirements unless specifically approved Note that Monmouth University faculty mem- by the appropriate academic program director. bers have access to Turnitin (http://www.turnitin.com), Students who receive veterans’ educational a Web-based plagiarism detection resource that com- benefits who are approved for academic amnesty pares the text of student papers to an extensive elec- should be aware that they will not be entitled to VA tronic database. This database includes current and benefits when repeating courses that satisfy require- archived internet resources, periodicals, journals and ments that were satisfied prior to academic amnesty. other publications, and past student papers from Academic amnesty may be granted to a Monmouth and other educational institutions. All stu- graduate student only once. Under no circumstances dent assignments may be subject to submission for will grades earned by a student at Monmouth textual similarity review to turnitin.com for the detec- University be expunged from the student’s perma- tion of plagiarism. All submitted papers may be nent record or excluded from any transcript sent from included as source documents in the Turnitin refer- Monmouth University. ence database (solely for the purpose of detecting Courses that receive no credit under the plagiarism of such papers). Faculty are expected to grant of amnesty will not be applied later for fulfill- inform students in advance about which assignments ment of any degree or certificate requirement. The will be checked for originality using Turnitin. Use of University shall not use a grade point average the Turnitin serviced is subject to the Usage Policy adjusted by amnesty to determine the eligibility of a posted on the Turnitin site. student for any honors that may be awarded. The Graduate Academic Standards and Graduate Academic Standing Review Committee of the Graduate School shall eval- Graduate students are required to maintain uate each application for academic amnesty based an average of 3.0 or better in all courses in the on recommendation by the director of the graduate degree or certificate program in which they are program. The Committee will inform the Registrar of enrolled at Monmouth University. its decision and of courses affected by the granting of Students who fail to maintain a 3.0 or better amnesty. Students may submit an application for average or who accumulate as many as three cred- Academic Amnesty via e-FORMS, which are accessi- its of “B-,” “C+,” “C,” “C-,” or “F” grades will be sub- ble from the student’s WEBstudent account. ject to review by the Academic Standards and Review Committee. Under no circumstances will Academic Honesty more than six credits of “C+,” “C,” and “C-” grades Monmouth University encourages its stu- accumulate toward degree credit. Students will not dents to grow intellectually as well as to become receive their degrees until the policies on the number responsible citizens in our complex society. In order of “C” grades and GPA are met. Students who have to develop their skills and talents, students are asked maintained an average of 3.0 or better and who have to do research, perform experiments, write research met the grade requirements as stated above are con- papers, work individually, and cooperate in group sidered to be in good academic standing. activities. Academic dishonesty subverts the University’s mission and undermines the student’s Graduate Academic Standing: DNP Program intellectual growth. Therefore, Monmouth University A grade of “B-“or better in each of the DNP will not tolerate violations of the code of academic courses is required to satisfy the course work in the honesty. The penalties for such violations include curriculum. The student who earns less than a “B” in suspension or dismissal. a course will be allowed to repeat that course only The University has an obligation as an edu- once. Two grades below a “B” in any individual course cational institution to be certain that each student’s or two grades below “B” in different courses will be work is his/her own. Dishonesty in such academic grounds for dismissal from the DNP program. If a stu- practices as assignments, examinations, or other dent is required to repeat a course for academic rea- academic work cannot be condoned. A student who sons, a formal request to repeat the course and con- submits work that is not original violates the purpose tinue in the program with a new cohort, should be filed of Monmouth University and may forfeit his/her right with the director of the program. On approval, the stu- and opportunity to continue at the University. dent must meet with the academic advisor for a new
Monmouth University 47 Programs, Services, and Regulations
program plan with a subsequent cohort. If a student and examination). However, individual faculty mem- earns less than a “B” in a repeated course, the stu- bers may adopt reasonable regulations that addition- dent will be academically dismissed from the DNP ally relate grades to class attendance. All professors program. All courses must be completed with a grade must state their specific attendance policies in a writ- of “B” or better before starting the capstone ten statement containing the pertinent course sequence. A student in the DNP program is required requirements and give it to the students during the to maintain a minimum cumulative average of 3.0 dur- first week of the semester. A student who, for any ing the program, and, meet all other academic stan- reason, may not be present at a particular class or dards of the Graduate School. laboratory is, nevertheless, responsible for adhering to the attendance requirements of the course. Graduate Semester Academic Probation Students are not permitted to attend classes A student shall become subject to academic for which they have not officially registered (as deter- probation for any of the following conditions: mined by the Office of Registration and Records). If 1. Anytime the student’s GPA is less than 3.00; students attend without prior registration, they are 2. After receiving an “F” grade; subject to disciplinary actions, inclusive of suspen- 3. After receiving more than one grade below a “B-” sion and/or dismissal, and will not be permitted to “retroactively” enroll. Graduate Academic Dismissal* A student shall become subject to review for Course Withdrawals academic dismissal for any of the following conditions: Students are expected to complete the 1. Upon receiving a grade of “F” and one grade courses for which they register. On occasion, how- below “B-“ and a GPA less than 3.00; ever, withdrawals are warranted. (See section enti- 2. Six credits of “C+”, “C”, or “C-“ and a GPA less tled “GRADING” for a description of the “W” grade than 3.00; and associated procedures.) Students who do not 3. Two consecutive semesters and twelve credits intend to complete any course for which they are offi- attempted with a GPA less than 3.00 cially registered should execute an official withdrawal prior to the “W” deadline. Students who have been academically dis- The official date of a withdrawal form is the missed have the right to appeal that decision in writ- date it is received in the Office of Registration and ing to the Academic Standards and Review Records. The student is responsible for completing Committee. the e-FORMS request prior to the deadline date. Students withdrawing from some * Please see the Doctoral Grading Policy section of the is catalog courses while remaining registered for one or for separate academic standing criteria. more courses are required to complete a “Withdraw from Course Form,” available from e-FORMS. The Attendance official date of a withdrawal form is the date the com- Monmouth University believes that atten- pleted form is received in the Office of Registration dance is essential to success in academic courses. and Records and must be received prior to the Therefore, class attendance is required. The Withdraw (“W”) deadline date as published in the University believes that learning is an interactive Academic Calendar. process dependent in part on the student and is not Students who are withdrawing from all just a matter of the passive absorption of information. their courses are encouraged to make notification of The University also believes that to benefit fully from withdrawal in writing; however, verbal or e-mail noti- their respective courses, students need to participate fication is acceptable under the guidelines set forth in in, and contribute constructively to, the classroom “Refund Policy for Complete Withdrawals—Fall and experience, and, secondly, that the success of any Spring Semester.” course depends as much on what students contribute Except under unusual circumstances, such to the class as on what the instructor presents. as prolonged illness, a student will not be permitted Grades in courses are normally based on to withdraw from course work any later than five academic performance (participation, contribution, weeks prior to the last day of classes of the semes-
48 Monmouth University Programs, Services, and Regulations
ter or its equivalent in a shorter term. In these excep- Only students who have completed all grad- tional cases, students will be withdrawn from all uation requirements, including, but not limited to, course work in the term. course work, credit requirements, GPA minimums, Students who do not complete courses and residency requirements, and the like, will be allowed who have not executed an official withdrawal prior to to participate in Commencement. the deadline indicated will receive “F” grades for such courses. Independent Study Students wishing to withdraw from classes Independent Study courses permit a student after the specified withdrawal deadline must provide to pursue a research project or guided readings in a documentation of serious extenuating circum- subject area not substantially covered in the curricu- stances; the documentation will be reviewed by the lum. Normally, no more than one Independent Study appropriate faculty members teaching the courses, course may be scheduled during a single academic the department chairs, the deans of the schools in term. A student must complete the “Independent which the course(s) are housed, and the Registrar. Study Application” form (available online at http://www.monmouth.edu/registrar/forms.asp). Final Examinations and obtain approval from the supervising pro- Final examinations shall be held during a fessor, the department chair, and the school dean time scheduled by the University. Class time shall not prior to registering for the course. Independent Study be devoted to final examinations. applications containing the appropriate signatures A student who has three or more final exam- must be submitted to the Office of Registration and inations scheduled on one day may request that one Records. Generally, students are expected to com- or more of the examinations be rescheduled to no plete no more than 6 credits of independent study. more than two final examinations on the same day. It Any exceptions must be approved by the dean of the is normally the middle one of the three that is school in which the student’s major is housed. rescheduled. Rescheduled examinations are to be Failure to process the Independent Study given at a time agreed upon by both the student and Application within the required timeframe may the faculty member on or before the last day of the impact financial aid status and may jeopardize examination period. participation in Commencement. It is the right of a student to review any graded examination in the presence of the instructor. Student (Biographical) Data Final examination grades may represent no more Any currently enrolled student whose biogra- than one-third of the term grade. phical data (e.g., name, address, or Social Security number) has changed must inform the Office of Graduation Registration and Records in writing. Requests for To qualify for graduation, all graduate stu- name or Social Security number changes must be dents must complete all program requirements with a accompanied by legal documentation. Biographical minimum GPA of 3.00. information is not changed for previously enrolled Diplomas are mailed to students approxi- students; alumni should contact the Office of Alumni mately three weeks after the actual date of graduation. Affairs to report biographical changes. In those rare instances when a student has not met all degree requirements, but for whom a Graduates: Taking Courses at Another change to the academic record is received by the Institution Office of Registration and Records within one week Matriculated students who are accepted for following the graduation, the student will be consid- graduate work at Monmouth University are expected ered for the earlier graduation. The effective date of to complete all remaining course work at Monmouth the change must be on or before the actual date of the University. They may not take courses elsewhere for graduation. Changes received later than one week transfer credit without specific prior approval by the beyond graduation will not be considered for prior graduate program director, the dean of the graduate graduation but will be part of the next graduation cycle. school, and the Registrar. If permission is granted, in
Monmouth University 49 Programs, Services, and Regulations
order to accept the credits as transfer, the grade until the practicum, portfolio, project, or thesis is com- must be no less than a “B.” plete and the final grade is submitted to the Office of Registration and Records. The student will then be Submission of the Same Paper or Computer registered for “REG-500”, a one-credit course that Program for Two Courses permits the student use of University facilities to com- The submission of the same (or essentially plete this work. the same) paper or computer program for two sepa- rate courses without the expressed permission of all Substitution of Requirements faculty members involved is against University policy. Students seeking course substitutions or any (Please refer to the Academic Honesty policy deviations from the stated degree requirements of an included in this catalog for more information) academic program should first consult with their aca- demic advisors. If the advisor recommends a substi- Graduate: Time Limitation for Completion of tution, the “Substitution of Undergraduate or Requirements Graduate Program Requirement” e-FORM should be The requirements of a particular master’s submitted to their respective department for review. program must be satisfied within a period not The department will forward their decision to the exceeding five calendar years and not including a Office of Registration and Records for processing. period of service in the Armed Forces. The graduate Students will receive an e-mail to their student catalog in effect at the time of admission, readmis- accounts after the substitution request has been sion, or change of major (whichever is later) shall completed. If the department chair does not approve normally be the student’s official catalog of record. the substitution, the student may appeal that decision However, faculty and curriculum changes may to the school dean. If the school dean does not require related changes in a student’s program. If approve the substitution, the student may appeal that after following a curriculum of record for five calendar decision to the Provost. The Provost has final author- years a student has not completed the requirements ity concerning the substitution. of the curriculum, the student must update the cur- Students should avoid processing substitu- riculum of record (including all requirements) to the tion forms close to the time of graduation; instead, most recent one that exists. Requests for exceptions substitutions should be effected as warranted in aca- to a curriculum update should be made to the demic planning sessions with academic advisors. respective program director. The director’s recom- Deadlines to submit substitutions for graduating stu- mendation is then forwarded to the academic school dents are provided on the “Registration Information” dean and graduate school dean for final approval. page of the Monmouth University Web site. The acceptance of graduate courses taken at Monmouth or elsewhere beyond five years is at the Graduate: Use of Other Credits towards discretion of the program director and is made on a Certificates (Previous Course Work) case-by-case basis. Students pursuing a certificate are allowed to apply no more than 30% of other credits (i.e., Graduate: Continuation of Matriculation transfer credits or waived classes or credit by exam) A “continuation of matriculation” is required towards the certificate program. of graduate students who do not complete their practicum, portfolio, project, or thesis in the regis- Graduate: Use of Course Work towards Degree tered term and will/have receive(d) an “S” grade. The Programs continuation of matriculation is intended to keep the Students in the MBA Program must com- student pursuing his or her practicum, portfolio, proj- plete a minimum of thirty credits or ten courses in the ect, or thesis in compliance with University policy. required and elective core of courses at Monmouth Students in this category must complete and submit University. Courses requested for transfer will be an “Application for Thesis Continuation” e-FORM accepted at the discretion of officially designated which is available on WEBstudent each semester evaluators for the program in the Leon Hess
50 Monmouth University Programs, Services, and Regulations
Business School. Transferred courses must be from updated during the last semester. Students can institutions accredited to offer graduate courses and review their academic audits at any time by using must carry a minimum grade of “B.” their WEBstudent account. Students in the sixty-credit MSW Program will be able to transfer a maximum of twelve credits Participation in Commencement of graduate work from another Council on Social Only students who have completed all Work Education (CSWE)- accredited MSW graduate degree requirements are permitted to participate in school, provided that (a) the courses requested for Commencement exercises. All application deadlines transfer were completed with grades of “B” or better, for graduation, substitutions of program require- (b) the courses are offered only for graduate credit at ments, grade changes, waivers, transfer credits, and the previous institution, (c) the courses are judged the like are outlined on the “Registration Information” appropriate by the MSW Program Director, (d) the page of the Monmouth University Web site. Failure to courses were completed within the six years prior to meet any of the deadlines may impact inclusion in admission into the MSW Program at Monmouth Commencement-related activities. University, (e) the courses are foundational courses and do not include field placement or any of the Graduate: Change of Degree or Certificate Social Work practice sequence courses, and (f) the Program credits were earned at a CSWE-accredited graduate Students who wish to change their major program. should seek the advice of the program director of the Students in other master’s degree programs proposed new graduate program and make them- may, with the permission of the student’s program selves familiar with requirements of the new major. director and the school dean, transfer a maximum of Once the student decides which program they would nine credits of graduate work from another accred- like to change to, he or she should apply for admis- ited graduate school, provided (a) the courses sion to the new graduate program, being sure to requested for transfer were completed with grades of include all of the appropriate or required documents “B” or better and were not applied toward another with their application. Students must follow the cur- degree, (b) the courses are offered only for graduate riculum of the new major that is in effect at the time credit at the previous institution, and (c) the courses of the change of major. are judged appropriate by the program director for the degree program in which the student is matricu- Changing From Non-Matriculated to Regular lated at Monmouth University. The grades of trans- (Matriculated) Status ferred courses are not used in the computation of the A graduate student accepted to Monmouth grade point average. University as a non-matriculated (non-degree-seek- Final transcripts from previous institutions ing) student may request to matriculate (seek a attended should be received by Monmouth degree) by applying for admission as a matriculated University prior to beginning enrollment. Students student in a particular graduate program. See who do not provide official transcripts will not be per- Graduate Admission for details. mitted to continue at Monmouth. Course Changes (Add/Drop) ACADEMIC PROCEDURES Students can add or drop classes at any time Application for Graduation during the open registration period or until the con- An “Application for Graduation” e-FORM clusion of the Add/Drop period (as outlined in the should be filed with the Office of Registration and Academic Calendar) using WEBregistration or with Records no later than the deadline date, as outlined the assistance of their academic advisor/department. on the “Registration Information” page of the Students who want to petition to add a Monmouth University Web site. It is the student’s closed class, or who want to add a class after the responsibility to see that all requirements for gradua- Add/Drop Period has concluded, must complete a tion are met. After applying for graduation, the stu- “Registration: Add Course Form,” available from their dent will receive an official degree audit from the WEBstudent menu under “Registrar Forms.” This Office of Registration and Records. Official audits are
Monmouth University 51 Programs, Services, and Regulations
form must be printed and approved by the instructor, and terms. Early registration for the fall, spring, and department, and/ or dean. Students attempting to summer semesters usually begins in April and con- add a class after the Add/Drop Period has ended cludes in August. Late registration is conducted dur- must also obtain a “Retroactive Registration Form” ing the first week of the fall and spring semesters; from the Bursar. All forms must be brought to the students are required to pay the “late registration” fee Office of Registration and Records for processing when registering during the late registration period. before the term concludes. It is the responsibility of Registration after the conclusion of the late registra- the student to see that all forms reach the appropri- tion period requires the written approval of the appro- ate office. priate faculty and department chairs. Students are Students simultaneously adding and drop- not permitted to attend classes for which they are not ping a course (e.g., same course, different section) officially registered (as determined by the Office of should use e-FORMS and select “Swap Course Registration and Records). If students attend without Registration.” Approvals for this action will be done prior registration, they are subject to disciplinary electronically, and since there is no credit change, action, including suspension and dismissal, and will Bursar approval is not required. not be permitted to “retroactively” enroll. New students are invited to register during Leave of Absence – Matriculated (degree- special programs during the summer and in January seeking) Students as part of their orientation to the University. Late reg- Students may apply for a leave of absence istration is available to new students, although it is (LOA) if they intend to be away from the University less desirable than the mode described above. for a full semester. A leave of absence enables stu- Registration privileges are not extended to dents to maintain the same curriculum of record. students who have significant unresolved financial or Interested students complete the LOA request form other obligations to the University. “Holds” are placed available on e-FORMS. All applications for leaves of on the records of such students. Upon resolution of absence must be processed by the conclusion of the the obligation, registration privileges are restored. course change (add/drop) period. All degree require- Course prerequisites are updated periodically. ments must be completed as specified in the “Time Students should confer with their advisors concern- Limitation” section. Students on a LOA may not ing the most recent prerequisites on record for attend another institution and transfer credits into courses they wish to take. Students should also con- Monmouth University. fer with their advisors when they want to register for more than 18 credits per semester. Students must Registration fulfill the most current prerequisite requirements prior All current Monmouth University students to taking courses at Monmouth University. and deposited “Applicants” are provided with access to the University’s WEBstudent. Each student is pro- Transcript Requests vided with a unique User ID and password, which Current student requests for transcripts must allows him or her access to personal information via be made by submitting a “Request for Transcript” e- the WEB. FORM to the Office of Registration and Records. Continuing students who have met with their Former students and alumni may print and submit a academic advisor and received permission to do so “Request for Transcript” form available from the may self-register using WEBstudent. Specific infor- Office of Registration and Records “Forms” page. All mation for dates and times to register online will be transcript requests should be made at least two distributed prior to registration dates and will be avail- weeks prior to the time they are to be sent; hard-copy able online in the “Registration Information.” Online requests must bear the signature of the student registration is not available to students who are on whose record is being requested. Issuance of tran- academic probation or whose current admission sta- scripts must be first cleared by the Bursar’s Office or tus is conditional. any other University office to ensure that there are no Continuing students are strongly urged to outstanding obligations. The University may withhold complete “early registration” for upcoming semesters transcripts, or information related thereto, if an out- standing balance exists, or if repayment of a loan
52 Monmouth University Programs, Services, and Regulations
granted either by or through the University is in UNIVERSITY EMERGENCY CLOSING arrears. Monmouth University has established a During a period of approximately two weeks Weather Emergency Information Line: (732) 263- when grades are being recorded and processed at 5900. During emergencies, including weather-related the conclusion of a semester, transcripts cannot be situations when the University may need to close or issued for currently enrolled students. delay the start of the workday, this line will have a Monmouth University releases only the prerecorded message with necessary information for Monmouth University transcript; it does not release students and staff. If the University must close or the transcripts from institutions previously attended cancel classes, a broadcast message will also be by the student. sent to all employees and resident students via the campus alert system. You may also find out about SCHEDULING INFORMATION weather-related cancellations and closings by e-mail Fall and Spring Semesters messages, the Monmouth University Web page Monmouth University schedules on-campus (http://www.monmouth.edu), social media posts, or classes year-round. During the fall and spring from one of the local radio stations or TV channels semesters, in addition to the traditional schedule of listed below: daytime classes, Monmouth also offers non-tradi- tional students other scheduling options. Courses FM are available in the evening and on weekends. 88.9 WMCX Monmouth University 92.7 WOBM Ocean County Summer Sessions 94.3 WJLK Monmouth County Summer sessions provide a comprehensive 98.5 WJLK Ocean County program of day and evening courses and special 101.5 WKXW Trenton workshops for Monmouth students and students in 107.1 The Breeze good standing at other colleges and universities. Summer session programming also provides a taste AM of college life and a head start for high school stu- 710 WOR New York dents who have completed either the junior or senior 1010 WINS New York year. Because of Monmouth’s location near the 1310 WJLK Monmouth and Ocean Counties shore, summer sessions are well attended by visiting 1450 WCTC New Brunswick students as well as Monmouth’s own students. The University offers five regular summer TV sessions. The maximum course load for summer News 12 New Jersey school is 12 credits. Channel 4 WNBC news Students enrolled at other institutions should receive approval from that institution for courses for UNIVERSITY E-MAIL which credit is desired. Students must meet all Monmouth University provides all students course prerequisites. Admission into the summer with a Monmouth University e-mail account. Some program does not constitute acceptance into the student notices are sent exclusively to the Monmouth University’s regular programs. University e-mail account, such as: Campus recreational and dining facilities are • Grade reports available to summer students. Residence halls will • Semester schedules be open to resident students during the summer. • Registration information Inquiries regarding summer sessions and applica- • Academic announcements tions for admission should be addressed to the • Graduation deadlines Director of Admission. • Change-of-class notifications • Academic standings
Monmouth University 53 Programs, Services, and Regulations
Additionally, administrative offices have • WEBregistration established e-mail accounts for student use; how- • e-FORMS ever, the student e-mail must be generated from the Monmouth University account. Students are encour- WEBstudent is available for general use to aged to communicate with University offices using view the Schedule of Course Offerings. “Search for their Monmouth University e-mail account: Courses” is not restricted by User ID and password • [email protected] and is accessible to all users. Monmouth University • [email protected] provides a menu selection accessible from • [email protected] WEBstudent that allows currently enrolled students • [email protected] to electronically submit academic requests to the • [email protected] department and to the Office of Registration and • [email protected] Records. Current students initiate requests with the WEBstudent and e-FORMS Academic Affairs Division by utilizing the e-FORMS All currently registered Monmouth students selection available from their WEBstudent menu. have established WEBstudent accounts for use in Instructions about how to use WEBstudent and e- schedule preparation, grade and transcript look-up, FORMS are posted under “Instructions” on the and academic audits. Students are encouraged to WEBstudent main menu. utilize WEBstudent for retrieval of their academic information. Questions concerning the account can WITHDRAW FROM THE UNIVERSITY be answered by the Help Desk (732-571-3539), or Students who intend to withdraw from documentation can be obtained from the Monmouth University and plan not to return are WEBstudent site. Information obtainable online requested to notify the University by completing a includes: “Total Withdraw from the University” e-FORM. • Grades (midterm and final) Provided the e-FORM is received by the “W” deadline • Grade Point Average (GPA) date (see academic calendar), students will be with- • Academic audit drawn from the current term; otherwise the total with- • Student schedule draw will not be effective until the next regular term.
54 Monmouth University The Wayne D. McMurray School of
Humanities and Social Sciences Course Descriptions Course DEAN: Stanton W. Green, PhD endowed through a gift from the Gerald Freed ASSOCIATE DEAN: Golam Mathbor, PhD Foundation, the Jules Plangere Jr. Chair in ASSOCIATE DEAN: Michael Thomas, MFA American Social History endowed through a gift of Life Trustee Jules Plangere Jr., and the McMurray- The Wayne D. McMurray School of Bennett Endowed Chair in the Humanities. Humanities and Social Sciences offers nine mas- Professor William Mitchell, an anthropologist, occu- ter’s degree programs (Anthropology, Corporate pies the Freed Chair; Professor Brian Greenberg of and Public Communication, Criminal Justice, the History Department occupies the Plangere English, History, Homeland Security, Mental Health Chair; and Professor Kristen Blumel of the English Counseling, Psychological Counseling, and Public Department occupies the Wayne D. McMurray- Policy), as well as twenty-five undergraduate Bennett Chair. degree programs. Graduate certificates are offered in criminal justice administration, homeland security, ANTHROPOLOGY Humanities and Social Sciences and three specific areas of communication. All pro- Frederick L. McKitrick, Chair, Department of grams of study are directed toward preparing stu- History and Anthropology dents for working and living in a global environment. Richard Veit, Coordinator of Anthropology Study in the humanities and social sciences and related professional fields provide valuable per- Veronica M. Davidov, Assistant Professor of spectives and skills necessary for both the job mar- Anthropology. PhD, New York University. Area ket and community life. Among our academic goals of research interest includes cultures of Latin are proficiency in all forms of communication, such American and ecotourism in the Amazon. as scientific literacy; an appreciation for the diversity Teaching focus includes anthropological theory, of people and ideas and the ability to collaborate ethnographic methods, area studies (Latin with others; stimulation of aesthetic sensitivity and American), political ecology, and globalization. creative expression; and the ability to think and Edward Gonzalez-Tennent, Assistant Professor of react critically. Anthropology. Director of the Geographic Within the School of Humanities and Social Information Systems (GIS) Program. PhD, Sciences are the Freed Chair in Social Science
Monmouth University 55 Humanities and Social Sciences
University of Florida. Research interests include the program complete thirty credit hours of course historical archaeology, archaeological visualiza- work. Of the thirty credits for the program, six may be tion, diaspora, anthropological GIS, historical transferred from another institution. inequality, and active projects in the American South and Caribbean. Teaching interests include Please refer to the following curriculum chart for GIS, archaeological theory, Caribbean archaeol- program requirements. All curriculum charts are ogy, oral history, and popular culture. detailed and displayed in Appendix “B’” Stanton W. Green, Professor and Dean of the • MA IN ANTHROPOLOGY Wayne D. McMurray School of Humanities and Social Sciences. PhD, University of ART AND DESIGN Massachusetts, Amherst. Professor Green is a Andrew L. Cohen, Chair, Department of specialist in Baseball and American Culture, Art and Design Archaeology, and Ireland. His research and Mark Ludak, Compliance Officer/ teaching interests include questions of diversity Technical Specialist in the United States, Archeological Methods and Scott Knauer, Director of Galleries and Collections Theory, and the application of Geographic Information Systems. Tom Baker, Associate Professor. MFA, University of William P. Mitchell, Professor and Freed Professor Wisconsin-Madison. Professional experience in the Social Sciences. PhD, University of includes work at collaborative print shops: Pittsburgh. Conducts research on peasant soci- Tandem Press and Winstone Press. He is a coun- ety, migration, and the Shining Path guerrilla war cil member of the Society of American Graphic in Peru. Publications include: Peasants on the Artists in New York, and his prints have been Edge, Picturing Faith, and Voices from the shown and collected nationally and internationally. Global Margin. Co-chair of the Anthropology Karen T. Bright, Associate Professor. MFA, Section of the New York Academy of Sciences. Cranbrook Academy of Art. Specialization Richard Veit, Professor of Anthropology. PhD, includes graphic design and computer graphics. University of Pennsylvania. Teaching areas Professional work includes all aspects of graphic include archaeology, historic preservation, North design including print and related collateral American Indians, and New Jersey history. design. Also working as a digital artist whose Research interests include historical archaeol- work has been shown in national and interna- ogy, industrial archaeology, and early American tional competitions and exhibitions. Material Culture. Author of Digging New Jersey’s Andrew L. Cohen, Professor and Chair. PhD, Past: Historical Archaeology in the Garden State. University of Chicago, History of Art. Research spans from Medieval India to Contemporary South MASTER OF ARTS IN ANTHROPOLOGY (MA) Asian art. Author of Temple Architecture and The Master of Arts in Anthropology provides Sculpture of the Nolambas (9th–10th centuries). students with the necessary credentials to fulfill a Pat Hill Cresson, Professor. MFA, Pratt Institute. variety of professional and academic goals. For stu- Specialization includes computer graphics and dents interested in archeology, their training and graphic design. Her professional experience degree will prepare them for full-time supervisory- includes art direction and design from concept level employment in archaeology, cultural resource through print in the areas of publishing, corporate management, historic preservation, and GIS. design, and computer illustration. Her fine art Students interested in social policy, teaching, public work is represented in a New York City gallery and relations, and local community engagement will has been shown nationally and internationally. receive training in qualitative research and other con- Vincent DiMattio, Professor. MFA, Southern Illinois ceptual tools of cultural anthropology that prepare University. Practicing artist who has exhibited his them for work in culturally unfamiliar and diverse sit- work in New York City and throughout the United uations. Students planning to continue for a PhD will States, Spain, and Mexico. Teaches drawing, receive a well-grounded education in theory and painting, basic design, and several lecture methods taught by well-published faculty. Students in courses. Started the gallery program at Monmouth
56 Monmouth University Humanities and Social Sciences
University. He is a co-author of the book The Screen Studies, Radio in the Music Industry, Drawings and Watercolors of Lewis Mumford. Radio Programming and Promotions, Talk Edward Johnston, Specialist Professor of Radio, Radio in America, and Generation ‘X’ Animation. BA, MEd, University of Notre Dame; Film Directors. Research interests include radio MFA, University of Michigan. and recording industries and film studies. Mark Ludak, Specialist Professor and Director of Faculty advisor to the 1000-watt FM University Compliance. MFA, Hunter College Parsons radio station, WMCX. School of Design. [email protected] Michael Richison, Specialist Professor. MFA, Mary Harris, Specialist Professor. MA, Monmouth Cranbrook Academy of Art. Motion graphics and University. BA, Rowan University. Areas of inter- graphic design. est include public relations, social media cam- Jing Zhou, Associate Professor. BFA, Sichuan Fine paigns, marketing and event planning. Arts Institute, China; MFA, Georgia Southern Shannon Hokanson, Lecturer. MA, Monmouth University. Interests include graphic design, Web University. Areas of interest include interper- design, digital media art, flash animation, art sonal, intercultural, and organizational communi- direction, and fine arts. cation. Also teaches Introduction to Communication, Communication Theory, and COMMUNICATION Senior Seminar. Chad Dell, Chair, Department of Communication [email protected] Moyi Jia, Lecturer. PhD, Ohio University. Areas of Chad Dell, Associate Professor and Chair. PhD, specialization include organizational communi- University of Wisconsin-Madison. Primary fields cation, intercultural communication, emotion in are broadcasting and cultural studies. Special the workplace and classroom, social support, interests include television production and analy- social media and socialization. sis, broadcast history, and media policy. [email protected] Research interests focus on an analysis of the Matthew Lawrence, Specialist Professor. MFA, exercise of power at the intersection of broad- Boston University. Areas of specialization include cast industries and audiences. narrative and documentary film and video pro- [email protected] duction, screenwriting, and media literacy. Andrew Demirjian, Specialist Professor. MFA, [email protected] Hunter College. Introduction to Media Literacy, Sheila McAllister, Associate Professor. PhD, Introduction to TV Production, and Media Rutgers University. Introduction to Public Special Topics. Relations, Professional Communication, Crisis [email protected] and Issues Management, Public Relations Donna Montanaro Dolphin, Associate Professor Writing, Nonprofit Fundraising, Strategic Public and Program Director for Radio/TV. MFA, Mason Relations Planning, Principles of Fundraising Gross School of the Arts, Rutgers University. and Public Relations special topics. Advisor to Primary fields are TV production, media studies, Public Relations Student Society of America. documentary, screen studies, popular culture, APR, Public Relations Society of America. and mass media. Special interests are experi- Director of the Master’s Program in Corporate mental film and community based television. and Public Communication. Research interests focus on roots music and [email protected] American popular culture, and on the construc- John Morano, Professor. MA, Pennsylvania State tion of femininity in the screen arts. Serves as University. Primary fields are print journalism faculty advisor to the student-operated TV sta- and media studies. Special interests include tion, Hawk TV. start-up publications, magazine journalism, and [email protected] freelance journalism. Research interests include Aaron Furgason, Associate Professor. PhD, environmental journalism, publishing a fourth Rutgers University, MA Emerson College. novel in his Eco-Adventure Book Series, enter- Introduction to Radio Production, Introduction to tainment journalism, film criticism, and journal-
Monmouth University 57 Humanities and Social Sciences
ism ethics. Advisor to the student-operated Special interests include feminist performance newspaper, The Outlook. practices, performance of literature, perform- [email protected] ance ethnography, and critical race theory. Eleanor M. Novek, Associate Professor. PhD, Research interests include cultural and aesthetic Annenberg School for Communication, performances of femininity and critical staging of University of Pennsylvania. Specialties are jour- race/ethnicity and sexuality. Faculty advisor to nalism, gender studies, research methods, and Comm Works, Students Committed to social justice research. Research interests in Performance. racial discrimination, prison issues, high school Kristine M. Simoes, Specialist Professor. MA, Rowan journalism; and service learning. Serves as the University. Teaching focus on field applicable cur- Director of the Master’s Program in Corporate riculum that prepares students for careers in pub- and Public Communication. lic relations profession. Courses developed [email protected] include Public Relations Writing/Layout and Michael Phillips-Anderson, Assistant Professor. Design, Public Relations Campaigns, and Public PhD, University of Maryland. Interests include Relations Trends and Analysis. APR, Public political communication, rhetoric, critical/cultural Relations Society of America. studies, and gender. Political Communication, [email protected] Critical Discourse, Senior Seminar, and Don R. Swanson, Professor. EdD, University of Introduction to Communication. Northern Colorado. Primary fields are organiza- [email protected] tional, intercultural, and political communication. Rebecca Sanford, Associate Professor. PhD, Special interests in corporate communication Temple University. Undergraduate courses consulting, training, and dispute resolution. taught include Interpersonal Communication, Research interests in executive communication, Family Communication, Nonverbal management communication applied in multicul- Communication, Communication Research tural organizations, and political communication Methods, and Communication Theory. Serves as in Micronesia. faculty advisor to Lambda Pi Eta, the National [email protected] Communication Honor Society and First Year Marina Vujnovic, Assistant Professor. PhD, Advisor in the Center for Student Success. University of Iowa. Primary fields of research are [email protected] participatory journalism and new media studies, Robert Scott, Specialist Professor. MFA, University media history and gender, critical political econ- of Miami. Primary fields are film and video pro- omy, and cultural studies. Research interests duction, news reporting, Web development, cor- focus on international communication and global porate communication, and media writing. Areas flow of information; journalism studies; and explo- of professional experience include digital cin- rations of the historical, political-economic, and ema, media asset management, screenwriting, cultural impact on media, gender, and ethnicity. media history, and entertainment media tech- Sherry Wien, Associate Professor. PhD, Rutgers nologies. Serves as faculty advisor for the stu- University. Areas of expertise are organizational dent-operated Hawk TV News. and interpersonal communication. Teaching [email protected] interests are improving work relationships, mak- Jennifer Shamrock, Lecturer. PhD, Hugh Downs ing business presentations, and creating video School of Communication, Arizona State podcasts for training. Research interests are University. Primary fields of study and research assessing communication skills in higher educa- include ethnographic, narrative, and textual forms tion and describing how part-time seasonal of inquiry from a feminist critical perspective. employees identify with an organization. [email protected] Deanna Shoemaker, Associate Professor. PhD, The MASTER OF ARTS IN CORPORATE AND PUBLIC University of Texas at Austin. Primary fields are COMMUNICATION (MA) Performance and Theater Studies, The Master of Arts in Corporate and Public Communication Studies, and Gender Studies. Communication prepares students to become effective
58 Monmouth University Humanities and Social Sciences
communication specialists in a number of fields, with Albert Gorman, Specialist Professor and Chair. MA, skills that range from interpersonal communication to John Jay College of Criminal Justice. Interests mass media. It is the goal of this program to provide include police professionalism, community polic- education that combines broad theoretical knowledge ing, and security/loss prevention. Current research with practical application in public relations, human includes the police socialization process. resources communication, and public service. The pro- Michele Grillo, Assistant Professor. PhD, Rutgers gram serves students who wish to pursue a career in University, Criminology. BS, MA, University of the burgeoning field of communication, as well as pro- Massachusetts Lowell, Criminology. Research fessionals who wish to improve their communication interests include domestic terrorism, policing, skills to enhance performance. The program includes a homeland security, conspiracy theories, terror- nineteen-credit core and elective courses selected by ism and the media, American street gangs, fem- students to fit their unique interests. inist criminology, females in the criminal justice system and quantitative/qualitative research Please refer to the curriculum chart in the appendix methods. Current research projects include for program requirements. All curriculum charts are assessing police organizational change post- detailed and displayed in Appendix “B.” September 11, police and public perceptions of • M.A. in Corporate and Public terrorism ten years after September 11, the rela- Communication tionship between social networking sties and antisocial behavior, female prisoner re-entry. CERTIFICATES Peter Liu, Professor. PhD, Indiana University of A certificate in Human Resources Pennsylvania. Areas of interest include research Management and Communication, Strategic Public methods, criminology, comparative criminal justice Relations and New Media, or a Public Service systems, and criminal justice organizations admin- Communication Specialist provides a focused study istration and management. Current research proj- for the student who wishes to study a specialized ects include comparative delinquency, Chinese field in communication. justice system, and environmental crime. Brian Lockwood, Assistant Professor. BA, College Please refer to the curriculum charts in the appendix of New Jersey; MA., PhD, Temple University. for program requirements. All curriculum charts are Research interests include the applications of detailed and displayed in Appendix “B.” Geographic Information Systems (GIS) in the • Human Resources Management and study of offending, environmental criminology, Communication and juvenile delinquency. • Strategic Public Relations and New Ronald Reisner, Associate Professor. PhD, Media Columbia University; JD, Rutgers University • Public Service Communication Specialist School of Law. Areas of interest include victims’ rights, juvenile law, and Fourth Amendment CRIMINAL JUSTICE rights. Current research projects include State Albert Gorman, Chair, Department of constitutional activities in victims’ rights and pol- Criminal Justice icy development in the criminal justice system. Brion Sever, Associate Professor. PhD, Florida John Comisky, Assistant Professor. MS, Naval Post State University. Areas of interest include crimi- Graduate School. Areas of interest include nal justice public policy, crime and policing, and homeland security, intelligence nexus to local corrections. Current research projects include crime and the role of local police in national intel- juvenile delinquency, police training, and minori- ligence. ties in the criminal justice system.* Gregory J. Coram, Associate Professor and Associate Chair. PsyD, Indiana State University. MASTER OF ARTS IN CRIMINAL JUSTICE (MA) Areas of interest include psychology, criminal The Master of Arts in Criminal Justice at pathology, and corrections. Current research Monmouth University offers a broad perspective on projects include the biology of violent criminals. the criminal justice system, its various institutions and
Monmouth University 59 Humanities and Social Sciences
processes, and develops the quantitative, critical, and ENGLISH research skills necessary for problem solving and pol- Susan Goulding, Chair, Department of English icy-making. The program includes a set of courses David Tietge, Director of First Year Composition that will focus on research procedures, the use of psy- Heide Estes, Graduate Program Director chosocial variables, systems thinking, and the devel- opment of policy. In addition, there are courses in law, Mary Kate Azcuy, Associate Professor. DLitt, Drew policy, and criminal justice management. University. Specialty is contemporary American literature with an emphasis on women poets, Please refer to the curriculum charts in the appendix mythology, and feminism, as well as creative for program requirements. All curriculum charts are writing. detailed and displayed in Appendix “B.” Noel Belinski, Lecturer. MA, Monmouth University. • MA in Criminal Justice–Thesis Track Specialties are composition pedagogy and • MA in Criminal Justice–Non-Thesis Track General Education literature courses • MA in Criminal Justice–Homeland Stanley Blair, Associate Professor. PhD, Duke Security Track University. Specialty is American literature. Other interests are New Jersey literature, poetry, his- MASTER OF SCIENCE IN HOMELAND SECURITY tory of rhetoric, and popular culture. (MS) Kristin Bluemel, Professor and the Wayne D. The Master of Science in Homeland Security McMurray-Helen Bennett Endowed Chair in the program was designed to develop scholar practition- Humanities. PhD, Rutgers University. Specialty ers through a liberal arts education predicated on is twentieth-century British literature. Additional Constitutional diligence and critical thinking to interests include literary criticism and theory, the counter the uncertain, ambiguous, complex and novel, children’s literature, and World War II and ever-changing nature of homeland security and the end of empire, and book history. emergency management. Heather Brown, Assistant Professor. PhD, University of Maryland. Specialty is rhetoric and Please refer to the curriculum charts in the appendix composition with an emphasis on the rhetoric of for program requirements. All curriculum charts are medicine. detailed and displayed in Appendix “B.” Margaret Del Guercio, Associate Professor. PhD, • MS in Homeland Security New York University. Specialty is the novel in the eighteenth and nineteenth centuries. Major inter- CRIMINAL JUSTICE CERTIFICATES ests are Shakespeare, poetry, and prose fiction. The twelve-credit Certificate in Criminal Josh Emmons, Assistant Professor. BA, Oberlin Justice Administration offers a student the opportunity College; MFA, The University of Iowa. Specialty to expand his or her education and obtain a solid foun- is fiction writing. dation in the principles of administration. This adminis- Heide Estes, Professor. PhD, New York University. tration certificate will prepare criminal justice profes- Specialty is Old English language and literature, sionals or pre-career students for future supervisory and additional interests include Middle English and administrative roles. The Certificate Program will literature, feminist theory, and representations of offer these supervisors advanced skills for more effec- Jews in early English texts. Current research is tive supervising and mentoring of their staff. in ecocriticism. Prescott Evarts, Professor. PhD, Columbia Please refer to the curriculum chart in the appendix University. Specialty is contemporary English for program requirements. All curriculum charts are and American literature. Recent interest is detailed and displayed in Appendix “B.” poetry. • Certificate in Criminal Justice Melissa Febos, Assistant Professor. MFA, Sarah Administration Lawrence College. Specialty is creative nonfic- • Certificate in Homeland Security tion, with additional interests in fiction, poetry, Contemporary American Literature, and Women’s Studies.
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Frank Fury, Lecturer. PhD, Drew University. and goals. For those interested in the challenge of Specialty is nineteenth- and twentieth-century graduate study and considering going on to a doc- American literature with particular emphasis on toral program at another institution, the courses at representations of sport in American culture. Monmouth provide a broad education in English liter- Additional interests include the short story and ature and a sound foundation for further graduate Shakespeare. study. Secondary school teachers can fulfill their con- Elizabeth Gilmartin, Lecturer. PhD, New York tinuing education requirement and accrue credits University. Areas of interest include the Irish lan- toward salary increases by taking courses in the pro- guage and Victorian Ireland. gram. Those interested in personal enrichment or Susan Goulding, Associate Professor and Chair. career advancement will find that the program PhD, New York University. Specialties are eigh- requirements improve critical thinking abilities along teenth-century British literature, women’s stud- with reading, speaking, and writing skills. The cur- ies, British history, and reception history. riculum, appropriate for recent college graduates as Jeffrey Jackson, Assistant Professor. PhD, Rice well as returning students, is designed to allow stu- University. Areas of specialty include nineteenth- dents to finish the degree in two to two-and-a-half century British Romantic and Victorian literature. years by taking two to three courses per semester, Linda Littman, Lecturer. EdD, Teachers College, with the additional option of summer study. Part-time Columbia University. Areas of interest include students are also welcome to attend. Course offer- creative nonfiction, American literature, and cul- ings allow students to take courses in a variety of ture. Current research is in composition theory fields to obtain a broad knowledge of literature in and pedagogy. English or to focus on areas of specific interest. Mihaela Moscaliuc, Assistant Professor. PhD, University of Maryland. Areas of specialty Please refer to the curriculum chart in the appendix include immigrant literature, postcolonial stud- for program requirements. All curriculum charts are ies, translation studies, and poetry writing. detailed and displayed in Appendix “B.” Abha Patel, Lecturer. PhD, Indian Institute of • MA in English: Literature Concentration Technology. Areas of interest include twentieth- • MA in English: Creative Writing century American fiction, popular literature, and Concentration Victorian literature. • MA in English: Rhetoric and Writing Sue Starke, Associate Professor. PhD, Rutgers Concentration University. Specialty is Renaissance literature and culture, medieval literature, and genre the- FOREIGN LANGUAGE STUDIES ory. Mirta Barrea-Marlys, Chair, Department of David Tietge, Associate Professor. PhD, Southern Foreign Language Studies Illinois University at Carbondale. Areas of inter- est include rhetoric and composition, literary the- Mirta Barrea-Marlys, Associate Professor and ory, rhetorical theory, and popular culture. Chair. PhD, Romance Languages/Literature, Current research is in science rhetoric. University of Pennsylvania. Areas of specializa- Lisa Vetere, Associate Professor. PhD, Lehigh tion include medieval through eighteenth-cen- University. Specialty is Antebellum American lit- tury Spanish literature, linguistics, Latin- erature and culture, with an emphasis on cultural American theatre, and Latin-American women studies and feminist and psychoanalytic theory. authors. Teaching and research interests include Michael Waters, Professor. PhD, Ohio University. linguistics, methodology of foreign language Specialties are creative writing, poetry, and teaching, oral proficiency acquisition, and American literature. Spanish and Italian language and culture. Luis Flores-Portero, Lecturer of Spanish. PhD, The MASTER OF ARTS IN ENGLISH (MA) Pennsylvania State University. Areas of special- The Master of Arts in English is a flexible pro- ization include Latin American literature and cul- gram which allows various types of students to pur- ture, Mexican literature, and the narrative of the sue a course of study meeting their own interests Mexican revolution.
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Priscilla Gac-Artigas, Professor of Foreign Christopher DeRosa, Associate Professor. PhD, Languages. PhD, University of Franche-Comte, Temple University. Fields include military history France. Latin American literature, culture, and and American political history. Recent research civilization, and contemporary Latin American concerns the political indoctrination of American women writers and Latino writers in the United soldiers. States. Interest in interdisciplinary studies on Maureen Dorment, Lecturer. PhD candidate, Drew Latin America: history, anthropology, culture, University. MA, Monmouth University. Research geopolitics and economics. New research areas interests include the history of print culture and are: developing writing proficiency in Spanish, intellectual history. Teaching areas include mastering the mechanics of the writing process, Western Civilization, propaganda, and censorship. creating artifacts to measure students’ learning Susan Douglass, Specialist Professor. MS, City and integration of knowledge to the long-term University of New York. Areas of interest include memory in a Spanish writing course, and to U.S. history, the Holocaust, and the Vietnam War. assess writing and develop critical thinking in Brian Greenberg, Professor and Jules L. Plangere Spanish and in other disciplines. Jr. Endowed Chair in American Social History. Alison Maginn, Associate Professor of Spanish. PhD, Princeton University. Primary fields are the PhD, University of Wisconsin-Madison. Teaching history of American workers, American social interests include proficiency-oriented language history, and the history of public policy in and contemporary Spanish literature and cul- America. Current research is on U.S. social his- ture. Primary interest is in the narrative, poetry, tory in the early twentieth century. and film of twentieth-century Spain. Current Frederick L. McKitrick, Associate Professor and Chair. research focuses on the Spanish Civil War, PhD, Columbia University. Teaching areas include women writers of post-dictatorship Spain, and German history, French history, and modern Spanish Cultural Studies. European history. Current research is on German Julia Riordan-Goncalves, Assistant Professor. PhD, artisans of the Nazi and post-Nazi periods. University of North Carolina at Chapel Hill. Area William P. Mitchell, Professor, Freed Professor in of specialization is the twentieth-century Spanish the Social Sciences. PhD, University of novel, especially the novel written under the Pittsburgh. Conducts research on peasant soci- Franco dictatorship. Additional research interests ety, migration, and the Shining Path guerrilla war are a Transatlantic approach to the novel written in Peru. Publications include: Peasants on the under dictatorship in Spain and Spanish America, Edge, Picturing Faith, and Voices from the sociological theory and the novel, women writing Global Margin. Co-chair of the Anthropology the Social Novel in Spain, and pedagogical Section of the New York Academy of Sciences. approaches to teaching Spanish for Business. Brook Nappi, Instructor. MA, Montclair State University. HISTORY Katherine Parkin, Associate Professor. PhD, Frederick L. McKitrick, Chair, Department of Temple University. Major areas of interest History and Anthropology include U.S. history and American women. Thomas S. Pearson, Vice President for Academic Julius O. Adekunle, Professor. PhD, Dalhousie Affairs and Provost; Professor. PhD, University University, Canada. Teaching fields include of North Carolina. Teaching fields include African history, Africa and its Diaspora, and Russian history, Soviet and Russian foreign pol- Western Civilization. Recent research on icy, comparative revolutions, nineteenth-century Nigerian history and society. Europe, and modern Eastern Europe. His most Kenneth L. Campbell, Professor. PhD, University of recent research has focused on government and Delaware. Teaching fields include English his- peasantry in modern Russian history. tory, Medieval and Early Modern Europe, and Maryanne Rhett, Assistant Professor. BA, University history of witchcraft. Recent research on the of South Carolina; MA, University of Arizona; PhD, English Reformation and religious nonconformity Washington State University. Areas of teaching in sixteenth- and seventeenth-century England. are Islam and the Middle East. Research focuses on the Balfour Declaration of 1917.
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Karen Schmelzkopf, Associate Professor. PhD, MUSIC AND THEATRE ARTS Pennsylvania State University. Interests include Joseph Rapolla, Interim Chair, Department of Geographic Information Systems, land use pol- Music and Theatre Arts icy, community organizations, and urban rede- velopment. Current research projects include Sheri Anderson, Specialist Professor, Theatre, community activism, politics of public space, and Stage Management. MFA, University of urban redevelopment issues in Asbury Park. California, San Diego. Sheri Anderson has Richard Veit, Professor. PhD, University of extensive Broadway, off-Broadway, and regional Pennsylvania. Teaching areas include archaeol- experience as both a director and stage man- ogy, historic preservation, North American ager. To date, she has done thirteen Broadway Indians, and New Jersey history. Research inter- productions, two national tours, and numerous ests include historical archaeology, industrial regional and off-Broadway shows. Highlights archaeology, and early American Material include the Broadway productions of Phantom of Culture. Author of Digging New Jersey’s Past: the Opera, Little Me, and The Full Monty. She Historical Archaeology in the Garden State. has been privileged to work with such theatrical Hettie Williams, Lecturer. MA, Monmouth University. legends as Neil Simon, Cy Coleman, Jerry History of African Americans and Civil Rights Herman, Marvin Hamlisch, Terence McNally, Movement, African Diaspora, and Race and John Guare, Chita Rivera, Rob Marshall, and Identity. Horton Foote, as well as Hollywood heavy- weights Martin Short, John Lithgow, John Ritter, MASTER OF ARTS IN HISTORY (MA) Henry Winkler, Kevin Spacey, and Madeline This program is designed to accommodate Kahn. She spent much of 2003 at Oxford various types of students. Those who wish to spe- University studying Shakespeare in perform- cialize in European History, the History of United ance. Fields of interest include theatre history, States, or the program’s new specialization, World postcolonial drama, and musical theatre. She is History, and those who may wish to pursue a doctoral a member of Actors’ Equity Association and degree may elect to concentrate in any of those Mensa. areas and to complete a master’s thesis. Others with John J. Burke, Associate Professor of Theatre. a more general interest in the subject of history may PhD, Michigan State University. Director of the elect to pursue a more broad-based program with the Theatre Arts program for Monmouth University option of taking a comprehensive exam instead of and the artistic director/producer of the Shadow writing a master’s thesis. The program is designed Lawn Stage. Dr. Burke teachers a wide variety of not only for recent college graduates, but also for classes, including acting, creative dramatics, secondary school teachers of history and social stud- tech theatre, and improvisation. He has directed ies, and professionals in government, the military, or produced more than 200 plays or musicals. and business. Ferdinando Del Guercio, Technical Director/Set Of the thirty credits required for this program, Designer. BFA, The Maryland Institute College of up to six graduate credits may be transferred from Art. He is a visual artist/sculptor working with another institution. assemblages of found and fabricated objects in wood, glass, metals and stone. His works have Please refer to the curriculum charts in the appendix been exhibited in Virginia’s Richmond Museum, for program requirements. All curriculum charts are the Statesville Museum of Art in North Carolina, detailed and displayed in Appendix “B.” the Carnegie Museum in Pittsburgh, and the • MA in History Birmingham Museum in Alabama. His recent • MA in History, European Specialization juried exhibitions include “Trenton Metals”, at • MA in History, United States Artworks in Trenton, NJ, and “The Ellarslie Specialization Open,” at the Trenton Art Museum. As the • MA in History, World Specialization Technical Director for the Lauren K. Woods Theatre since 2002 at Monmouth University, he has designed and led Monmouth University’s
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theatre students to build over fifty sets and has the video game division of Def Jam Enterprises. taught Photography, Jewelry/Metal Craft, He has directed programs for top talent, such as Stained Glass, 3-D Design, and Art Appreciation Madonna, Bon Jovi, U2, and Sting, and has part- for the Department of Art and Design since 1993. nered with the world's leading entertainment, Ronald G. Frangipane, Associate Professor of Music. media, and consumer brands and agencies. He MFA, Goddard College. BA Music, Eastman has earned two Gold Records for his work. School of Music, also attended Julliard Prep. Nicole Ricciardi, Assistant Professor of Theatre. Professor Frangipane attended and assisted MFA, Carnegie Mellon University, BA, Drew Master classes with Igor Stravinsky and Aaron University. Specialization includes all areas of Copland and studied with Paul Creston. Received acting and directing with a particular interest in over twenty-three gold and platinum albums as an Shakespeare and Early Modern English Drama. arranger-producer in the record industry. Professor Ricciardi is a professional theatre Received an Emmy award for his musical score actress and director. She was formally the head “This Was America” created for the NBC series of the Acting Program for the New York Film with William Shatner. Arranged or produced Academy and an Assistant Professor of Drama recordings for such notable artists as John for Syracuse University, where she coordinated Lennon, Diana Ross, Kiss, the Monkees, the the study abroad program at Shakespeare’s Rolling Stones, Janis Ian, Neil Diamond, Dusty Globe in London. She has taught workshops and Springfield, Grace Slick (Jefferson Starship), etc. classes around the world and locally at Drew He specializes in music in American culture— University, Eastern Connecticut State University, Blues, Jazz, Rock & Roll, American Musical and Shakespeare and Company in Lenox, Theatre, and Performance as well as Massachusetts. Nicole is the director of “Old Composition/Orchestration and Music Industry. Face New,” a company of New York City theatre Michael Gillette, Specialist Professor of Music/Music and music artists whose goal is to take old stories History, Conducting, and Violin, Director of the and present them in a new way. She is a proud Chamber Orchestra. Master of Music, Yale member of Actors Equity Association and the University. For over thirty years, Michael Gillette Circle East Theatre Company in New York City. has been a professional violinist in New York City Gloria A. Rotella, Specialist Professor of Music and is currently a member of the Radio City (Piano, Music Education). EdD, Rutgers Music Hall Orchestra, the American Ballet University. Dr. Rotella was nominated for Theatre Orchestra, and the Mostly Mozart Outstanding Music Educator in 1986 by Festival Orchestra at Lincoln Center, and is prin- Westminster Choir College, received Teacher of cipal second violin of the Little Orchestra Society. the Year Recognition from Long Branch School He has played for many Broadway productions, District in 1991, and was the recipient of the including Les Miserables, Beauty and the Beast, Outstanding Adjunct of the Year at Brookdale Annie, Sunset Boulevard, Phantom of the Opera, Community College for 2005-2006. She has and Into the Woods. Professor Gillette has toured been a motivational speaker for the New in Japan, the United Kingdom, Italy, and Teacher Institute at Rider University, and an edu- Venezuela and has performed with such diverse cational consultant for the New Jersey talents as Tony Bennett, Leonard Bernstein, Department of Education as a Collaborative Aaron Copland, Sammy Davis, Yo-Yo Ma, Jimmy Assessment and Planning for Achievement Page, Itzhak Perlman, P. Diddy, and The Modern (CAPA) team member. Dr. Rotella was inducted Jazz Quartet. into the School Masters Association of NJ in Joseph Rapolla, Instructor and Interim Chair. MBA, February 2007. Dr. Rotella has facilitated a Job Monmouth University. A recognized music indus- Shadowing Mentor program between Long try innovator, who built and led Integrated Branch High School and Monmouth University’s Marketing departments at Universal and Warner Department of Music and Theatre Arts. As Music Group. He co-founded a D2C/CRM Director of Applied Music for the past seven Marketing Agency and a Social Research years, Dr. Rotella oversees Performance Agency, and directed relationship marketing for Classes, juries, and Senior Recitals. As director
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of the Music Education program, she assists stu- Specialty is African Diaspora (African-American dents through their junior/senior teaching and and Afro-Caribbean literature in English) and also teaches Music and the Child and music and African Postcolonial literature. Additional inter- secondary education. ests and current research include Black David M. Tripold, Associate Professor. PhD, Drew women’s fiction and criticism, the Slave University. Field of interest is American sacred Narrative, and Oral tradition. music. He is a composer, choral director, vocal George Gonzalez, Assistant Professor. ThD, teacher, and organist. Dr. Tripold is a nationally Harvard Divinity School. recognized choral conductor, singer, voice Golam Mathbor, Professor, Associate Dean of the teacher, organist, and liturgical scholar who over- Wayne D. McMurray School of Humanities and sees Monmouth University’s music education Social Sciences, and Chair. PhD, The University degree program and directs the concert chorus of Calgary. Areas of interest include development and chamber choir. For over thirty years he has and analysis of social policies and services, com- been engaged as a church organist and choir munity organizing and social action, social plan- director and has performed as a baritone soloist ning, community development and community and organist in the United States and Europe. His participation, and international social work. present scholarship focuses on American church Current research interests include sustainable music, especially pertaining to the origins of development of coastal communities, interna- church choirs, church music collections known as tional development, and interdisciplinary studies. tune books, and patterns and developments in Alan Schwerin, Associate Professor. PhD, Rice contemporary American worship. University. Alan Schwerin has research interests George Wurzbach, Specialist Professor of Music. in David Hume’s philosophy of mind and MA Music Composition, Hunter College. Bertrand Russell’s epistemology. Professor Wurzbach is a multi-award-winning composer, performer, and producer. His work POLITICAL SCIENCE AND SOCIOLOGY with the music comedy group Modern Man Joseph Patten, Chair, Department of earned a BackStage Magazine Bistro Award and Political Science and Sociology several MAC Award nominations. His most Kathryn Kloby, Public Policy Program Director recent contribution to the album, Comedians and Nancy Mezey, Sociology Program Director Angels earned a 2009 Grammy Award nomina- tion for folk music legend Tom Paxton. As a com- Gregory Bordelon, Lecturer of Political Science. JD, poser he recently scored theme and segment Louisiana State University. Specializes in legal- music for the PBS series Real Simple and cre- based courses. Monmouth University’s Pre-Law ated the sound design for the “Roaring Advisor, Department Career Advising and Mountain” with composer John Deak and libret- Planning Representative. Primary research tist Bill Gordh, debuted by the New York interests include public law and policy, federal- Philharmonic at Lincoln Center. During the past ism and judicial policy, comparative legal proce- four theater seasons as Music Director at dure. Principal Editor of bar exam preparation Monmouth University he has composed and materials for Louisiana. Co-author of conducted original scores that were premiered “Napoleonic Code” in Legal Systems of the by the Music and Theatre Arts student. World by ABC-CLIO (2002). Taken and passed the state bar examinations in Louisiana and PHILOSOPHY, RELIGION, AND Oklahoma. INTERDISCIPLINARY STUDIES Rekha Datta, Professor. PhD, University of Golam Mathbor, Chair, Department of Philosophy, Connecticut. Specialization in political theory, Religion, and Interdisciplinary Studies international relations, comparative politics of South Asia, East Asia, the United Nations, and G. Oty Agbajoh-Laoye, Associate Professor and Women and the World. Research interests focus Director of the African-American Studies on issues of gender and development, traditional Program. PhD, University of Ibadan, Nigeria. and human security issues, and child labor.
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Author of: Beyond Realism: Human Security in Kenneth E. Mitchell, Associate Professor. DPhil, India and Pakistan in the Twenty-First Century University of Oxford. Specializes in Latin- (2008); Why Alliances Endure: The United American and Caribbean politics and policy (pub- States-Pakistan Alliance, 1954-1971 (1994); co- lic sector reform, democratization, and state-soci- editor, with Judith Kornberg, Women in ety relations); and international political economy Developing Countries: Assessing Strategies for (capacity building in public sector, community Empowerment (2002). Advisor of Pi Sigma Alpha development, and politics of market-based National Political Honor Society. Founder of the reform). Faculty advisor to the Pre-Law Honors Institute for Global Understanding. Society, Phi Alpha Delta. Authored: State-Society Kevin Dooley, Associate Professor and Dean of the Relations in Mexico (2001); “Models of Honors School. PhD, Rutgers University. Clientelism and Policy Change: the Case of con- Research interests focus on globalization, com- ditional Cash Transfer Programmes in Mexico parative public policy, the politics of language, and and Brazil” (co-authored with Aaron Ansell, comparative European governments. In addition 2011); “An Institutional Anomaly, Longevity and to a wide array of scholarly articles, he is the Competition in the Dominican Party System” author/co-author of two books, Politics Still Matter: (2009); “Bridging the Convergence-Divergence Globalization, Governance, and the Revival of Policy Diffusion Divide, Mid-range Theorizing and Regional Minorities (2008) and Why Politics Devolving Food Aid in Mexico and the Dominican Matter: An Introduction to Political Science (2012). Republic” (2007); “Building State Capacity: Johanna Foster, Assistant Professor of Sociology. Reforming Mexican State Food Aid Programs in PhD, Rutgers University. the 1990’s” (2005). Kathryn Kloby, Associate Professor. PhD, Rutgers Enoch Nappen, Associate Professor. PhD, New University. Specialties are public sector account- York University. Specializes in Constitutional law ing, performance measurement and reporting, and civil rights. Directs both the undergraduate citizen participation, public policy, and research and graduate intern programs. University’s pre- methods. Her most current research focuses on law advisor. Author of Warman’s Political accountability in public education. Collectibles (2008), a fully illustrated description Thomas Lamatsch, Assistant Professor. PhD, of political memorabilia’s historic role in the University of Connecticut. Specializes in statisti- American Presidential election process. cal and applied methods, research design, Joseph Patten, Associate Professor and Chair. American government, and education policy. His PhD, West Virginia University. Specialization in most recent research includes a large scale proj- public policy; political campaigns at national, ect on municipal government participation in state, and local levels; the United States modern electronic media – eGovernment. Congress; the American Presidency; and media Faculty advisor to the award winning Model UN law. His primary research interests include the Team and an Honor’s School advisor. United States Congress and American Politics. Nancy J. Mezey, Associate Professor of Sociology. Co-author of, Why Politics Matter: An PhD, Michigan State University. Sociology Introduction to Political Science (2012). Program Director; Director of the Institute for Saliba Sarsar, Professor and Associate Vice President Global Understanding, Gender Studies for Global Initiatives. PhD, Rutgers University. Curriculum Coordinator, and faculty advisor to Specialties are international relations, comparative the Sociology Club. Specializations are in family government (Middle East), and American foreign sociology, race-class-gender studies, gender policy. He is the co-author of two books: Ideology, studies, sociology of sexualities, and African Values, and Technology in Political Life (1994) and Studies. Current interests focus on the formation World Politics: An Interdisciplinary Perspective and experiences of diverse family forms. Author (1995). He is the editor of two scholarly articles: of New Choices, New Families: How Lesbians Education for Leadership and Social Decide about Motherhood (2008). Advisor for Responsibility (1996) and of Palestine and the Alpha Kappa Delta International Sociology Quest for Peace (2009), and the co-editor of four Honor Society. scholarly articles: Patriarch Michel Sabbah –
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Faithful Witness: On Reconciliation (2009) and Joint Degree Program Peace in the Holy Land; Principles and Dual Master’s Degrees in Social Work (MSW) and Pragmatism – Key Documents from the American Public Policy (MA-PP) Task Force on Palestine (2006); The Holocaust The MSW program offers interested stu- Suite of Jacob Landau (2008); and Democracy in dents an opportunity to earn a second master’s Africa: Political Changes and Challenges (2012). degree in Public Policy (MA), after all of the MSW He guest edited a special issue of the International requirements have been completed. Students who Journal of Politics, Culture, and Society (2004), complete the sixty-credit MSW can use up to twelve focusing on Palestinian-Israeli relations. Dr. credits from the MSW courses toward the MA in Sarsar’s articles have appeared in Peace and Public Policy. Students who complete the Advanced Conflict Studies, Holy Land Studies, Palestine- Standing (thirty-credit) MSW can use up to six cred- Israel Journal of Politics, Economics and Culture; its of MSW courses toward the MA in Public Policy. This Week in Palestine; Columbia University Please refer to the chart located in the Social Work Middle East Studies Internet Resources; Clio’s section of this catalog for additional details. Psyche; Peace Review: A Journal of Social Justice; Middle East Quarterly; Jerusalem PSYCHOLOGY Quarterly File; Scandinavian Journal of Gary Lewandowski, Chair, Department of Development Alternatives and Area Studies; Psychology Journal of South Asian and Middle East Studies; International Journal of Leadership; Journal of Natalie Ciarocco, Associate Professor. PhD, Case Leadership Studies; and Leadership and Western Reserve University. General area of Organization Development Journal. Dr. Sarsar interest in social psychology. Within social psy- also has two published books of poetry: chology, specializes in self-regulation and how it Crosswinds (1999) and Seven Gates of Jerusalem impacts interpersonal relationships. (2010). A third book of poetry, Poems of the Holy Jack Demarest, Professor. PhD, State University of Land, is awaiting publication. New York at Stony Brook. Primary field of inter- est is evolutionary psychology and animal MASTER OF ARTS IN PUBLIC POLICY (MA) behavior; especially mate choice, reproductive The Master of Arts in Public Policy is a thirty- investment, game theory, and behavioral ecol- credit degree program that prepares students for ogy. Teaching and research interests also careers in the field of policy analysis. Career opportu- include a feminist approach to sex role stereo- nities in public policy span a wide range of areas in typing, especially as it relates to male roles. government, nonprofit agencies, and the public and Lisa M. Dinella, Associate Professor. PhD, Arizona private sectors. Ideal for graduates of all disciplines, State University. Licensed Marriage and Family the program enhances student skills in policy analysis, Counselor. Interests include how gender devel- overall critical thinking, effective communication, data opment impacts individuals’ life decisions and analysis, and survey research. The program gives development, particularly in terms of education special emphasis to public ethics, public opinion and career trajectories. polling, the public policy process, and practicum Jamie Goodwin, Instructor. PhD, Ball State opportunities in public agencies. It is also designed to University. Research interests include attach- accommodate the lifestyles of both career profession- ment theory, friendships and relational aggres- als and full-time graduate students. Some courses are sion/victimization, gender issues and feminism, offered in a hybrid model, combining in-class seminars couples and family counseling, human sexuality, with online instruction. The program is primarily part- and sexual assault. Additional interest includes time, with opportunity for full-time study as well. the psychological and sociocultural aspects of internet fandom. Please refer to the curriculum chart in the appendix Christine Hatchard, Assistant Professor. BA, for program requirements. All curriculum charts are Monmouth University; MS, PsyD, Chestnut Hill detailed and displayed in Appendix “B.” College. Specialization in object relations ther- • MA in Public Policy apy and emotion, personality assessment, eat-
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ing disorders, human sexuality and therapeutic issues. Current areas of research include the considerations in the context of mother-daughter social psychology of the experiment, particularly sexual abuse. the nature of the volunteer subject, and social Robyn M. Holmes, Professor. PhD, Rutgers influences on tipping in restaurants. University. Specialization is in child development Michele Van Volkom, Lecturer. PhD,State University with a primary interest in children’s play and of New York at Albany. Current research inter- ethnographic methods. Current research ests include intergenerational and gender differ- focuses upon the relationship play and culture, ences in communication and technology use. play and learning, and recess, most recently in Research interests include family relationships, the Pacific Rim. Teaching and research interests especially the relationship between siblings, as include interdisciplinary and cross-cultural well as the link between tomboyism in childhood approaches. and gender roles in adulthood. Gary Lewandowski, Professor and Chair. PhD, State University of New York at Stony Brook. PSYCHOLOGICAL COUNSELING General area of interest is social psychology. George Kapalka, Chair, Department of Within social psychology, specializes in close Psychological Counseling romantic relationships, involving such topics as interpersonal attraction, love, relationship main- David Burkholder, Assistant Professor. PhD, Kent tenance, and relationship dissolution. State University. Specialization in mental health Specifically, research focuses on how entering, counseling with children and adolescents. Areas maintaining, and losing romantic relationships of interest include career counseling, student influences the self. retention, spirituality, legal and ethical issues in Judith L. Nye, Associate Professor and Associate therapy, and multicultural issues. Vice President, Academic Foundations – Alan A. Cavaiola, Professor. PhD, Hofstra University. General Education. PhD, Virginia Specialization in the area of counseling issues Commonwealth University. Specialization is in related to mental health and alcoholism, sub- the area of experimental social psychology with stance abuse, and other addictive behaviors, and a primary interest in social cognition. Current their impact on individuals, couples, and families. research focuses on group processes, specifi- Teaching, research, and counseling interests cally impression formation and the relationship focus on crisis intervention, sequelae of trauma, between leaders and followers. Of additional and personality disorders, DUI offenders, workplace related interest are sex role stereotypes. dynamics, and workplace stresses. David E. Payne, Associate Professor. PhD, Columbia Stephanie Hall, Assistant Professor. PhD, University University. Interested in the relation between of New Orleans. Specialization in the area of knowledge and the meaningful context in which it mental health counseling with primary interests is acquired. Research examines the cognitive in multicultural counseling, women’s issues, processes involved in learning and memory in trauma, and group work. humans and animals. Current work involves Gary J. Handler, Specialist Professor and Field interaction of perceptual and conceptual Placement Coordinator. PhD, New York processes in learning, memory, and judgments. University. MA, Monmouth University. Janice C. Stapley, Associate Professor. PhD, Rutgers Specialization is in counseling techniques and University. Special areas of interest are develop- the impact of Cognitive Neuroscience on coun- mental psychology and emotion regulation. seling. Areas of teaching include counseling Research program is focused on gender, emotion, techniques (both basic and cutting edge, includ- and adjustment during emerging adulthood. ing supervision) and Psychopathology. Other David B. Strohmetz, Professor, Associate Vice departmental duties involve managing the President, Academic and Institutional process for the placement of students into field Assessment. PhD, Temple University. assignments and supporting the relationships Specialization in social psychology with an with over one hundred agencies that take our emphasis on methodological and quantitative student interns.
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Joanne Jodry, Specialist Professor. Ed.D, Argosy MASTER OF ARTS IN PSYCHOLOGICAL COUN- University, Sarasota, FL, Counselor Education SELING (MA) and Supervision. DMH, Drew University. MA, The Master of Arts in Psychological Monmouth University. Specializations in profes- Counseling is a thirty-credit program that focuses on sional mental health counseling with primary counseling techniques, assessment methods, and clinical interests in women’s issues throughout diagnosis and treatment. The curriculum is structured the life span, life crisis, and existential issues. so that students receive a solid foundation in counsel- Areas of research interest include the interplay ing procedure provided by the core courses (students of counseling and religion (through a world reli- must complete Psychological Counseling 505, Mental gion perspective); the impact of therapeutic rela- Health Counseling, during the first term of study) and tionships on the counselor; and integrating femi- enables students to explore the current practices in nist concepts into counseling. the counseling field through elective credits. By com- George Kapalka, Professor and Chair. PhD, bining academic course work with experiential study, Fairleigh Dickinson University. Specialization in the Master of Arts in Psychological Counseling equips the areas of mental health counseling, clinical the student with proficiencies in the traditional coun- and school psychology with emphasis on child seling field, as well as in emerging areas. and adolescent counseling and assessment, learning disabilities, school consultation, and MASTER OF ARTS IN PSYCHOLOGICAL COUN- legal/forensic issues. Current research program SELING – ADDICTION STUDIES TRACK (MA) is focused on the education, counseling, and The Master of Arts in Psychological management of children with behavioral prob- Counseling – Addiction Studies Track is a thirty-credit lems (including ADHD) in school and at home, as program designed to prepare students to become well as researching the benefits of nutritional and addiction counselors who work with individuals, herbal therapies. groups, couples, and families impacted by various Alishea Rowley, Specialist Professor. PhD, North types of substance use and addictive disorders. Carolina University. Specializations in mental Students must complete Psychological Counseling health counseling and school counseling with an 505, Mental Health Counseling, during their first term emphasis on adolescent assessment and coun- of study. seling, childhood behavioral disturbances, con- The programs are accredited by the National sultation with schools on student retention, and Addiction Studies Accreditation Committee (NASAC). counseling low income families. Research inter- Graduates are prepared to work within a variety of ests include African American single mothers, addiction treatment programs and agencies and social justice issues, diversity and multicultural eventually to practice privately. The Addiction Studies populations. Track was developed to meet the educational require- Solomon Z. Schuck, Associate Professor, PhD, ments for the Licensed Clinical Alcohol and Drug New York University. Specialization in Crisis Counselor (LCADC), which is a New Jersey state Intervention, Family Therapy, and School license. It is the student’s responsibility to ensure Psychology. Areas of interest include the utiliza- acceptability by the licensing agency. tion of culturally consonant approaches to pri- mary prevention. Research interests include a Please refer to the curriculum chart in the appendix study of the impact of culture and personality on for program requirements. All curriculum charts are the therapeutic process and on attitudes towards detailed and displayed in Appendix “B.” social issues. • MA in Psychological Counseling Frances Trotman, Professor. PhD, Columbia • MA in Psychological Counseling – University. Areas of interest include child devel- Addiction Studies Track opment, racism, and minority issues; stress man- agement; divorce mediation; aging; academic MASTER OF SCIENCE IN MENTAL HEALTH resilience; women’s issues; feminist counseling; COUNSELING (MS) and counseling with African- American women. The Master of Science in Mental Health Counseling is a sixty-credit program designed to pro-
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vide students with the courses necessary to sit for first term of study. In addition, because this sixty- licensing to engage in practice as a Professional credit degree is a CACREP-accredited program in Counselor. Graduates are prepared to work within Mental Health Counseling, it may satisfy the educa- mental health treatment agencies and eventually to tional requirements for counselor licensure in other practice privately. Courses are designed to satisfy states. criteria prescribed by the New Jersey State Board of Professional Counselor Examiners. (However, it is Please refer to the curriculum chart in the appendix the student’s responsibility to ensure acceptability by for program requirements. All curriculum charts are the licensing agency.) Psychological Counseling 505, detailed and displayed in Appendix “B.” Mental Health Counseling, must be taken during the • MS in Mental Health Counseling
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The School of Science Course Descriptions Course DEAN: Michael A. Palladino, PhD Chemistry, Computer Science, Information ASSOCIATE DEAN: Catherine N. Duckett, PhD Technology, Mathematics, Statistics, and Physics, ASSISTANT DEAN: John A. Tiedemann, MS and concentrations in Molecular Cell Physiology, Advanced Chemistry, Biochemistry, Chemical Monmouth University’s School of Science is Physics, Cytotechnology, Medical Laboratory a community of teacher-scholars actively fostering Science, and Statistics. learning, quantitative reasoning, and scientific The School of Science also offers master’s inquiry among its majors and among all students. A degrees in Computer Science and Software goal of the School is to lead in the innovative devel- Engineering. The undergraduate Bachelor of opment and delivery of curricula and in providing Science in Computer Science Advanced Computing creative solutions to problems that include significant Concentration program is accredited by the technical components. Educational programs pro- Computing Accreditation Commission of ABET, vide a student-centered learning environment that http://www.abet.org. The undergraduate Bachelor of builds a foundation for lifelong learning, critical think- Science in Software Engineering program is accred- ing, and collaborative, technical problem solving. ited by the Engineering Accreditation Commission Faculty scholarship interests include: original basic of ABET, http://www.abet.org. The Chemistry, and applied research in a range of disciplines and Medical Technology, and Physics Department is School of Science scholarly work on science education and pedagogy. approved by the American Chemical Society (ACS). Undergraduate and graduate students are encour- All qualified advanced chemistry, biochemistry, and aged to participate in student-faculty collaborative chemical physics degree recipients are eligible to research projects leading to the acquisition and dis- receive ACS certification of their degrees. The semination of new knowledge in the sciences. degrees in Clinical Laboratory Science and Medical The School of Science offers undergradu- Laboratory Science are accredited by the ate degree programs in Biology, Chemistry, Clinical Commission on Accreditation of Allied Health Laboratory Science, Computer Science, Marine and Education Professions (CAAHEP) or by the Environmental Biology and Policy, Mathematics, National Accrediting Agency for Clinical Laboratory Medical Laboratory Science, and Software Sciences (NAACLS). All programs of study are Engineering, as well as minors in Biology, directed toward preparing students for working and
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living in a multicultural, technologically complex, Robert M. Kelly Jr., MSEE Stanford University. global environment. Adjunct Professor, Monmouth University. Studies in the School of Science provide stu- Synthesis of emerging and existing technologies dents with a solid background in the technical aspects into useful applications; Radio Frequency of their chosen scientific or engineering field, suffi- Identification (RFID), large scale systems archi- cient to prepare them for further study in graduate or tecture and integration; work in all phases of professional programs, or to compete for access to technology development from the lab to cus- employment opportunities in industry or education. tomer support; operations, administration, and Core courses for the non-major stress the nature of maintenance (OA&M) of complex computer/ the scientific enterprise and the benefits and risks that communications environments; customer/client scientific advances present to society rather than the and vendor relationship management, especially digestion of large doses of content from the discipline. outsourcing; and processes for quality technol- Both major and non-major courses emphasize the ogy realization and support. importance of critical thinking and cooperative learn- ing, clarify working to the scientific method in posing The Rapid Response Institute (RRI) provides and answering questions concerning the natural research opportunities in support of Homeland world, and explore the nature of human problems for Security and Homeland Defense for School of which technology may provide solutions. Science faculty and adjuncts as well as high school teachers and students, undergraduate and graduate RAPID RESPONSE INSTITUTE students, and contracted or visiting scientists. This software engineering-based institute aims to develop Barbara T. Reagor, PhD. Director, Rapid Response decision-enhancing aids that enable early and Institute. A Bellcore Fellow and former Telcordia enhanced threat identification and appropriate VP of Homeland Security, Dr. Reagor worked response in the support of chemical, biological, radi- has for the past thirty-four years in the fields of ological, nuclear, and explosive events. These same National Security Emergency Preparedness, techniques can be applicable to homeland secu- Disaster Prevention and Recovery, Crisis rity/counterterrorism, natural disaster, environmental Management, Chemical Contamination, and crisis, and pandemic scenarios, and this duality pro- Network Risk Assessment associated with vides an open, accessible, and reasonably inexpen- telecommunications and information technology sive test bed for the development of prototypes being systems. designed to meet both domestic and military needs. William Tepfenhart, PhD. Chief Technology Officer for the Rapid Response Institute and Professor URBAN COAST INSTITUTE in the Department of Computer Science and Software Engineering. Dr. Tepfenhart's experi- Anthony B. MacDonald, Director. Mr. MacDonald ence ranges across a broad spectrum of activi- brings over twenty-five years of executive and ties (government, AT&T, and Monmouth policy experience in coastal and ocean law and University). He has performed in the role of policy at the local, state, and federal level to the instructor, researcher, software developer, and Urban Coast Institute (UCI). author. He is trained as a physicist, and his James Nickels, Marine Scientist, Urban Coast areas of expertise include object-oriented soft- Institute. Mr. Nickels has worked for over twenty- ware development, artificial intelligence, and five years on marine research, monitoring, sur- software engineering. veying, and field operations in both the public James Hammill, Research Scientist for the Rapid and private sectors. Response Institute and a Certified Disaster Recovery Planner. He was co-chair for the The Urban Coast Institute (UCI) serves the Response and Recovery Chapter with Dr. public interest as a forum for research, education, Reagor for the Memorial Institute for the and collaboration that fosters the application of the Prevention of Terrorism (MIPT) publication best available science and policy to support healthy “Project First Responder.” He has also held posi- and productive coastal ecosystems and a sustain- tions at FEMA and AT&T. able and economically vibrant future for coastal com-
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munities. The UCI efforts focus on the following pro- physiology. Current research includes: antimi- gram areas: crobial effects of plant essential oils on bacteria • Coastal Law and Policy including MRSA and MSSA and fungi and eluci- • Coastal Watershed Management dating the comprehensive chemical mechanism • Coastal Communities and Economies for catalase (kinetic deviations and conformer • Regional Ecosystem Management multiplicity). Tiffany Medley, Lecturer. PhD, City University of BIOLOGY New York. Bernadette Dunphy, Chair, Department of Biology Michael A. Palladino, Dean, School of Science and Professor. PhD, University of Virginia. Pedram Patrick Daneshgar, Assistant Professor. Specializes in male reproductive biology and cell BA, University of Delaware; MS, Saint Joseph’s and molecular biology. Current research University; PhD, University of Florida. includes antimicrobial properties of male repro- Ellen Doss-Pepe, Lecturer. PhD, Rensselaer ductive organs, and cellular and molecular Polytechnic Institute. Specializes in biochem- responses to ischemia and hypoxia in the mam- istry, protein folding and misfolding, and protein malian testis. degradation. Current interests include the rela- Karen Pesce, Lecturer. PhD, Rutgers University. tionship of protein misfolding and degradation as Specializes in environmental microbiology. Current underlying causes of neurodegenerative dis- research interests include microbial community eases. analysis and characterization of novel biodegrada- Bernadette Dunphy, Specialist Professor. PT, D.PT, tive genes from polluted environments. University Medicine and Dentistry, NJ. Dennis E. Rhoads, Professor. PhD, University of Specializes in physical therapy, sports medicine Cincinnati. Specializes in biochemistry and neu- and anatomy and physiology. roscience. Current research on neurobiology of Ivan A. Gepner, Associate Professor. PhD, Princeton alcohol and drug abuse. University. Specializes in genetics and develop- John A. Tiedemann, Assistant Dean of the School of mental biology. Current interests include com- Science and Director of the Marine and puter applications in biology, especially computer Environmental Biology and Policy Program. MS, modeling and simulation of natural phenomena. Florida Institute of Technology. Specializes in Ursula A. Howson, Assistant Professor. PhD, marine ecology, coastal zone management, University of Delaware. Specializes in marine environmental science, and marine and environ- ecology, ichthyology, and invertebrate zoology. mental education. Current applied research Current research includes physiological ecology involves watershed management strategies and and behavior of larval and juvenile fishes, and best management practices for coastal nonpoint image-based analyses of ontogenetic changes source pollution. in their morphology. Kathryn A. Lionetti, Associate Professor. PhD., CHEMISTRY, MEDICAL TECHNOLOGY, AND State University of New York at Stony Brook. PHYSICS Specializes in microbiology and molecular biol- Gregory Moehring, Chair, Department of Chemistry, ogy. Current interests include recombinant DNA Medical Technology, and Physics technology, apoptosis, and applications of molecular biology in clinical diagnostic proce- Azzam S. Elayan, Lecturer. PhD, Wesleyan dures and emerging viral diseases. University. Organometallic chemistry. Synthesis Dorothy Lobo, Associate Professor. PhD, The and characterization of hybrid (organic-inor- Catholic University of America. Specializes in ganic) polymers and catalytically active cell and molecular biology, and signal transduc- organometallic complexes; mechanisms of tion pathways. Current research includes the metal-catalyzed processes, particularly those regulation of stress signaling pathways during involving carbon-carbon bond-forming reactions. cell proliferation and programmed cell death. Bradley J. Ingebrethsen, Lecturer. PhD, Clarkson James P. Mack, Professor. EdD, Teachers College, University. Physical chemistry. Mass transport in Columbia University. Specializes in anatomy and aerosol systems, the fate of aerosols in the envi-
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ronment and in the respiratory tract, and the tion for biomolecules, and studies of structure physical chemistry of cigarette smoke. and thermodynamic changes of nucleic acids Robin R. Kucharczyk, Lecturer. PhD, Yale oligomers. University. Inorganic chemistry. Organometallic Tsanangurayi Tongesayi, Associate Professor. PhD, chemistry of molybdenum and approaches to West Virginia University. Analytical chemistry. teaching introductory chemistry. Speciation, geochemical cycling, and bioavail- Massimilliano Lamberto, Associate Professor. ability of heavy metals in the environment, tech- PhD, University of Southampton (UK). Organic nologies and methods for the removal of toxic chemistry. Small molecule synthesis for the inhi- heavy metals and their compounds from drinking bition of telomerase by G-quadruplex DNA stabi- water, and analytical method development. lization; synthesis of novel chromophoric sys- Xudong Yuan, Scholar in Residence. PhD, tems for dye-sensitized solar cells and sensor University of Georgia College of Pharmacy. applications; synthetic methodology. Medicinal chemistry. Development of new deliv- Kayla Lewis, Assistant Professor. PhD, Georgia ery methods for API’s and/or genes. Institute of Technology. Geophysics, Computer modeling of processes associated with climate COMPUTER SCIENCE AND SOFTWARE change. ENGINEERING J. Luo, Lecturer. PhD, University of Pittsburgh. Jiacun Wang, Chair, Department of Computer Analytical chemistry, Nanotechnology sensors Science and Software Engineering for the real-time monitoring of analytes. Joseph Chung, UNIX Administrator and Teacher S. Mallikarjun, Professor. PhD, University of London, UK. Primary field is liquid state physics. Michiko Kosaka, Associate Professor. PhD, New Current interests include study of crystals and York University. Interests include natural lan- international education. guage processing and artificial intelligence. Gregory Moehring, Associate Professor and Chair. James McDonald, Associate Professor. PhD, New PhD, Purdue University. Inorganic Chemistry. York University. Interests include software verifi- Synthesis and NMR characterizations of transi- cation and validation, project management, and tion metal polyhydride compounds. empirical software engineering. Transformations of small molecules at transition Allen Milewski, Associate Professor. PhD, Brown metal polyhydride compounds. University. Areas of interest include human-com- Datta V. Naik, Vice Provost, Dean of the Graduate puter interactions, contextual communication School and Professor. PhD, University of Notre and awareness, and global software develop- Dame. Analytical-inorganic chemistry. Research ment. interests are detection and control of process Mohammed S. Obaidat, Professor. PhD, Ohio State gases, air quality, and spectroscopic methods of University. Interests include wireless communi- analysis. cations and networks, telecommunications and Jonathan Ouellet, Assistant Professor. PhD, networking systems, security of network, infor- University of Sherbrooke. Biochemistry, main mation, and computer systems, security of e- research interests consist of nucleic acid struc- based systems, performance evaluation of com- ture and folding dynamics. puter systems, algorithms, and networks, model- Ellen Rubinstein, Lecturer. PhD, University of Notre ing and simulation, high performance and paral- Dame. Polymer chemistry, water analysis related lel computing/computers, applied neural net- coastal lake eeutropification. works and pattern recognition, adaptive learning, William L. Schreiber, Lecturer. PhD, University of and speech processing. Rochester. Organic chemistry. Organic synthe- Daniela Rosca, Associate Professor. PhD, Old sis, process research, organic photochemistry, Dominion University. Interests include require- odor perception, and chemical education. ments elicitation, analysis and specification, and Danuta Szwajkajzer, Lecturer. PhD, Rutgers methodologies for the development and use of University. Biophysical chemistry. Chemistry of business rules. proteins and nucleic acids, thermodynamics of Richard Scherl, Associate Professor. PhD, drugs binding to DNA, mechanisms of recogni- University of Illinois and University of Chicago.
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Interests include artificial intelligence (especially • MS Computer Science, Security of knowledge representation, automated reason- Information Systems and Networks, ing, and natural language processing), cognitive Thesis or Non-Thesis Track science, and databases. William Tepfenhart, Professor. PhD, University of GRADUATE CERTIFICATE IN COMPUTER SCI- Texas. Interests include artificial intelligence, ENCE: SOFTWARE SYSTEMS DESIGN AND software architecture, and software design. DEVELOPMENT Jack M. Van Arsdale, Associate Professor. MSEE, The Graduate Certificate Program in Polytechnic Institute of New York. Interests Computer Science: Software Systems Design and include digital and microcomputer-based design, Development is specifically designed to provide digital phase-lock loop frequency synthesis, and essential software development skills, including com- digital synthesis. puter programming, data structures, algorithms, and Jiacun Wang, Professor and Chair. PhD, Nanjing operating systems for graduates of programs with University of Science and Technology, China. minimal or no computer science training. Those stu- Interests include software architecture, Petri dents receiving the certificate will be: nets, real-time systems, discrete event systems, • Knowledgeable of and competent in the telecommunications, and networking. use of object-oriented programming lan- Cui Yu, Associate Professor. PhD, National guages and techniques, including University of Singapore. Interests include data- advanced features of Java and C++ and base management systems, spatial databases, efficient code design; and information storage and retrieval. • Knowledgeable of fundamental data structures and computing algorithms; MASTER OF SCIENCE IN COMPUTER SCIENCE • Knowledgeable of operating system con- (MS) cepts, design, development, and applica- The Master of Science in Computer Science tions; provides a broad background in graduate-level com- • Able to design and develop computer puter science study. The thirty- to forty-five-credit programs of realistic and practical com- program allows the student to choose a thesis option plexity, either as individuals or as part of or a non-thesis option. Students may also choose to a team. specialize in Computer Networks, Databases and Intelligent Information Systems, or Security of The certificate program will generally be a Information Systems and Networks. When the appli- three- to five-course sequence, depending on the cant has a strong background in computer science, prior programming skills of the applicant. A student such as a bachelor’s degree in computer science can be admitted to the certificate program with with excellent standing, up to fifteen credits “advanced standing,” having been given credit for rel- (CS501B-CS509) may be waived. Other majors may evant experience or courses taken previously. be required to take some or all of these courses. However, a student must take at least three courses These foundation courses must be completed with a in the sequence at Monmouth in order to receive the minimum GPA of 3.0, and all prerequisite courses certificate. If the applicant has some programming must be passed with a grade of “B-” or better. background, but insufficient or non-recent training with modern programming languages, he or she can Please refer to the curriculum charts in the appendix be conditionally admitted and required to take a sixth for program requirements. All curriculum charts are course, CS501A, as an alternative to delaying admis- detailed and displayed in Appendix “B.” sion while the programming prerequisite is being met. • MS Computer Science, Thesis or Non- The certificate program is intended to serve Thesis Track primarily part-time students employed by area busi- • MS Computer Science, Computer ness, education, and government organizations. It Networks, Thesis or Non-Thesis Track may also be an opportunity for professional develop- • MS Computer Science, Databases and ment, career change, or career enhancement in situ- Intelligent Information Systems, Thesis or ations where computer programming is a valued skill. Non-Thesis Track Upon completion of the program with a GPA of 3.00
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or better, the student will receive a certificate and ments analysis, architecture, construction, or guaranteed admission to the Computer Science quality assurance; Graduate Program at Monmouth University. 5. Reconcile conflicting project objectives, finding However, none of the certificate courses can be acceptable compromises within limitations of applied to the main eleven-course master’s degree cost, time, knowledge, existing systems, and requirement. organizations; 6. Design appropriate software engineering solu- Please refer to the curriculum chart in the appendix tions that address ethical, social, legal, and eco- for program requirements. All curriculum charts are nomic concerns; detailed and displayed in Appendix “B.” 7. Understand and appreciate the importance of • Certificate Software Systems Design and feasibility analysis, negotiation, effective work Development habits, leadership, and good communication with stakeholders in a typical software development MASTER OF SCIENCE IN SOFTWARE ENGI- environment; NEERING (MS) 8. Learn new models, techniques, and technologies Monmouth University was one of the first as they emerge, and appreciate the necessity of institutions in the United States to recognize the such continuing professional development; newly emerging discipline of Software Engineering 9. Analyze a current significant software technol- by establishing a separate department to specialize ogy, be able to articulate its strengths and weak- in this strategic engineering discipline. The depart- nesses, and be able to specify and promote ment offers a Master of Science Degree in Software improvements or extensions to that knowledge. Engineering and two graduate certificate programs: the Certificate in Software Development and the All classes are held in the late afternoon, and Certificate in Software Engineering. most of our students are from New Jersey’s premier The objective of the master’s degree pro- software industries. The department offers the entire gram is for the student to master the necessary skills program at the main campus of Monmouth and knowledge that allow him or her to be an effec- University. The Master of Science in Software tive member of a software development team. The Engineering degree is a thirty-credit curriculum, with program’s educational objectives are to prepare stu- four core courses, four advanced elective courses, dents so that upon graduation they will: and a six-credit thesis or practicum. The core 1. Show mastery of the software engineering courses provide the student with the foundations of knowledge and skills and professional issues modern software engineering. When the applicant necessary to practice as a software engineer in a has a background other than computer science or variety of application domains with demonstrated software engineering, up to twelve credits of founda- performance in at least one application domain; tion courses may be required before registering for 2. Understand the relationship between software the core courses. These foundation courses must be engineering and systems engineering and be passed with a grade of “B-” or better. Students can able to apply systems engineering principles and opt for writing a thesis or participating in a group practices in the engineering of software; practicum for two semesters as their capstone expe- 3. Show mastery of software engineering in at least rience before graduation. one specialty, such as embedded devices, safety For students who have already completed a critical systems, highly distributed systems, soft- bachelor’s degree in software engineering, the ware engineering economics, or one of the department offers an advanced track, which gives knowledge areas of the Graduate Software students the opportunity to earn a master’s degree Engineering Reference Curriculum (GSWERC) after completion of a thirty-credit curriculum. In addi- body of knowledge; tion, students may choose between two paths within 4. Work effectively as part of a team, including this track, the thesis or non-thesis option. If students teams that may be international and geographi- choose the thesis option, they will complete the core cally distributed, to develop quality software arti- courses, research and write a thesis over two semes- facts, and to lead in one area of project develop- ters, and choose and complete two pairs of advanced ment, such as project management, require- elective courses. Students who choose the non-the-
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sis option will complete the core courses and choose Richard Bastian, Lecturer. PhD, Johns Hopkins and complete three pairs of advanced elective University. Interests include applied mathemat- courses. Finally, all students will take one advanced ics, mathematics and culture, and philosophy of elective course from the list of non-paired courses. mathematics. Barbara Lynn Bodner, Professor. EdD, Rutgers Please refer to the curriculum charts in the appen- University. Interests include heuristic process dix for program requirements. All curriculum charts use in problem-solving, integration of computer are detailed and displayed in Appendix “B.” technology, and applications into the curriculum, • MS in Software Engineering as well as the study of mathematics from histor- • MS in Software Engineering, Advanced ical and artistic perspectives. Track Micah Chrisman, Associate Professor. PhD, University of Hawaii. Interests include algebraic SOFTWARE ENGINEERING CERTIFICATE topology, low-dimensional topology, and knot PROGRAMS theory. The certificate in Software Development, Joseph Coyle, Associate Professor. PhD, University which includes fifteen credits of foundation courses of Delaware. Interests include numerical analy- plus a three-credit project course, prepares students sis and inverse problems. to become proficient software developers. It also Bonnie Gold, Professor. PhD, Cornell University. serves as a foundation for those who do not have the Interests include philosophy of mathematics and necessary background but hope to enter the mas- innovation in undergraduate mathematics edu- ter’s degree program. It is the ideal starting point for cation. those holding bachelor’s degrees in disciplines other Zachary Kudlak, Assistant Professor. PhD, than software engineering or computer science who University of Rhode Island. Interests include are interested in a career in software engineering or combinatorics, difference equations, graph the- who hope to do software development in their cho- ory, and mathematical pedagogy. sen field. Betty Liu, Professor. PhD, University of Maryland. The certificate in Software Engineering is an Interests include numerical solution of differential eighteen-credit program that prepares graduates to equations and mathematical modeling. become effective members of a software develop- David C. Marshall, Associate Professor and Chair, ment team. Students gain an understanding of team PhD, University of Arizona. Interests include capability, dynamics, and performance. number theory, commutative algebra, and the Requirements include the fifteen credits of core theory of bilinear and quadratic forms. courses needed for the Master of Science in Susan H. Marshall, Associate Professor. PhD, Software Engineering, as well as a course (three University of Arizona. Interests include number credits) in software project management. (Up to fif- theory, arithmetic geometry, and the learning and teen credits of foundation courses may also be teaching of proof. required.) Upon completion of this program, students Emanuel Palsu-Andriescu, Lecturer. PhD, will have the ability to design software that solves University of Rochester. Interests include practical problems, a critical skill for career success microlocal analysis, Colombeau generalized and advancement. functions, and Fourier integral operators. Wai K. Pang, Assistant Professor. PhD, Texas Tech Please refer to the curriculum charts in the Appendix University. Interests include functional data “B” for program requirements. analysis, image analysis, and multi-sample prob- • Certificate in Software Development lems in Hilbert spaces • Certificate in Software Engineering Bruce Ralli, Lecturer. MS, Georgian Court University. Interests include teaching mathemat- MATHEMATICS ics and technology in the classroom. David C. Marshall, Chair, Department of Mathematics
Monmouth University 77 78 Monmouth University
Leon Hess Business School Course Descriptions Course DEAN: Donald M. Moliver, PhD, CRE, MAI Social Policy, which has been endowed through ASSOCIATE DEAN: Gilda Agacer, PhD generous gifts in the name of Jack T. Kvernland, a INTERIM MBA PROGRAM EXECUTIVE late trustee of the University. Professor Guy Oakes DIRECTOR: Peter Reinhart, Esq. of the Management and Decision Sciences MBA PROGRAM DIRECTOR: Susan Gupta, PhD Department currently occupies this chair. Professor Oakes is studying problems concerning the relation- The Leon Hess Business School is dedi- ship between corporate, public, and private values cated to providing an education that qualifies its in American life. The School also administers the graduates for positions of leadership. Curricula are Kislak Real Estate Institute, which is directed by developed, taught, and regularly updated by a fac- Director Peter Reinhart of the Economics, Finance, Leon Hess Business School ulty with strong academic and business experience. and Real Estate Department. Dean Moliver holds Critical thinking, effective communication skills, and the Steven and Elaine Pozycki Endowed Professor a flexible managerial perspective are emphasized. Chair in Real Estate. The Center for The Leon Hess Business School is accredited by Entrepreneurship, which is directed by Professor AACSB International — the Association to Advance Joseph McManus, is also part of the Leon Hess Collegiate Schools of Business. Business School. The Center has been regarded as The MBA program is designed to develop a one of the nation’s outstanding programs in entre- comprehensive background in the theory and prac- preneurship. tice of business management decision-making and The top 20% of MBA graduates and 10% of concentrates on contemporary managerial respon- undergraduate junior and senior students are eligi- sibilities in a dynamic environment. All curricula ble for election to Beta Gamma Sigma, the underscore the complexity and diversity of manage- International Honor Society for AACSB-accredited rial decisions in the global economy. Instruction in business schools. small-size classes stresses close contact with fac- ulty and promotes collaborative work. Student Honor Society: Beta Gamma Sigma Within the Leon Hess Business School is the Kvernland Chair in Philosophy and Corporate
Monmouth University 79 Leon Hess Business School
ACCOUNTING ECONOMICS, FINANCE, AND REAL ESTATE Linda Flaming, Chair, Department of Accounting Andreas C. Christofi, Chair, Department of Economics, Finance, and Real Estate Gilda Agacer, Associate Professor and Associate Dean of the Leon Hess Business School. PhD, Nahid Aslanbeigui, Professor. PhD, University of University of South Carolina. Teaching interests Michigan. Specializes in globalization, economic include financial and management accounting, development, and the history of economic advanced accounting topics, cost accounting, thought. Additional interests include economics and international accounting. Research interests education and the economic status of women. include the areas of auditor’s independence and Barrie Bailey, Associate Professor. PhD, University ethics, and total quality management. of Central Florida. Research interests include Linda Flaming, Associate Professor and Chair. PhD, international mutual fund performance and University of Oklahoma; CPA, Oklahoma. finance education. Teaching interests include all levels of financial John Burke, Specialist Professor of Finance. MBA, and managerial accounting. Research interests Indiana University. His professional career are in tax, audit, accounting, and investor deci- spanned twenty-seven years on both the sell- sion-making. side and buy-side of Wall Street. He spent ten Yihong He, Associate Professor. PhD, Cleveland years at PaineWebber, Inc., where he was a State University. Teaching interests include finan- Managing Director, heading the Global Equity cial and managerial accounting, auditing, and Derivatives group, with operations in New York, international accounting. Research interests are London, and Tokyo; he was also responsible for in the areas of capital markets accounting and Proprietary Trading. He subsequently spent two international accounting in the emerging markets. years at Deutsche Bank, AG as Director and Co- Paul J. Savoth, Associate Professor. JD, Seton Hall Head of the Global Structured Products Group University; LLM, Villanova University. Interests with operations in New York, Frankfort, London include various areas of business areas of busi- and Tokyo, as well as running Proprietary ness law and federal taxation. Trading in New York. After twelve years on the Douglas Stives, Specialist Professor. MBA, Lehigh sell-side, Professor Burke moved to the buy-side University. CPA; New Jersey. Teaching interests and formed the Rumson Capital LLC, a $500mm are in the areas of taxation. hedge fund, engaging in global arbitrage strate- Nancy Uddin, Associate Professor. PhD, Rutgers gies, which he ran for fifteen years. University. Research and teaching interests Andreas C. Christofi, Professor and Chair. PhD, include the areas of auditing and accounting Pennsylvania State University. Research inter- information systems. ests include pricing of capital assets, invest- Minna Yu, Assistant Professor. PhD, Kent State ments, fixed income securities, and international University. Teaching interests include manage- finance. Additional interests include derivatives rial accounting, financial accounting, and inter- and econometrics. national accounting. Current research interests Judex Hyppolite, Assistant Professor. PhD, Indiana include analyst forecasts, accrual anomaly, and University. corporate governance. Y. Lal Mahajan, Associate Professor. PhD, Rutgers Ronald Zhao, Associate Professor. PhD, Texas Tech University. Research interests include econo- University. Teaching and research interests are metric models for credit unions, corporate in the areas of cost and management account- finance, portfolio analysis, and investment the- ing, international accounting, and corporate ory. Other interests include monetary policy finance. effects on interest rates, inflation, and the stock market.
80 Monmouth University Leon Hess Business School
Donald M. Moliver, Professor, Dean of the Leon MANAGEMENT AND DECISION SCIENCES Hess Business School and the Steven and Joseph B. Mosca, Chair, Department of Elaine Pozycki Endowed Professorship. PhD, Management and Decision Sciences Virginia Polytechnic Institute, CRE, and MAI designations. Research interests include real Gwendolyn Y. Alexis, Associate Professor. PhD, New estate finance and valuation. School for Social Research; JD, Harvard Law Patrick O’Halloran, Associate Professor. PhD, School; MAR, Yale Divinity School. Research University of Wisconsin - Milwaukee. Principal interests include corporate governance, interna- research interests are in labor economics, dis- tional corporate responsibility, business ethics, crimination, payment scheme, and econometrics. global civil society, and religious diversity. Steven Pressman, Professor. PhD, New School for Daniel Ball, Associate Professor. PhD, University of Social Research. Associate editor and book Massachusetts. Primary interests include tech- review editor of the Eastern Economic Journal, nology and operations management, real treasurer of the Eastern Economic Association, options, risk-based distributed decision-making, and co-editor of the Review of Political the modeling and simulation of complex sys- Economy, an international journal of post- tems, logistics, operations research, manage- Keynesian economics. Primary fields of interest ment science, and system sustainability. are macroeconomics, poverty and income distri- John S. Buzza, Specialist Professor. MA, University bution, public finance, and the history of eco- of Phoenix. Primary interests include teaching, nomic thought. entrepreneurial endeavors, and philanthropic Peter S. Reinhart, Esq., Specialist Professor, activities. Director of the Kislak Real Estate Institute, and Edward W. Christensen, Associate Professor, Vice Interim MBA Program Executive Director. JD, President for Information Management, and Rutgers Law School, Camden. BA, Franklin and Interim Dean of the Library. PhD, Rutgers Marshall College. Served as Senior Vice University. Specializes in management informa- President and General Counsel for Hovnanian tion systems organization and administration, Enterprises, Inc., for thirty-three years. Also including the use of information technology to served on the Council on Affordable Housing for support decision-making and strategy. ten years and was a member of the Real Estate Scott A. Jeffrey, Assistant Professor, BSC, MBA, Task Force of Governor Whitman’s Economic Santa Clara University, PhD, University of Master Plan Commission. He was also a past Chicago. Performs research on the use of incen- president of the New Jersey Builders’ tives and goal setting in organizations. Association and is the current Chairman of New Particularly focuses on non-cash tangible incen- Jersey Future. Mr. Reinhart has authored arti- tives such as travel and merchandise. cles for Housing New Jersey, Tri-State Real Joseph J. McManus, Assistant Professor and Estate Journal, and New Jersey Lawyer. Director of the Center for Entrepreneurship. PhD, Benedicte Reyes, Associate Professor. PhD, Rutgers University, MBA, Pepperdine University, Columbia University. Research interests include JD, Rutgers University School of Law, Camden. international corporate finance and capital mar- Research interests include organizational mis- kets deregulation. conduct, business ethics, corporate social Robert H. Scott III, Associate Professor. PhD, responsibility, and social entrepreneurship. University of Missouri at Kansas City. Research Joseph B. Mosca, Associate Professor and Chair. interests include credit cards, start-up business EdD, New York University. Primary specializa- financing, and interpreting the work of Kenneth tions are human resource management, human Boulding. relations, and active teaching methods. His cur- rent research interests focus on developing hybrid courses, employee behavior, and jobs of the twenty-first century.
Monmouth University 81 Leon Hess Business School
Roy Nersesian, Professor. MBA, Harvard Business process, especially regarding small businesses School. Interests lie in incorporating quantitative regulated by state government. content into management course development. Min Hua Lu, Associate Professor and Chair. DBA, Author of ten books on simulation, financial risk George Washington University. Primary interests management, energy, and energy modeling. are in strategic marketing management, interna- Guy Oakes, Jack T. Kvernland Professor of tional/global marketing management, and global Philosophy and Corporate Social Policy. PhD, sustainability of economics. Cornell University. Primary research areas are David P. Paul III, Associate Professor. PhD, Old the history and philosophy of the social sciences Dominion University; DDS, Virginia and the sociology of ethics. Commonwealth University; Medical College of Stuart Rosenberg, Associate Professor. PhD, Virginia. Primary interests are in marketing and Fordham University. Research interests include healthcare management. case writing, managerial economics, and the Joseph Rocereto, Associate Professor. PhD, Drexel relationship between management and culture. University. Primary research interests are brand Primary area of focus is strategic management. anthropomorphization, customer loyalty, strate- Eugene S. Simko, Associate Professor. MBA, gic branding, and integrated marketing commu- Temple University, PhD, Baruch College of the nications. Other interests include the use of color City University of New York. Primary area of in marketing communications and the effects of research is comprehensive strategic manage- self-concept congruity constructs. ment. Michaeline Skiba, Associate Professor. EdD, Donald R. Smith, Associate Professor. PhD, Columbia University. Research interests include University of California at Berkeley. Research healthcare education, management challenges interests include applied quantitative decision within managed care settings, social and behav- making, operations research, and management ioral issues associated with pharmaceutical pro- science. motions and marketing strategy, and general Charles Willow, Associate Professor. PhD, management development topics. University of Houston. Principal research and teaching interests are in management informa- MASTER OF BUSINESS ADMINISTRATION (MBA) tion systems, innovations management, e-com- The mission of the MBA Program is to serve merce, technology management, and decision well-qualified graduate students who are committed sciences. to pursuing higher levels of professional responsibil- ity, enhancing their competencies, and improving MARKETING AND INTERNATIONAL BUSINESS their value to the organizations they serve. The grad- Min Hua Lu, Chair, Department of Marketing and uate program combines management theory and International Business practice in a contemporary managerial context. Curricula underscore the complexity and diversity of Susan Forquer Gupta, Associate Professor and managerial decisions in national and global MBA Program Director. PhD, University of economies. Students learn in small classes that pro- Tennessee-Knoxville. Primary interests include mote close interaction with our business faculty and international and global marketing and brand also benefit from the special contributions of visiting management, national culture measures and lecturers. cultural value dimensions, environment and Five MBA options are open to students: a behavior and the context of decision making, general MBA (which may be pursued either in a reg- cross cultural virtual teams, and sustainable ular or accelerated mode), an MBA Accounting (environment, societal, and economic) commu- Track, a Real Estate Track, a Finance Track, and an nity development. MBA with a concentration in Healthcare Amy Handlin, Associate Professor. PhD, New York Management. The Leon Hess Business School also University. Primary interests are in applications offers post-MBA certificates in Accounting and of marketing to public policy and in the lobbying Healthcare Management.
82 Monmouth University Leon Hess Business School
Students must complete a minimum of thirty The State of New Jersey requires candi- credits in the general MBA program, thirty-six credits dates for the CPA examination to have completed a in the Accounting Track and Healthcare Management minimum of 150 credit hours of higher education. Concentration, and thirty-three credits in the Finance The MBA helps students comply with the 150-credit and Real Estate Tracks. Programs include core and rule while earning a graduate degree. The require- beyond-the-core courses as well as guided electives. ment can be satisfied in either of two ways: (1) stu- After admission, permission is required to take dents who have obtained an undergraduate courses at other institutions. Accounting degree may continue to earn a general MBA; (2) students who have undergraduate degrees Please refer to the curriculum charts in the appendix in fields other than Accounting may earn an MBA with for program requirements. All curriculum charts are a specialization in Accounting. Students who have an detailed and displayed in Appendix “B.” undergraduate Accounting degree are not encour- • MBA aged to pursue the MBA Accounting Track. • MBA Accounting Track • MBA Finance Track Please refer to the curriculum charts in the appendix • MBA Real Estate Track for program requirements. All curriculum charts are • MBA with a Concentration in Healthcare detailed and displayed in Appendix “B.” Management • Post-MBA Certificate in Accounting • Post-MBA Certificate in Healthcare Management
Monmouth University 83 84 Monmouth University
School of Education Course Descriptions Course DEAN: Lynn Romeo, EdD degree, that leads to an initial certification (Early ASSOCIATE DEAN: Jason Barr, PhD Childhood Elementary Track, Elementary Track, Education Secondary Track, K-12 Track for Art, Health and The School of Education (SOE) was estab- Physical Education, Music, Chinese, and Spanish) lished in 1995 to broaden and increase support for with options of blending various endorsements, such Monmouth University’s education programs. The as English as a Second Language (ESL), Teachers goal of the School is to provide highly effective pro- of Students with Disabilities (TSD), and Middle grams to prepare practitioners who can help all stu- School Teachers, a Subject Endorsement in Chinese dents to learn in diverse school settings. Candidates – Certificate of Eligibility with Advanced Standing are mentored by a diverse faculty that models best (CEAS), endorsements in English as a Second practices grounded in research. The School seeks Language, Bilingual/Bicultural, and a certificate in to foster collaboration and partnerships among Teaching English to Speakers of Other Languages University faculty, students, staff, school practition- (TESOL). Curriculum and Instruction also offers a ers, and community representatives to improve stu- MSEd in Special Education (with an option for dent achievement. Programs are rooted in the belief Teacher of Students with Disabilities, Autism, that all students can learn and are guided by four Teaching in Inclusive Settings, or Learning key themes: (1) the importance of both pedagogical Disabilities Teacher – Consultant Tracks). A graduate and content knowledge and a commitment to life- endorsement in Teacher of Students with Disabilities long learning, (2) an emphasis on collaboration and and a post-master’s endorsement in Learning partnerships with schools and local communities, Disabilities Teacher Consultant are also available. (3) the important role played by cultural diversity The Department of Educational Leadership, and individual differences in the teaching/learning School Counseling, and Special Education offers a process, and (4) the need to develop educational Master of Science in Education degree in the areas leadership skills consistent with professional ethics. of Principal (with an option for Principal/School The School of Education consists of two Administrator), School Counseling, Student Affairs departments. The Department of Curriculum and and College Counseling, Reading Specialist, and Instruction offers a Master of Arts in Teaching (MAT) Speech-Language Pathology; graduate endorse-
Monmouth University 85 Education
ments in Early Childhood and Student Assistance Wendy Harriott, Associate Professor and Chair. Coordinator; and post-master’s endorsements in PhD, Pennsylvania State University. Supervisor and Director of School Counseling Professional interests include special education, Services. behavior management, and inclusive education. The SOE programs emphasize state and Jiwon Kim, Assistant Professor. BA, MA, Korea national curriculum standards and research-based University, Seoul, South Korea; PhD, Purdue best practice designed to improve student learning University. and to prepare P-12 students to be successful in the Stacy Lauderdale-Littin, Assistant Professor. PhD, 21st-century global economy. Programs are University of California, Riverside. Professional designed to improve a candidate’s critical thinking, interests include Autism Spectrum Disorders. communication, and problem-solving skills as these Carol McArthur-Amedeo, Lecturer. EdD, Rutgers apply to P-12 student learning. The School’s pro- University. Professional interests include teacher grams also integrate state-of-the-art computer tech- retention in special education, science educa- nologies that can be applied in P-12 classrooms, tion, and students with emotional and behavioral school administration, and student counseling. The disabilities. School has its own computer lab and offers its own Bruce A. Normandia, Associate Professor. EdD, online and Web-enhanced courses. Rutgers University. Professional interests The School’s graduate faculty members are include equity and access to important mathe- experienced practitioner-scholars whose teaching matics for all learners. reflects the most recent theory and research that Kathleen Rapp, Instructor. MEd, Monmouth candidates can apply as best practice in diverse University. classroom and school settings to develop effective Dorothy Varygiannes, Lecturer. EdD, Seton Hall schools and improve student learning. All programs University. Specialty is mathematics education. incorporate integrated field experiences to enable Cathy Wong, Assistant Professor. PhD, Texas Tech candidates to work with students in actual school set- University. tings and encourage interaction with teachers, administrators, and community representatives. MASTER OF ARTS IN TEACHING (MAT) MAT students are expected to have com- CURRICULUM AND INSTRUCTION pleted the content discipline prior to beginning the Wendy Harriott, Chair, Department of Curriculum graduate program. Some Monmouth University stu- and Instruction dents are admitted to graduate study before a coher- ent sequence of at least thirty credits in a recognized Judith Bazler, Professor. EdD, University of liberal arts discipline (e.g., art, English, mathematics) Montana. Specialty is curriculum design and sci- has been completed. These students are expected to ence education and informal science (e.g., do all remaining undergraduate course work at museums). Founder of the Smart Discovery Monmouth. In cases where the student is unable to Center, Bethlehem, Pennsylvania. take the appropriate classes at Monmouth due to Mary Brennan, Specialist Professor. MS, Lehman time conflicts, the students may be given permission College. Areas of interest include learning dis- to take one or all of these discipline-specific courses abilities assessment and education, student at a two-year institution. In these limited cases, the advocacy, and in-service training. Monmouth University MAT students who obtain per- Laurel Chehayl, Assistant Professor. PhD, Kent mission to enroll at two-year institutions while in the State University. Curriculum and Instruction: MAT program may transfer the credits to Monmouth Teacher Education, Secondary Literacy, during their last semester in the MAT program. These Curriculum Studies. credits will be posted to a Monmouth University Letitia Graybill, Lecturer. EdD, Rutgers University. undergraduate transcript after completion of their Professional interests include issues in science MAT program so as to comply with New Jersey Code and society and applications of computer tech- Section 6A:9-5.11. nology to classroom teaching.
86 Monmouth University Education
Please refer to the curriculum charts in the appendix • MAT Initial Certification, Spanish or for program requirements. All curriculum charts are Chinese K-12 Subject Specific with detailed and displayed in Appendix “B.” Endorsement in English as a Second • MAT Initial Certification, Early Childhood Language (ESL) Elementary Track (P-3 Early Childhood Certification with Elementary K-5 MASTER OF SCIENCE IN EDUCATION (MSEd) Certification) Please refer to the curriculum charts in the appendix • MAT Initial Certification, Elementary Track for program requirements. All curriculum charts are (K-5 Elementary Certification) detailed and displayed in Appendix “B.” • MAT Initial Certification, Elementary Track • MSEd Special Education - Autism Track (K-5 Elementary Certification) with • MSEd Special Education - Teacher of Endorsement in Teacher of Students with Students with Disabilities Track Disabilities • MSEd Special Education - Teaching in • MAT Initial Certification, Elementary Track Inclusive Settings Track (K-5 Elementary Certification) with • MSEd Special Education - Learning Endorsement in English as a Second Disabilities Teacher-Consultant Track Language (ESL) • MAT Initial Certification, Elementary Track EDUCATIONAL LEADERSHIP, SCHOOL and Middle School Endorsement Track COUNSELING, AND SPECIAL EDUCATION (K-5 Certification with Content Tina Paone, Chair, Department of Educational Specialization Endorsement 5-8); Leadership, School Counseling, and Elementary Track and Middle School Special Education Endorsement in: English, Social Studies, Science, or Mathematics Harvey Allen, Assistant Professor. EdD, Rutgers • MAT Initial Certification, Secondary Track University. Areas of professional interest include with 9-12 Certification and Subject mathematics, interdisciplinary teaming, and mid- Endorsement in English, Social Studies, dle school design. Mathematics, Biology, Chemistry, and Jason Barr, Associate Professor and Associate Physical Science Dean. PhD, Fordham University. Trained in • MAT Initial Certification, Secondary Track developmental theory with specific emphasis on with 9-12 Certification and Subject the application of developmental theory. Areas of Endorsement in English, Social Studies, interest include empathy in adolescence and Mathematics, Biology, Chemistry, and children’s task persistence. Physical Science with Endorsement in Kerry Carley-Rizzutto, Assistant Professor. MA, English as a Second Language (ESL) Brooklyn College. • MAT Initial Certification, Secondary Track JoAnne Cascia, Assistant Professor. EdD, Nova with 9-12 Certification and Subject Southeastern University. Professional interests Endorsement in: English, Social Studies, include language development and disorders, Mathematics, Biology, Chemistry, and articulation disorders, sensory integration disor- Physical Science with Endorsement in ders, autism, and supervision. Teacher of Students with Disabilities Carolyn Groff, Associate Professor. PhD, Rutgers • MAT Initial Certification, K-12 University. Specialty is literacy/language arts (Certification K-12 Track and Subject and elementary education. Endorsement); K-12 Certification in: Art, Pamela Jones, Specialist Professor and Clinical Health and Physical Education, and Director of Speech-Language Pathology. MA Music Audiology, Montclair University; MA Speech- • MAT Initial Certification, K-12 Language Pathology, Kean University. (Certification K-12 Track and Subject Professional interests include early identification Endorsement); K-12 Certification in: of hearing loss and central auditory processing Spanish or Chinese disorders, aphasia, craniofacial disorders includ-
Monmouth University 87 Education
ing cleft palate, autism, language disorders, and MASTER OF SCIENCE IN EDUCATION (MSEd) feeding and swallowing disorders. Please refer to the curriculum charts in the appendix Jose M. Maldonado, Associate Professor. PhD, for program requirements. All curriculum charts are University of Arkansas. Areas of interest include detailed and displayed in Appendix “B.” multicultural counseling and school counseling. • MSEd Principal* Elisabeth Mlawski, Assistant Professor of Speech- • MSEd Principal/School Administrator Language Pathology. MS, Northern Arizona Track* University. Research interests include effectives • MSEd Reading Specialist of treatment, language development across the • MSEd School Counseling lifespan, and language and literacy in school- • MSEd Student Affairs and College age children. Counseling Cynthia O’Connell, Specialist Professor. MEd, The • MSEd Speech-Language Pathology College of New Jersey, Post Master’s Certificate (Available Summer, 2014, pending in School Counseling, Director of School accreditation approval) Counseling and Student Assistance Coordinator, Georgian Court University. Professional interests * Successful completion of the MSEd Principal or MSEd include school counseling topics such as school Principal/School Administrator programs also lead to Supervisor certification. climate change, at-risk youth, careers, and spiri- tuality in counseling. CERTIFICATE PROGRAMS Tina Paone, Associate Professor and Chair. PhD, The School of Education at Monmouth University of Nevada, Reno. Areas of profes- University also offers certificate programs. The post- sional interest include school counseling, group baccalaureate TESOL Certificate program provides counseling, diversity, and play therapy. training to those who are not certified K-12 classroom Patricia Remshifski, Assistant Professor. PhD, teachers but are interested in receiving formal Seton Hall University. TESOL training. This training enables them to teach Lynn Romeo, Dean and Associate Professor. EdD, English as a Second Language in adult communities Rutgers University. Areas of professional interest or abroad. include literacy, comprehension instruction, The Autism Certificate is a completely online mentoring, and electronic dialoguing. certificate program recommended for teachers, Terri Rothman, Associate Professor. PhD, related service providers, and Child Study Team mem- University of Albany, State University of New bers or other professionals to develop a clear under- York. Areas of interest include factors that pro- standing of the characteristics of students with Autism mote success for at-risk children (including chil- Spectrum Disorders, as well as to learn effective, dren with disabilities and chronic health prob- research-based teaching strategies; social, commu- lems), multicultural approaches to child develop- nicative, and behavioral interventions; and valuable ment, social and psychological foundations of supports for use within the educational environment. education, and applied research. Pietro Sasso, Assistant Professor. PhD, Old ENDORSEMENTS Dominion University. Research interests include The School of Education at Monmouth masculinity, alcohol misuse, and identity devel- University also offers six graduate endorsements: opment in traditional college students as well as Bilingual/Bicultural, English as a Second Language academic advising and the college (ESL), Early Childhood, Teacher of Students with fraternity/sorority experience. Member of ACA, Disabilities, Student Assistance Coordinator, and a NACADA, NASPA, ACPA, and AFA. Subject Endorsement in Chinese – Certificate of Lilly Steiner, Assistant Professor. EdD, Boston Eligibility with Advanced Standing (CEAS); and four University; MA, University of North Dakota; BA, post-master’s endorsements: Supervisor, Director of University of Wisconsin-LaCrosse. Research School Counseling Services, and Learning interests include family literacy and creating Disabilities Teacher-Consultant. These programs are strong home-school partnerships. for teachers and counselors who wish to change spe-
88 Monmouth University Education
cialties or enhance their skills in dealing effectively dent teaching) that prepares teachers for K-12 with diverse populations in the schools. Students Chinese classrooms. Students may apply directly to may earn graduate endorsements without matriculat- the program after earning a bachelor’s degree in the ing into a master’s degree program. Post-master’s Chinese language and culture or equivalent. endorsements require a master’s degree as a pre- Students with a strong Chinese language and culture requisite. All programs are approved by the New background who are seeking a career change to Jersey State Department of Education. become a first-time teacher may also apply. The subject endorsement in Chinese - Certificate of Eligibility with Advanced Standing Please refer to the curriculum charts in the appendix (CEAS) is a twenty-four-credit non-degree program for program requirements. All curriculum charts are (fifteen credits of course work and nine credits of stu- detailed and displayed in Appendix “B.”
Monmouth University 89 90 Monmouth University The Marjorie K. Unterberg School of
Nursing and Health Studies Course Descriptions Course DEAN: Janet Mahoney, PhD Health and Physical Education; a Health Studies ASSOCIATE DEAN: Sharon W. Stark, PhD minor for non-nursing majors; and an undergraduate interdisciplinary certificate in gerontology. The Marjorie K. Unterberg School of Nursing Registered nurses with a bachelor’s degree and Health Studies was established in 1998. The in a field other than nursing can bridge into the mas- school offers an upper-division Bachelor of Science ter’s program by taking three upper-division nursing in Nursing (BSN) program for registered nurses; an courses at Monmouth University prior to taking RN to MSN Direct Program for registered nurses; a courses in the MSN track of his or her choice. Master of Science in Nursing (MSN) degree for Students are allowed to take preparatory nursing nurses seeking preparation as an adult-gerontologi- courses concurrently with graduate courses when cal or family nurse practitioner, nurse administrator, scheduling allows. The School also houses the nurse educator, school nurse, psychiatric and men- Sigma Theta Tau student honor society, Lambda tal health nurse practitioner, or forensic nurse; and a Delta Chapter, the International Nursing Honor post-master’s Doctor of Nursing Practice (DNP) Society; Epsilon Gamma Chapter and Eta Gamma Nursing and Health Studies degree for nationally certified nurse-practitioners and Sigma National Health Education Honor Society. nurse executives. Five post-master’s certificates are The School of Nursing and Health Studies available for master’s degree-prepared nurses seek- reflects in its philosophy the mission of Monmouth ing preparation as an adult-gerontological or family University: to provide a learning process and envi- nurse practitioner, nurse administrator, psychiatric ronment that enables students to realize their full and mental health nurse practitioner, or nurse edu- potential and enhance the quality of life for individu- cator. Graduate certificates are available for school als, families, groups, and the community. Advanced nurses and forensic nurses. We also offer a nursing practice facilitates cost-effective consumer Bachelor of Science in Health Studies program for access to healthcare services of high quality and non-nursing majors; a Bachelor of Science in Health fosters consumer responsibility for informed deci- Physical Education program; a Bachelor of Science sion-making with respect to self care. in Health and Physical Education and Education pro- The mission of the BSN program at gram with an Endorsement in K-12 Education in Monmouth University is to prepare registered
Monmouth University 91 Nursing and Health Studies
nurses for professional practice through integration active, ongoing process involving student-teacher of a general, liberal education with professional collaboration and that learning is an experiential learning and activity. The professional component of activity. They believe that the teaching-learning this education is designed to prepare professional process involves not only the teacher and the student nurses to promote, restore, and maintain health for but also the social system within a framework of individuals, families, groups, and the community. dynamic relationships that promotes the change and The mission of the Health Studies program is growth of individuals. It is recognized that students to increase students’ knowledge in a variety of health have the ultimate responsibility for their own learning disciplines by teaching students to: analyze the and professional growth. causes and means of preventing disease and illness Students are viewed as unique individuals while seeking optimal health, develop the responsi- with varying learning styles. Therefore, a variety of bilities and competencies of effective health educa- experiences and teaching strategies are used within tors, and advocate for the health of others. The mis- the program to enhance the development of cogni- sion of the Health and Physical Education program is tive, affective, and psychomotor abilities within the to prepare well-rounded undergraduates for careers student. in health and physical education through a curricu- In the belief that professional nurses must lum that combines courses in health education with a possess the capacity to modify their roles and strong foundation in exercise science. responsibilities as healthcare continues to change, The faculty believes that nursing is a learned the faculty looks to baccalaureate education to pro- profession with a unique body of knowledge. Nursing vide students with knowledge of nursing science, is not only a science arrived at through scientific enabling them to develop their personal philosophy research but also an art which reflects the perform- and framework for nursing practice. This framework ance of skilled tasks and human interaction. Such encompasses an understanding of the past, the breadth of professional knowledge can only be present, and the emerging roles of the professional attained within the system of higher education. The nurse. To fulfill the expanding role of professional baccalaureate is the first professional degree in nurs- nursing, baccalaureate education is essential. ing. It prepares a generalist and is the basis for grad- The MSN program was established in 1995 uate study and continuing education in nursing. and was designed to meet the needs of clients in the Professional nursing education focuses on Central New Jersey area for nurses with advanced the development of an accountable practitioner and nursing degrees and/or certifications. In addition, it responsible citizen. Professional nurses need knowl- strives to serve the needs of nurses seeking edge of the liberal arts and sciences in order to advanced education. Specializations are offered in: understand the interrelating factors that influence the Adult-Gerontological Nurse Practitioner, Family health of individuals and society. This knowledge Nurse Practitioner, Psychiatric and Mental Health facilitates their special obligation to promote a Nurse Practitioner, Nursing Administration, Nursing healthy environment for all persons. Further, this Education, School Nursing, and Forensic Nursing. knowledge enriches the conceptual base that sup- Graduates of the program are prepared to take the ports both critical thinking and ethical decision-mak- appropriate certification exam. ing expected of the professional nurse. The DNP program was established in 2011 Education for nursing is idealistic and future- and was designed to address the complexity of oriented yet sufficiently realistic to provide students healthcare systems by producing clinical leaders with an opportunity to develop justifiable confidence who can excel in highly complex and rapidly evolving in their intellectual, as well as clinical, proficiency in healthcare environments. The DNP is designed for the practice of nursing. This preparation can occur nationally certified nurse practitioners and nurse only within an environment that allows for individual executives. differences and fosters personal integration, healthy Starting in Fall, 2014 (pending accreditation), self-esteem, vital social awareness, enjoyment of Monmouth University will offer a full-time Physician leisure, and a sense of commitment to the attitudes Assistant (PA) program to prepare students to enter and values of the nursing profession. this highly sought-after profession. With an increas- The faculty believes that education is an ing need for healthcare providers, the PA field is
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expected to grow rapidly through the next decade. tion, development of worksite health promotion This three-year Master of Science program will pro- programming, and women’s health. vide close, personalized training so that students can Mariama Hubbard, Assistant Professor. DNP, successfully achieve PA certification. University of Medicine and Dentistry, RN, APN- C, FNP-BC, ACNS-BC, CWOCN. Specialty Student Honor Societies: Lambda Delta Chapter - areas and interests include family nurse practi- Sigma Theta Tau, the International Nursing Honor tioner, adult health, wound ostomy care, chronic Society; Epsilon Gamma Chapter – Eta Sigma diseases, and online education. Gamma National Health Education Honor Society. Laura T. Jannone, Associate Professor and Director of the MSN Program. EdD, Teachers College, NURSING Columbia University. NJ-CSN, FNASN. Rose Knapp, Chair, Nursing Specialty areas and interests are tobacco pre- vention and cessation, school nursing, and Bojana Beric, Assistant Professor. PhD, Steinhardt health policy. School of Education, New York University. MD, Barbara Johnston, Professor, Hess Chair and University of Novi Sad, Serbia, medical faculty; Director of the DNP Program. PhD, RN, CNE, MA, Montclair State University. Certified Health Hofstra University. Specialty areas and interests Education Specialist (CHES). Specialty areas include gerontological topics, pharmacology, and interests include preparation of public health pathophysiology, and distance/online education. workforce, methods of communicating health Laura Kelly, Associate Professor. PhD, Rutgers information, health promotion, global health University. Adult Psychiatric Clinical Nurse issues, and teaching. Specialist and Family Psychiatric Nurse Carol A. Biscardi, PA-C, Clinical Professor, PA Practitioner. Specialty areas include sexually Program Director. PhD, Seton Hall University. transmitted diseases and lesbian health concerns. Specialty areas of interest include pediatrics, Rose Knapp, Assistant Professor and Chair of the general surgery, primary care, patient communi- Nursing Department. DNP, University of Miami, cation, professionalism, and clinical research. ACNP-BC. Specialty interest areas include Tresa Dusaj, Assistant Professor. PhD (c), Rutgers acute care and emergency nursing issues, phar- University; BSN, Johns Hopkins University; MS, macology and primary care, and disaster pre- New York University, RN, CNE. Specialty areas paredness. include nursing education, technology, and pedi- James F. Konopack, Associate Professor and Chair, atrics. Department of Health Studies and Physical Kathryn Fleming, Specialist Professor. PhD, MSN, Education. PhD, University of Illinois, Health CPHG University of Medicine and Dentistry of Studies. Specialty interest areas include physi- New Jersey. Specialty areas include nursing cal activity, aging, and health promotion. informatics, quality management, and process Janet Mahoney, Professor and Dean. PhD, APN- improvement. BC, ENA, New York University. Specialty areas Cira Fraser, Associate Professor. PhD, Adelphi and interests include nursing research, nursing University, RN, ACNS-BC. Specialty interest administration, and gerontological nursing. areas include nursing research, chronic illness, Joseph L. Monaco, PA-C, Clinical Professor and and multiple sclerosis. Director of Clinical Education. MSJ, Seton Hall Christopher A. Hirschler, Assistant Professor and University Law School. Specialty interest areas Faculty Director of Study Abroad. PhD, include emergency medicine, primary care, sub- Cleveland State University. Specialty area inter- stance abuse medicine, health care policy, and ests include health studies topics, vegan beliefs, pharmacotherapeutics. and environmental issues. Marta Neumann, Lecturer. PhD, Academy of Physical Andrea Hope, Assistant Professor. EdD, CHES, Education, Wroclaw, Poland. BA, MA, College of Teachers College, Columbia University. Physical Education, Wroclaw, Poland. Specialty Specialty areas and interests include physical areas and interests include exercise physiology, activity and nutrition, childhood obesity preven- physical education, physical fitness and yoga.
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Sue Polito, Specialist Professor. MSN, Monmouth is proficient in a defined body of knowledge and a University ANP-C, GNP-C. Specialty areas selected area of nursing practice. The nurse in include healthy aging, cognitive decline, and advanced practice may work in an independent set- end-of-life care. ting or in collaborative practice with others. Julie Schaaff, Lecturer in Health Studies. MS, The nurse in advanced practice implements University of Delaware. Specialty areas include the roles of educator, researcher, advocate, clinician, biomechanics, mind-body fitness and health consultant, collaborator, and manager of systems studies. through independent nursing assessment, diagnosis, Patricia Sciscione, Specialist Professor. PhD (c), treatment, referral, and evaluation of individuals, Seton Hall University. MSN, Kean University. families, groups, communities, and healthcare sys- Certified School Nurse. Specialty areas and tems in a variety of settings. interests include school nursing and emergency The MSN program is composed of three nursing. major areas: Sharon W. Stark, Associate Professor and 1. A graduate nursing core that provides the theo- Associate Dean. PhD, Widener University. ANP- retical and research foundation necessary for BC, GNP-BC. Certified Forensic Nurse (CFN). advanced nursing practice; NAPG Credentialed Professional Gerontologist. 2. An advanced nursing practice concentration that (CPG). Specialty areas and interests are geron- provides the student with the skills necessary to tology/geriatrics, adult nursing, health education, have a positive impact on healthcare; and forensic nursing. 3. Detailed study and practice in the selected area Mary H. Stern, PA-C, Specialist Professor and of specialization. Academic Coordinator. MEd, Rutgers University. Specialty areas and interests include neonatol- The faculty believe that education for the ogy, pediatric cardiology, employee health and nurse in advanced practice must be a realistic, ideal- wellness. istic, future-oriented, teaching-learning process that Mary Ann Troiano, Associate Professor. DNP, promotes the development of the cognitive, affective, Waynesburg University, FNP-BC. Child Care and psychomotor abilities contributing to profes- Health Consultant. Specialty areas include sional growth and ultimate personal responsibility for women’s health, adolescents, and child care. continued learning. This education helps the gradu- ate to develop justifiable confidence in the intellectual MASTER OF SCIENCE IN NURSING (MSN) and clinical proficiency necessary for advanced prac- The faculty of the School of Nursing and tice. This process enriches the conceptual base that Health Studies believe that the Monmouth University supports both the critical thinking and ethical deci- graduate programs in nursing prepare the graduate sion-making expected of the nurse in advanced prac- for advanced nursing practice and extend the values tice. It strengthens the sense of commitment to the of autonomy, leadership, and professionalism that attitudes and values of the nursing profession. are stressed in the undergraduate nursing program The faculty believe that education at the to the nurse prepared at the graduate level. The func- graduate level is essential to provide students with tion of the MSN graduate is to promote, restore, and an expanded and enhanced knowledge of nursing maintain health and/or allow for a peaceful, dignified science. This level of education enables students to death. Advanced nursing practice requires master’s perfect their personal philosophy for advanced nurs- preparation and, where available, certification in a ing practice, to understand the emerging roles of the specialty area of practice by a recognized nursing professional nurse, and to modify their roles and certification program. Advanced nursing practice is responsibilities as healthcare continues to change. based on a unique body of knowledge derived from Students may transfer a maximum of nine credits to scientific research and clinical practice. This knowl- be applied toward the master’s degree, provided the edge base enhances the graduate’s ability to synthe- courses were completed with a grade of “B” or better size interrelating factors that influence the health of and that the courses are appropriate for the graduate individuals and populations in their environment. The track. The BSN and MSN nursing programs are faculty believes that the nurse in advanced practice accredited by the Commission on Collegiate Nursing
94 Monmouth University Nursing and Health Studies
Education (CCNE), One Dupont Circle, NW, Suite complete all required undergraduate course work 530, Washington, DC 20036, (202) 887-6791. which includes: English Composition I and II, Microbiology, Anatomy and Physiology I and II, MSN School Nursing for Non-Certified Nurses Chemistry, Introduction to Psychology, and an addi- School Nurses who are emergency-certified tional three credits of an introductory social science through the New Jersey State Department of course. A grade of “C” or better is required in order Education or who work full-time as a school nurse for for these courses to transfer to Monmouth University. a minimum of six months may have NU 587P waived Additionally, students must provide an undergradu- if they provide a letter of verification from a school ate transcript confirming their attainment of at least official. School Nurse Students who show evidence fifty-one undergraduate credits. of teaching health in a school system may have NU Depending on the selected MSN track, stu- 588P waived if they provide a letter of verification dents are required to complete thirty graduate RN from a school official. At the discretion of their advi- credits and thirty-eight to forty-five graduate nursing sor, School Nurse Students with a baccalaureate credits depending on the selected MSN track. In degree in a field other than nursing may be required order to earn a Master of Science in Nursing degree, to take RN 500B or equivalent continuing education as stipulated by the State of New Jersey, students units in adult or pediatric physical assessment. At the must document completion of at least 150 credits. discretion of their advisor, non-certified School Nurse Please note that graduate tuition and fees apply. Students with a baccalaureate degree in a field other than nursing may be required to take RN 500F Please refer to the curriculum charts in the appendix and/or RN 500G. for program requirements. All curriculum charts are detailed and displayed in Appendix “B.” MSN School Nursing for Certified School Nurses • MSN: Adult-Gerontological Nurse Students with a baccalaureate degree in a Practitioner field other than nursing may be required to take RN • MSN: Family Nurse Practitioner 500B or equivalent continuing education units in • MSN: Nursing Administration adult or pediatric physical assessment at the discre- • MSN: School Nursing for Certified School tion of their advisors. Certified School Nurse Nurses Students with a baccalaureate degree in a field other • MSN: School Nursing – Non-Certified than nursing may be required to take RN 500F School Nurses and/or RN 500G at the discretion of their advisor. • MSN: Nursing Education • MSN: Forensic Nursing RN to MSN Direct Program • MSN: Psychiatric and Mental Health The RN to MSN Direct Program is designed to allow nurses to more quickly attain a Master of GRADUATE CERTIFICATE IN SCHOOL NURSING, Science in Nursing degree. Registered nurses who SCHOOL NURSING NON-INSTRUCTIONAL, AND presently hold an associate degree or diploma in FORENSIC NURSING nursing will be able to earn an MSN degree without The Monmouth University Graduate earning a baccalaureate degree after completing Certificate in School Nursing is intended for regis- courses totaling 150 credits. Through full-time or tered nurses interested in completing the require- part-time study, RNs are provided the opportunity to ments for the New Jersey School Nurse Certificate advance their professional careers. and/or the New Jersey School Nurse Certificate Non- Students are accepted into the RN to MSN Instructional. At the discretion of their advisor, School Direct Program as graduate students. Successful Nurse Students with a baccalaureate degree in a completion of thirty credits of preparatory RN gradu- field other than nursing may be required to take ate courses (RN500 A-K) is a prerequisite for taking RN500B or the equivalent continuing education units nursing graduate (NU) courses. Students need a in adult or pediatric physical assessment. At the dis- minimum GPA of 2.75 in RN courses. cretion of their advisor, non-certified School Nurse Prior to acceptance into the RN to MSN Students with a baccalaureate degree in a field other Direct Program, registered nurse applicants must than nursing may be required to take RN500F and/or
Monmouth University 95 Nursing and Health Studies
RN500G. (Students with a baccalaureate degree in • Nursing Administration nursing will generally receive transfer credits for the • Nursing Education preparatory courses.) • Psychiatric and Mental Health Nurse The Monmouth University Graduate Practitioner Certificate in Forensic Nursing is intended for regis- tered nurses with a baccalaureate degree in nursing DOCTOR OF NURSING PRACTICE (DNP) interested in providing direct services to individuals The Doctor of Nursing Practice (DNP) pro- and consultation to healthcare and law-related agen- gram at Monmouth University was established in cies. The program will prepare graduates to work in 2011. The DNP program is a thirty-six credit post- a variety of areas, including child/elder abuse master’s degree program that prepares nurse exec- assessment and evaluation, domestic violence inter- utives and nurse practitioners with the skills neces- vention, sexual assault examination, mass disaster sary to influence and implement quality health care response, and death investigation. improvements. The DNP curriculum focuses on evi- dence-based practice, organizational and systems Please refer to the curriculum charts in the appendix leadership, information technology, interprofessional for program requirements. All curriculum charts are collaboration, emerging practice challenges, and detailed and displayed in Appendix “B.” implementing translational research and science into • Forensic Nursing practice. • School Nursing The use of advanced clinical skills and • School Nursing - Non-Instructional research is consistent with Monmouth University’s commitment to personalized education. A capstone POST-MASTER’S CERTIFICATES change project designed to bring together the theo- Monmouth’s post-master’s certificates are retical and practical work in and out of the classroom, designed for nurses who have already completed a is a requirement for all students enrolled. master’s degree in nursing. The Nurse Practitioner cer- Throughout the program, students gain the tificate program prepares advanced practice nurses in knowledge and leadership skills necessary to influ- primary care or other relevant settings to work with per- ence access to health care, to promote safety stan- sons in their environment through independent nursing dards, and to advocate for policy changes on a local, assessment, diagnosis, and treatment or referral to regional, and national level so that delivery systems another practitioner when necessary. The can be improved. In order to enter the DNP program, Administration certificate program prepares nurses to students must be graduates of an accredited function in management and executive positions. The Master’s level nursing program, have a current RN Nurse Educator certificate program prepares nurses to license, and be nationally certified as a nurse execu- teach in the clinical or academic setting. tive or nurse practitioner. The DNP program is Students may transfer a maximum of six accredited by the Commission on Collegiate Nursing credits to be applied toward the certificate, provided Education (CCNE), One Dupont Circle, NW, Suite the courses were completed with a grade of “B” or 530, Washington, DC 20036, (202) 887-6791. Please better and that the courses are appropriate for the refer to the Admission section of this catalog for addi- certificate program. Students may select to special- tional admission requirements. ize in the following clinical areas: Adult- Gerontological Nurse Practitioner, Family Nurse Please refer to the curriculum charts in the appendix Practitioner, Nursing Administration, Nursing for program requirements. All curriculum charts are Education, and Psychiatric and Mental Health Nurse detailed and displayed in Appendix “B.” Practitioner. • Doctor of Nursing Practice
Please refer to the curriculum charts in the appendix Master of Science – Physician Assistant – for program requirements. All curriculum charts are Fall, 2014 (pending accreditation) detailed and displayed in Appendix “B.” The MS in Physician Assistant is a full-time, • Adult-Gerontological Nurse Practitioner ninety-five-credit program that begins each fall and • Family Nurse Practitioner lasts for thirty-six months. One class is admitted per
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year. The program is cohort-based, meaning that stu- • Develop professional skills in order to dents have a predetermined course schedule each work as collaborative members of the semester and move along in the program with the healthcare team. same group of peers. They also take classes at the • Understand and respect diversity with Monmouth University Health Sciences Center in interpersonal skills that allow effective Monmouth Park Corporate Center. As a result, stu- communication with patients, their fami- dents are able to support each other and work and lies, physicians, and other healthcare pro- study in a community-like atmosphere. fessionals. Monmouth University has applied for • Develop an intellectual curiosity by Accreditation-Provisional from the Accreditation engaging in critical evaluation of the prac- Review Commission on Education for the Physician tice of medicine through research and Assistant (ARC-PA). Monmouth University's PA pro- publishing. gram anticipates matriculating its first class in September 2014, pending Accreditation-Provisional The program consists of two phases: the in September 2013. Accreditation-Provisional is an didactic phase and the clinical phase. The didac- accreditation status for a new PA program that has tic phase is forty-two weeks consisting of classroom not yet enrolled students, but at the time of its com- and clinical skills laboratory instruction, with hospital prehensive accreditation review has demonstrated and clinic experiences. The clinical phase consists of its preparedness to initiate a program in accordance sixty weeks of clinical clerkships, in which students with the accreditation standards. Students must are assigned to preceptors at various hospitals and graduate from an accredited program in order to be physician offices. Course descriptions are located in eligible to sit for the Physician Assistant National Appendix “A” of this catalog. Please refer to the Certifying Examination (PANCE). Admissions section of this catalog for the admission The mission of the Monmouth University requirements. Students must successfully com- physician assistant program is to educate physician plete all courses and clinical clerkships in order assistants to provide compassionate, patient-cen- to be eligible to graduate from the program. tered, quality healthcare in a variety of settings. Meeting minimal requirements does not Program graduates will possess clinical skills to guarantee an interview with the Admissions serve a diverse patient population and have the abil- Committee nor guarantee admission to the pro- ity to advance the profession through leadership and gram. Applications are reviewed on a space-avail- research. able basis. We recommend that you submit your application as early as possible, as space in our pro- Our goals are to prepare physician assistants who: gram is limited. The program does not grant • Function as high-quality physician assis- advanced standing for prior course work or experien- tants providing primary care in a variety tial learning. of medical or surgical specialties. Upon acceptance to this program, students • Learn how to integrate critical thinking will be required to meet health and immunization and clinical reasoning into an evidence- requirements. More information can be found in the based approach to patient management. Physician’s Assistant Handbook, posted on our Web • Understand the importance of delivering site at: http://www.monmouth.edu/pa. high-value, cost-conscious care while adding quality improvement to a practice Please refer to the curriculum charts in the appendix setting. for program requirements. All curriculum charts are detailed and displayed in Appendix “B.” • Physician Assistant
Monmouth University 97 98 Monmouth University The School of Social Work
DEAN: Robin Mama, PhD • Clinical Practice with Families and DIRECTOR OF THE BSW PROGRAM: Children Kelly Ward, PhD • International and Community DIRECTOR OF THE MSW PROGRAM: Development Rosemary Barbera, PhD On the foundation of a liberal arts tradition, Social workers are concerned with improving students are engaged to broaden and challenge the health and quality of life of persons who are dis- their understanding, analysis, and evaluation of connected or excluded from larger society. Social human experiences and societies in the past and in workers engage in practice at all levels, from working the contemporary world, and of families and individ- with children to working with communities and gov- uals of varied cultural and social contexts. ernments. The profession and the program at The curriculum supports this mission Monmouth are particularly concerned with human through three perspectives: social and economic rights and social and economic justice, the represen- justice through the advancement of human rights, Social Work tation and support of vulnerable or oppressed seg- strengths-based empowerment, and practice with ments of the population, and direct-action strategies families within a global context. Families within a to bring about positive change for the disenfranchised. global context define the initial focal social unit for The central mission of the School of Social all social work practice at Monmouth University. Work at Monmouth University is to prepare its grad- Our three perspectives inform both our BSW uates for professional social work practice that and MSW programs as they contribute to the devel- strives to secure social and economic justice, opment of students’ knowledge, values, and skills: advance human rights, and improve the quality of 1. To conceptualize and contribute to social work life of vulnerable families, individuals, organizations, theory, knowledge, values, and skills on a gen- communities, and nations on the local, national, and eralist level for BSW students, and on an global levels. advanced, concentration-specific level for MSW The MSW Program at Monmouth University students through three interrelated perspec- prepares graduates for advanced social work prac- tives: social and economic justice through the tice in one of two unique concentrations: advancement of human rights, strengths-based
Monmouth University 99 Social Work
empowerment, and practice with families within a der issues. Current research is on spirituality and global context; social work practice. 2. To develop the skills to understand, analyze, and Michael Cronin, Assistant Professor. MSW, evaluate the quality of life and well-being of vul- Colombia University; PhD, Yeshiva University. nerable families, individuals, organizations, com- Research interests in areas of international munities, and nations that is grounded in a social work, healthcare and social policy, disas- strengths-based empowerment approach for ter management, social gerontology, and cultural social and economic justice and human rights; competence. 3. To prepare social work practitioners to develop Kimberly Hanbury-Paglino, Specialist Professor. and systematically apply knowledge, values, BA, Loyola College; MSW, Monmouth University. skills, and ethics in their work with families, indi- Areas of interest include child welfare. viduals, organizations, communities, and nations Professional experience is in the area of child of diverse cultural contexts in working collabora- welfare including child abuse/neglect and adop- tively toward the prevention and solution of social tion services. problems; Christa Hogan, Lecturer. BSW, Monmouth 4. To think critically, analyze, produce, and dissem- University; MSW, Fordham University. Extensive inate research that informs theory, policy, prac- practice in geriatric social work as well as in spe- tice, and evaluation in social work; cialized school settings working with special 5. To collaborate with and support vulnerable popu- needs children. Her private practice focuses on lations through advocacy, social action, volun- individual counseling to children, adolescents, teerism, service, education, and consultation, and adults. She also provides hospice services working from a strengths-based empowerment to the terminally ill. approach for social and economic justice and Sung-Ju Kim, Assistant Professor. PhD, Indiana human rights. University. Areas of interest include manage- ment, leadership, fundraising, philanthropic giv- Rebecca Anthony, Instructor. MSW, West Chester ing, and program/practice evaluation. University; MED, Widener University. Areas of Robin Mama, Professor and Dean. PhD, Bryn Mawr interest include clinical practice with adolescents College. Areas of interest include occupational around the topics of sexuality, trauma, sexual safety and health, field education, and culturally health, sexual abuse, LGBTQ populations, men- competent social work practice. Current tal health, domestic violence, stress manage- research projects include international social ment and bullying prevention. work and human rights. Barbara Arrington, Instructor. MSW, Monmouth Golam Mathbor, Associate Dean of the Wayne D. University. Areas of interest include working with McMurray School of Humanities and Social individuals with sustained traumatic or acquired Sciences, Professor. PhD, University of Calgary. brain injuries along with national and interna- Areas of interest include development and tional experience in community resource devel- analysis of social policies and services, commu- opment, non-profit program management and nity organizing and social action, social planning, education. community development and community partici- Rosemary Barbera, Associate Professor and pation, and international social work. Current Director of the MSW Program. PhD, Bryn Mawr research interests include sustainable develop- College. Areas of interest are human rights and ment of coastal communities, international social justice, participatory action research, and development, and multicultural social work. community organizing. Current research is on Elena Mazza, Assistant Professor. PhD, New York the effects of human rights violations on collec- University. MSW, Fordham University. Areas of tive participation and community organizing with interest are mental health, children’s mental diverse communities. health, and community-based mental health. Carolyn Bradley, Associate Professor. PhD, Current research is on gatekeeping in social Fordham University. Areas of interest are addic- work education and mental illness and school tions, spirituality, gay/lesbian/bisexual/transgen- integration.
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Rebecca McCloskey, Specialist Professor. MSW, students for advanced social work practice with indi- Ohio State University. Career has been spent viduals, couples, families, and groups. It builds on the working with children diagnosed with chronic foundation-year course work where the full comple- and life-threatening illness, developmental ment of social work roles was explored. The advanced delays, and disabilities. She is interested in year, however, focuses primarily on clinical counseling healthcare issues and the psychosocial impact skills and culturally competent use of self in complex of serious illness. working relationships with clients and client groups. Helen O’Brien, Assistant Professor. PhD, New York While the emphasis is on clients’ strengths, and work- University. Areas of interest are health and men- ing together toward their empowerment is continued, tal health, HIV/AIDS, child maltreatment, and students learn about and apply clinical skills to family, cultural impacts on parenting. children, and mental-health agency settings; child wel- Michelle Ann Scott, Assistant Professor. BA, Clark fare, criminal justice, and host settings in which clinical University; MSW, PhD, University of California, social work most often takes place. Berkeley. Areas of interest include adolescent The International and Community depression, adolescent suicide prevention, Development (ICD) concentration primarily uses com- school-based screening, mental health services munity development theory and practice to address and financing, college mental health, and initia- developing-world social and economic justice, tion of alcohol use by adolescents. Current inequality, oppression, and discrimination issues in research includes evaluation of the preparation developed and developing countries. Culturally com- of high school students with mental health prob- petent community development respects the integrity lems and the transition to college. and worth of individuals and communities with diverse Nora Smith, Associate Professor. PhD, State backgrounds. ICD focuses the practice of social work University of New York at Albany. Areas of inter- at mezzo and macro levels with agencies and client est include child welfare, substance abuse, and populations within the context of global interdepend- families. Current research includes family reunifi- ence of social problems. Courses stress the knowl- cation for substance-affected families, the edge, values, skills, and ethics of practice at the Adoption and Safe Families Act, and child welfare mezzo and macro levels, with specific content on the consumer and service provider perspectives. ethics of the International Federation of Social Kelly Ward, Professor and Director of the BSW Workers and the declarations of the United Nations. Program. PhD, Fordham University. Areas of interest include addictions, substance abuse Please refer to the curriculum charts in the appendix populations, and the impact of addiction on fam- for program requirements. All curriculum charts are ilies. Current research includes all aspects of detailed and displayed in Appendix “B.” addiction. • MSW Clinical Practice with Families and Children Concentration School of Social Work Honor Society: Phi Alpha: • MSW International and Community Graduate and Undergraduate Development Concentration
Master of Social Work Concentrations POST-MASTER’S CERTIFICATE: PLAY THERAPY There are two concentrations offered at The Post-Master’s Certificate in Play Monmouth University at the graduate level: Clinical Therapy is an eighteen-credit program and provides Practice with Families and Children (CPFC) and the 150-course-hour requirement. Additionally, stu- International and Community Development (ICD). dents in this program work toward acquiring the nec- Common to both concentrations is a commitment to essary 500 hours of experiential practice in play ther- the mission of the School of Social Work at apy and fifty hours of supervision, as required by the Monmouth University: improving the quality of life of Association for Play Therapy (APT), Inc., for the vulnerable individuals, families, groups, and commu- Registered Play Therapist (RPT) certification. nities on the local, national, and international levels. The courses in the Clinical Practice with Please refer to the curriculum chart in the appendix Families and Children (CPFC) concentration prepares for program requirements. All curriculum charts are
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detailed and displayed in Appendix “B.” Master of Social Work/Master of Divinity Dual • Post-Master’s Certificate: Play Therapy Degree Program: Monmouth University’s School of Social Addiction Professionals Certification Board of Work and the Theological School of Drew University New Jersey, Inc.: have an agreement in which students can pursue a Since the fall of 2000, the School of Social Master of Social Work and Master of Divinity degree, Work at Monmouth University, in cooperation with the which is known as the MSW/MDiv degree program. Addiction Professionals Certification Board of New This program allows accepted social work candi- Jersey, Inc., has offered the course work needed for dates to complete the Master of Divinity degree at the Certified Alcohol and Drug Counselor (CADC) Drew University, and accepted divinity candidates to certification. In the summer of 2004, the certification complete the Master of Social Work degree in a four- became a license. The Department of Social Work year period. continues to work with the State of New Jersey, Department of Law and Public Safety, Division of Joint Degree Program: Dual Master’s Degrees in Consumer Affairs, Board of Marriage and Family Social Work (MSW) and Public Policy (MA-PP) Therapists, Drug and Alcohol Committee to provide The MSW program offers interested stu- the course work needed for the state-issued Licensed dents an opportunity to earn a second master’s Certified Alcohol and Drug Counselor (LCADC). degree in Public Policy (MA), after completion of their The School of Social Work recognizes the MSW requirements. Students who complete the need for addictions training to serve the substance sixty-credit MSW can use up to twelve credits from abuse-affected population and their families. In order the MSW courses toward the MA in Public Policy. to serve this special population, the State Board Students who complete the Advanced Standing requires that proper certifications be in place or in (thirty-credit) MSW can use up to six credits of MSW process. courses toward the MA in Public Policy. Please use Any MSW student (in the CPFC concentra- the following table as a guide: tion) who takes the elective course SW 604 and a one-credit course that are offered each year here at Master’s in Social Work (Clinical) Monmouth University will have completed the neces- SW503: Practice with Individuals and Families sary course work towards his or her LCADC. SW505: Social Welfare Policy and Services I Students who are completing their internship hours in SW507: Social Work Research a drug and alcohol placement may count those hours SW509: Human Behavior I towards the required field hours for the LCADC as SW510: Field Practicum I well as their MSW degree. The course work and field SW513: Social Work Practice with Groups hours are good for five years after they have been SW515: Social Welfare Policy and Services II taken, and students are required to keep their own SW518: Global Community Practice records. All other requirements towards the LCADC SW519: Human Behavior II will need to be met by the student on his or her own, SW520: Field Practicum II according to the State of New Jersey, Department of SW627: Implications of Social Justice and Human Law and Public Safety, Division of Consumer Affairs, Rights for Social Work Board of Marriage and Family Therapists, Drug and SW669: Applications of Social Justice and Human Alcohol Committee. For additional information regard- Rights in Social Work ing the requirements for the LCADC, please contact: SW605: Advanced Clinical Practice with Families State Board of Marriage and Family SW626: Evaluation of Practice Effectiveness Therapy Examiners SW645: Clinical Seminar in Advanced Family Alcohol and Drug Counselor Committee Practice PO Box 45040 SW665: Advanced Clinical Practice with Children 124 Halsey Street, 12th Floor SW630: Field Practicum III-FC Newark, NJ 07101 SW640: Field Practicum IV-FC (973) 504-6582 SW618: Social Work Administration
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Electives – choose 2 of the 5 classes listed below: Master’s in Public Policy SW614: Grant Writing PS510: Policy Analysis SW618: Social Work Administration PS516: Research Methods SW619: Social Work Supervision PS589: Public Policy Practicum (Internship) SW624: Issues in International Health Care PS563: Global Policy and Issues SW652: Civil Society, NGO’s, and Social Work PS595: Research Proposal PS596: Research Project Master’s in Social Work (ICD) PS518: Theory, Policy, and Ethics SW503: Practice with Individuals and Families PS596: Public Policy Research Project SW505: Social Welfare Policy and Services I PS597: Portfolio SW507: Social Work Research PS617: Social Planning SW509: Human Behavior I PS563: Global Policy and Issues (which can be SW510: Field Practicum I substituted with SW518) SW513: Social Work Practice with Groups OR SW515: Social Welfare Policy and Services II PS566: Comparative Public Policy SW518: Global Community Practice PS589: Practicum SW519: Human Behavior II PS618: Social Work Administration SW520: Field Practicum II PS618: Social Work Administration SW627: Implications of Social Justice and Human PS514: Public Opinion and Polling Rights for Social Work PS524: Public Opinion and the Media SW669: Applications of Social Justice and Human PS525: Political Communication Rights in Social Work PS522: History of Urbanization in America SW617: Advanced Practice in Planning and Social PS553: Gender, Family, and Policy Policy PS530: Environmental Policy SW625: Evaluation of Programs and Services PS582: Global Organizations SW615: Issues in International Development PS585: American Foreign Policy SW655: Comparative International Social PS598: Special Topics/Special Projects Development PS599: Readings and Research SW631: Field Practicum III-CL SW641: Field Practicum IV-CL Notes: SW618: Social Work Administration 1. Plain text = required course 2. Italicized text = course is specific to concentra- Electives – choose 2 of the 5 classes listed below: tion for the MSW program SW614: Grant Writing 3. Bold text = electives SW618: Social Work Administration SW619: Social Work Supervision Public Policy must have a minimum of twelve SW624: Issues in International Health Care credits SW652: Civil Society, NGO’s and Social Work Social Work (both concentrations) must have a minimum of six credits
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Student Services Course Descriptions Course The Division of Student and Community Monmouth and to give students opportunities to Services at Monmouth University offers many meet and interact with other new students. Prior to important student services for resident and com- the program, students must complete an online muter students. Staff members promote personal Math Placement Test. During orientation, students and intellectual growth, while aiding students in will attend an advising/registration program during resolving problems and helping them adapt to the which they will work with a First-Year Advisor to college experience. The Student Handbook pro- develop a schedule for the fall semester. They will vides a more in-depth description of these services also meet faculty, staff, and students with whom and all the regulations relevant to student life. they'll be interacting during the first year. Students should become familiar with the handbook Throughout the academic year, many pro- Student Services at the start of every academic year. grams are offered to continue the transition process. The SHADOW Program, First-Year Service Project, SERVICES FOR STUDENTS: leadership development opportunities, and social ORIENTATION programming are led by the Coordinator of A student’s introduction to student life at Transition and Leadership Programs. Monmouth begins even before classes start. All new Families of first-year students have oppor- students participate in orientation programs tunities to come to campus to learn about life at designed specifically for their needs. Monmouth University during their student’s first year on campus. The first is a Family Program, offered in First-year students June, before New Student Orientation. Families will All new first-year students, commuters and receive important information about their student’s residents, are expected to take part in a compre- upcoming transition into life as a university student hensive two-day, one-night New Student Orientation and meet representatives from across the campus Program during the month of July. This structured that can provide information during our Resource program includes educational and social activities Fair. All are invited back to campus again for Family designed to ease the transition to college life at Weekend, which usually takes place in October or November.
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Transfer Students blanche plan, which allows you unlimited access to The Center for Student Success (CSS) coor- the Residential Dining Hall, or one of three “block” dinates the connections between full-time and part- meal plans, which provides students with a set num- time transfer students (with eighteen or more credits) ber of meals for the semester. First-year students and their academic departments to ensure a smooth may not select a “block” lower than 195 until their transition to Monmouth University. The Associate sophomore year. Dean for CSS Support Services and Articulation and Cars are unnecessary, as everything gener- Student Development Counselors are available to ally is within walking distance of campus. Many stu- assist transfer students with their personal adjust- dents use bicycles. While students are not prohibited ment and educational plans. from bringing cars (parking is extremely limited and a At the beginning of each semester, all new parking decal is required), they are discouraged from transfer students are welcomed to the University at a having cars on campus so that they may fully experi- specially designed orientation program. ence University life and all that it has to offer.
HOUSING OPTIONS Commuters Residents There are traditional, nontraditional, full-time, The University offers a variety of housing part-time, graduate, and undergraduate students options in sixteen locations: Beechwood, Birch, who commute to campus every year. Monmouth Cedar, Mullaney, Spruce, Willow, Laurel, Elmwood, University recognizes that its commuter students are Pinewood, Oakwood, Redwood, and Maplewood unique and that they have a variety of needs which Halls; the Garden, Great Lawn, and University Bluffs the University attempts to address each semester. As apartment complexes; and Pier Village. Living styles such, the Office of Off-Campus and Commuter include traditional room arrangements, usually for Services (OCCS) is available to provide support and first-year students; suite style, usually for first-year guidance to all of the commuter students who attend and upper-class students; and apartments for juniors Monmouth University. Commuter students are noti- and seniors. Residence halls are typically co-ed by fied as early as summer orientation where informa- floor, and the majority of students share double tion sessions are offered. They can also communi- rooms. In an effort to make a comfortable match, new cate with student leaders to find out how to navigate students are asked to complete a questionnaire the programs and services that are available on cam- before room assignments are made. First-year and pus. Students who have an interest in getting sophomore housing is guaranteed for students who involved are encouraged to contact the Office of submit the required enrollment and housing deposits Student Activities or any of the ninety recognized and housing contract by the required deadline. For clubs and organizations that exist at Monmouth. first-year students, the deadline is May 1. There are a wide range of extracurricular Each residential area is staffed by full-time events and leadership opportunities that take place, professional Area Coordinators who reside on cam- and programs are planned so that commuters can pus. Each hall is staffed by Resident Assistants, all of participate during the day. Furthermore, commuter whom are intensively trained in providing assistance, students may choose from a number of dining options information, activities, and programs for resident stu- that include a la carte and meal plan services in the dents. The Associate Vice President for Student Student Center Cafeteria, Java City, Bey Hall Services, two Associate Directors of Residential Life, Express, the Magill Commons Dining Hall, and the and one Assistant Director of Residential Life reside Café at the Library. Commuter students will find park- near campus and provide additional, professional ing at any time of the day or night. For more informa- support for the Residence Life program. tion, contact OCCS at 732-263-5651 or refer to the All on-campus halls provide laundry facilities Office’s Web site at www.monmouth.edu/commuter. that utilize vending cards, which can be purchased on campus. All resident students not living in a STUDENT SERVICES University-owned or -sponsored apartment are Health Services is open to all students required to be on the meal plan of the Residence whether they live on or off campus. All students, aged Dining Hall. Students may choose either a carte
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thirty (30) years or younger, must show proof of two A full-time International Student Services Assistant measles, two mumps, and one rubella immunization Director is available to provide personal and immi- and if taking nine (9) or more credits must show proof gration advising and cross-cultural counseling. of having completed the Hepatitis B series. All resi- The Office of Veteran Services is a one-stop, dent students, regardless of age, are required to point-of-contact for all of our veteran students, active receive the meningitis vaccine. There is no fee to be duty and reserve personnel, and dependents of military medically evaluated. Students are responsible for any personnel. This office provides assistance, advocacy, costs that may be incurred for outside referrals, pre- and mentoring as well as advising the Monmouth scriptions, special services, laboratory, and diagnostic University Veterans’ Association. The Office of Veteran procedures. Students are seen on a walk-in basis. Services in located on the second floor of the Rebecca Appointments are required for Women’s Clinic, phys- Stafford Student Center. The office hours are Monday icals, and psychiatric evaluations. Services include: through Friday 8:45 a.m. to 5 p.m. diagnosis and treatment of common ambulatory ill- nesses and injuries, immunizations, allergy injections, CO-CURRICULAR PROGRAMS physicals, GYN services, drug and alcohol screening, Athletics psychiatric evaluation, and medication titration. Athletics constitute an integral part of a The Health Center hours are: Monday Monmouth University education. The NCAA Division through Thursday, 8:00 a.m. to 7 p.m., and Friday, I athletic program offers excellent opportunities for 8:00 a.m. to 5 p.m. qualified athletes who wish to participate and a spe- Health Services is staffed with four nurse cial level of enthusiasm and excitement for the entire practitioners, a nurse practitioner/director, a licensed University community. drug and alcohol counselor, a part-time general prac- The athletics program fields men’s varsity titioner physician, and a part-time psychiatrist. teams in baseball, basketball, cross-country, football, Monmouth Medical Center, a community teaching golf, indoor track and field, lacrosse, soccer, tennis, hospital, offers complete medical and psychiatric serv- and outdoor track and field. Women’s varsity teams ices and is within a mile and a half of the University. participate in basketball, bowling, cross-country, field The Department of Counseling and hockey, golf, indoor track and field, lacrosse, soccer, Psychological Services provides free, confidential softball, tennis, and outdoor track and field. psychological counseling to Monmouth University stu- dents on a “first-come, first-served” basis. The profes- Student Activities sional staff of licensed psychological counselors sup- The Office of Student Activities and Student ports students in addressing a variety of personal Center Operations provides a variety of programs and issues, including general mental health, anxiety and opportunities that are intended to assist in the social, stress management, depression, emotional crises, cultural, and intellectual development of our students. family issues, interpersonal conflicts, and more. Mental The office is responsible for the coordination of cul- health hotlines connect students to both on- and off- tural and social activities reflecting the diverse popu- campus assistance on a 24-hour basis. The lation of the University. It encourages student partici- Counseling Center is located on the third floor of the pation in clubs and organizations, is involved in the Rebecca Stafford Student Center and is open from coordination of campus and multicultural activities, 8:45 a.m. to 5 p.m., Monday, Wednesday and Friday. provides leadership training for student organizations, Evening appointments are available on Tuesdays and oversees Fraternity and Sorority Life and the opera- Wednesdays until 7 pm. Contact us by e-mail at tion of the Student Center, and supports and provides [email protected] or by calling 732-571- weekend programming and a film series. It also spon- 7517. Additional information regarding clinical counsel- sors an involvement fair and provides student group ing services and a list of Web-based resources may be and leader recognition opportunities. found on the University Web site under Campus Life. The Office of International Student and STUDENT ORGANIZATIONS Faculty Services provides assistance to students There are more than eighty-five different and faculty from other countries with their adjustment clubs and organizations on campus. Active involve- to life in the United States and Monmouth University.
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ment in a club or organization helps a student Travel and Tour. Involvement in SAB may relate to a develop new leadership skills and meet new friends. student’s major or may just be something enjoyable. Students can select from clubs related to their majors or take the opportunity to join something related to a Cultural Activities special interest or hobby. Each year the Office of The Department of Music and Theatre Arts, Student Activities and Student Center Operations housed in the Lauren K. Woods Theatre, offers a hosts an Involvement Fair to assist students in get- wide ranging schedule of concerts, recitals and the- ting connected to a club or organization. Students atrical productions during the academic year, and a should read the bulletin boards, social media sites, e- professional theatre, the Shadow Lawn Stage, in the mail, electronic boards, the student newspaper, The summer. The department offers performance oppor- Outlook, and the Calendar of Events to learn more tunities in concert chorus, chamber choir, glee clubs, about club activities throughout the year. chamber orchestra, jazz band, and pep band. Applied music study is offered to all music and the- Student Center atre majors in voice, piano, woodwinds, brass, guitar, An integral part of Monmouth’s overall cam- strings, and percussion. pus life program, the Student Center serves as a The award-winning Center for the Arts pres- gathering area for all segments of the University ents a rich array of performances by nationally and community. It is an area where students meet infor- internationally recognized artists in dance, theatre, mally and formally to share common interests and contemporary, classical, and folk music; as well as develop friendships. The Student Center includes children’s theatre, film screenings, visiting writers, dining facilities, lounges, the Sovereign Bank office gallery exhibitions, live screenings of the Met Opera and ATM, a computer lab, and meeting rooms, and is and The National Theatre of London and much more! the site of many campus and community events. The Students receive a FREE ticket to two performing facility also houses the Student Government arts events each year and all other events are either Association, the Student Activities Board, and many free or $5. For more information and a full schedule student organization offices. of events, please visit www.monmouth.edu/arts. The Student Center is the site of the Division While Monmouth has no religious affiliation, of Student and Community Services, the Center for it does recognize the important place that religion Student Success, the Office of Career Services, has in the lives of many of its students. Cru, the Student Activities/Operations, Judicial Affairs, Catholic Centre, Hillel, the Muslim Student International Student and Faculty Services, Central Association, Chabad, and the Coptic Orthodox Club Scheduling, the Office of Off-Campus and Commuter are all active on campus. In addition, churches and Services, Conference and Event Services, the Study synagogues representing the major religious faiths Abroad Office, the Office of Student Employment, the are within convenient reach of the campus and are Academic Foundations Office, the Office for Disability available for services and personal counseling. A list- Services, and the Office of Veteran Services. ing of area places of worship is available at the Office of Student and Community Services. Student Activities Board The Student Activities Board (SAB) is a stu- Recreation dent organization advised by the Office of Student The William T. Boylan Gymnasium provides Activities and Student Center Operations. Concerts, facilities to support intramurals and recreation, includ- speakers, comedians, bus trips, novelty programs, ing a swimming pool, two full basketball courts, and a festivals, and MAC shows (at subsidized ticket bowling center. Outdoor facilities available to students prices) are among the many events sponsored. The for their recreational use include: tennis courts, an SAB presents numerous opportunities for students to eight-lane track, a Field Turf football/lacrosse field, get involved both as spectators and as active board and grass soccer, and softball fields. There is a year- members. Students can join eight committees, which round Intramural Sports Program, which includes include: Novelty, Awareness, Diversity Programs, games and sports such as basketball, dodge ball, flag Major Events, Comedy, Concerts, Festivals, and football, softball, volleyball, poker, home run derby,
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three-point contest, knockout, Baggo, soccer, water AWARDS polo, and Whiffle ball. Students are eligible for nonacademic awards that are given annually. SOCIETIES Greek Letter Organizations Outstanding Student Award Currently there are five National The Student Government Association spon- Interfraternity Conference (NIC) fraternities, six sors this award given to the graduating senior who, National Panhellenic Conference (NPC) sororities, through creative leadership and ability, has made a two culturally based sororities, and one special inter- contribution of lasting value to the future of est fraternity on campus. The fraternities include: Phi Monmouth University. The name of the winner is Kappa Psi, Tau Kappa Epsilon, Sigma Pi, Theta Xi, announced at Commencement in May. and Sigma Tau Gamma. The sororities include: Alpha Omicron Pi, Alpha Sigma Tau, Alpha Xi Delta, Delta STUDENT CODE OF CONDUCT Phi Epsilon, Phi Sigma Sigma, and Zeta Tau Alpha. Monmouth University offers its students the The two culturally based organizations are Lambda opportunity for maximum intellectual and personal Theta Alpha Latin Sorority, Inc., and Alpha Kappa growth by providing a variety of experiences, activi- Alpha Sorority, Inc. The one special interest fraternity ties, and services that are designed to complement is Alpha Kappa Psi, a professional business fraternity. classroom work and provide opportunities for individ- ual maturation. Honor Societies The University recognizes and respects the Academic departments sponsor honor soci- students’ personal freedom and assures maximum eties to give recognition to outstanding scholarship in individual liberty within the limits necessary for the a particular area. Student Services does not oversee orderly operation of the University. In response, stu- academic honor societies. dents must observe rules and regulations necessary Membership in Lambda Sigma Tau (the for the proper functioning of the institution. University-wide honor society) is the highest aca- Each individual has the right and responsibil- demic honor at Monmouth University and is awarded ity to bring to the attention of an administrative or to upper-class students on the basis of outstanding Student Government official any violations of per- scholarship. sonal freedom or the regulations of the University. Omicron Delta Kappa, a national leadership Additional information regarding the Student society, recognizes upper-class students who have Code of Conduct is contained in the Student demonstrated leadership on campus. Phi Eta Sigma Handbook. The Student Handbook is available is a freshman leadership honor society acknowledg- online at www.monmouth.edu/studenthandbook. ing academic excellence and involvement in student activities. The Gamma Sigma Alpha, National Greek Academic Honor Society, recognizes fraternity and sorority members who have achieved high levels of academic success.
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OFFICERS Judith Cerciello ’96 (ex officio) Marianne Hesse (2007) Director of Social Services The Hesse Companies Robert B. Sculthorpe ’63, Chairman Leisure Chateau Care Center Atlantic Highlands, NJ Marcia Sue Clever, MD, Vice Chairman Lakewood, NJ James S. Vaccaro, III, Treasurer Kenneth W. Hitchner, III (2007) Michael A. Plodwick ’82, Secretary Marcia Sue Clever, MD (2003) Partner and Managing Director Directories Red Bank, NJ Goldman Sachs Group, Inc. TRUSTEES New York, NY Dennis M. Coleman, Esq. (2008) Jerome P. Amedeo ’90 (2007) Partner Frederick J. Kaeli, Jr. ’61 (2010) Owner/Executive Director Ropes and Gray Atlantic Highlands, NJ Camp Harmony, Inc. Boston, MA Warren, NJ Henry D. Mercer, III ’87 (2010) John C. Conover, III (2013) President Virginia S. Bauer (2009) John C. Conover Agency Mercer Capital Advisors, Inc. Chief Executive Officer Asbury Park, NJ Little Silver, NJ GTBM, Inc. East Rutherford, NJ William P. Dioguardi, Jr. ’80 (2006) Thomas J. Michelli (2006) Chairman and CEO President Francis V. Bonello, Esq. (2010) Four Springs Capital, LLC Michelli Associates, Inc. Of Counsel Avon-By-The-Sea, NJ Wayside, NJ Wilentz, Goldman and Spitzer, P.A. Eatontown, NJ Marti S. Egger ’81 (2002) Tavit O. Najarian, Sc. D. (2005) Senior Account Manager, Supplier Services President Paul R. Brown, PhD (2013) IMS, Inc. Najarian Associates, Inc. President Parsippany, NJ Eatontown, NJ Monmouth University West Long Branch, NJ John R. Garbarino (2004) Jeana M. Piscatelli ’01, ’02 (2010) Chairman and CEO Director Institutional Fx Sales Thomas D. Byer ’67 (2013) OceanFirst Bank Wells Fargo Bank Senior Vice President Toms River, NJ New York, NY UBS Financial Services, Inc. Richmond, VA Jan Greenwood, PhD (2001) Michael A. Plodwick ’82 (2009) Greenwood/Asher Associates, Inc. Middletown, NJ Miramar Beach, FL
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Thomas A. Porskievies ’82 ’86 (1998) John H. Kessler ’69 (1997) Paul G. Gaffney II (2003-2013) Belford, NJ Senior Vice President President Emeritus RBC Wealth Management Steven J. Pozycki ’73 (2003) West Palm Beach, FL (*Dean) President SJP Properties Robert E. McAllan ’69 (2003) ADMINISTRATION Parsippany, NJ Chief Executive Officer Press Communication, LLC OFFICERS David A. Reale ’96 (2011) Neptune, NJ Vice President Paul R. Brown, PhD (2013) Phoenix Tube Company, Inc. Stephen M. Parks ’68 (1998) President Bethlehem, PA Palm Beach Gardens, FL BA, Franklin and Marshall College, MA, PhD, University of Texas at Austin Robert B. Sculthorpe ’63 (2003) William B. Roberts (1996) New York, NY President Thomas Pearson (1978) Monmouth Capital Provost/Vice President for Academic Michelle Spicer Toto ’94 (2011) New York, NY Affairs Vice President BA, Santa Clara University; MA, PhD, PKM Panel Systems Corporation Alfred J. Schiavetti, Jr. (1997) University of North Carolina South River, NJ President Navesink Associates, LLC William G. Craig (1981) Carol A. Stillwell (2012) Red Bank, NJ Vice President for Finance President BS, Seton Hall University; CPA, NJ Stillwell-Hansen, Inc. TRUSTEES EMERITI Edison, NJ Grey J. Dimenna, Esq. (1995) Paul S. Doherty, Jr. ’67, HN ’04 Vice President and General Counsel Webster B. Trammell, Jr., PhD ’70, ‘73 Chairman and President BA, State University of New York at Vice President Development, Community Arrowpac, Inc. Binghamton; JD, Syracuse University and Government North Bergen, NJ College of Law Brookdale Community College Lincroft, NJ Thomas P. Kiely, HN ’98 Robert D. Mc Caig, EdD (2005) Middletown, NJ Vice President for Enrollment Management James S. Vaccaro, III (2010) Charles T. Parton, HN ’01 BA, Penn State University; MA, Arcadia Executive Vice President and Chief Rumson, NJ University; EdD, Temple University Operating Officer Charles T. Parton, HN ’01 Springpoint Senior Living, Inc. Rumson, NJ Marilyn McNeil, PhD (1994) Princeton, NJ Vice President and Director of Athletics Jules L. Plangere, Jr., HN ’86 B.R.E., The University of Calgary; MA, LIFE TRUSTEES McGill University, EdD, Washington Spring Lake, NJ State University Paul W. Corliss (2000) Richard S. Sambol, HN ’04 President and CEO Mary Anne Nagy (1986) Chairman of the Board The Silver Fox Club Vice President for Student and Community The Sambol Companies Manasquan, NJ Services Toms River, NJ Interim Vice President for University Alan E. Davis, Esq. (1995) Advancement FORMER PRESIDENTS Partner BS, Springfield College; MSEd., Monmouth Greenbaum, Rowe, Smith, & Davis, LLP College; MBA, Monmouth University Woodbridge, NJ Edward G. Schlaefer (1933-1956)* Patricia Swannack (1975) Judith Ann Eisenberg (1993) Eugene H. Lehman (1956-1957) Vice President for Administrative Services Vero Beach, FL BS, Monmouth University Edward G. Schlaefer (1957-1962) Alfred L. Ferguson, Esq. (1998) Edward Christensen, PhD (1996) Of Counsel William G. Van Note (1962-1971) Vice President for Information Management McCarter & English AS, George Washington University; BS, Newark, NJ Richard J. Stonesifer (1971 – 1979) Southern Illinois University; MBA, PhD, Rutgers University Harold L. Hodes ’65 (1997) Samuel H. Magill, PhD (1980–1993) Senior Partner President Emeritus OFFICE OF THE PRESIDENT Public Strategies Impact, LLC Trenton, NJ Rebecca Stafford, PhD (1993–2003) Paul R. Brown, PhD (2013) President Emerita President BA, Franklin and Marshall College MPA, PhD, University of Texas at Austin
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Annette Gough (1989) Jacqueline-Ann Ferguson (2004) Lynn Romeo (1994) Executive Assistant to the President Assistant Vice President for Academic Dean of the School of Education AA, Monmouth University Budgets and Financial Analysis BA, Glassboro State College; MA, BS, Brooklyn College; MBA, Kean University; EdD, Rutgers Janet Fell (1987) Monmouth University University Special Assistant to the Board of Trustees BA, Thomas Edison State College Stanton W. Green (2004) Saliba Sarsar (1985) Dean of the Wayne D. McMurray Associate Vice President for Global OFFICE OF THE GENERAL COUNSEL School of Humanities and Social Initiatives Sciences BA, Monmouth College; PhD, Grey J. Dimenna, Esq. (1995) BA, University of New York at Stony Rutgers University Vice President and General Counsel Brook; MA, PhD, University of BA, State University of New York at Massachusetts, Amherst Kathleen Snedden (1986) Binghamton; JD, Syracuse University Assistant to the Provost College of Law Janet Mahoney (1995) Dean of the Marjorie K. Unterberg David B. Strohmetz (1996) Nina M. Anderson (2013) School of Nursing and Health Associate Vice President for Academic Director, Office of Equity and Diversity Studies and Institutional Assessment BA, College of William and Mary; JD, RN, St. Mary’s Hospital; BSN, BA, Dickinson College; MA, PhD, University of Wisconsin Law School Monmouth College; MSN, Seton Temple University Hall University; PhD, New York Rhonda M. Rehm, Esq. (2002) University Claude E. Taylor (2005) Assistant General Counsel Athletics Professor-in-Residence BA, Rutgers University; MBA, Rutgers Robin Mama (1992) BA, MA, West Chester University University, School of Business; JD, Dean of the School of Social Work Rutgers University, School of Law BSW, College of Misericordia; MSS, Leon Hess Business School PhD, Bryn Mawr College Charlene K. Diana, Esq. (2005) Donald M. Moliver (1982) Assistant General Counsel Donald M. Moliver (1982) Dean of the Leon Hess Business School BA, John Jay College of Criminal Justice; Dean of the Leon Hess Business BA, Fairleigh Dickinson University; MA, JD, Roger Williams University School of School PhD, Virginia Polytechnic Institute and Law BA, Fairleigh Dickinson University; State University. State Certified General MA, PhD, Virginia Polytechnic Real Estate Appraiser for New Jersey Sandra M. Kosinski (2011) Institute and State University. State and New York Director of Internal Audit Certified General Real Estate BS, Kean University Appraiser for New Jersey and New Gilda M. Agacer (1998) York Associate Dean of the Leon Hess ACADEMIC AFFAIRS Business School Datta V. Naik (1977) BA, University of the East Philippines; Thomas Pearson (1978) Vice Provost and Dean of the M.I.B.S., PhD, University of South Provost/Vice President for Academic Graduate School and Continuing Carolina Affairs Education BA, Santa Clara University; MA, PhD, B.Sc., St. Xavier’s College, University Susan Gupta (2006) University of North Carolina at Chapel Hill of Bombay, Goa, India; PhD, Interim Director of the MBA Program University of Notre Dame BS, MS, University of Missouri- Mercy O. Azeke (2009) Columbia; PhD, University of Judith L. Nye (1987) Dean of the Center for Student Tennessee Success and Academic Advising Associate Vice President for Academic BS, University of Nigeria; MEd, EdD, Foundations – General Education Janeth Merkle Temple University BS, MS, PhD, Virginia Assistant to the Dean Commonwealth University Edward Christensen (1996) Theresa Lowy (2001) Susan J. O’Keefe (1981) Interim Dean of the Library and Vice Associate Director of the Kislak Real President for Information Associate Vice President for Estate Institute Management Academic Administration AS, George Washington University; AB, Douglass College; MS, Rutgers Gertrude Murphy (1982) University BS, Southern Illinois University; Administrative Coordinator MBA, PhD, Rutgers University Michael A. Palladino (1999) Peter Reinhart, Esq. Kevin Dooley (2005) Dean of the School of Science Director, Kislak Real Estate Institute Dean of the Honors School BS, The College of New Jersey Interim Executive Director of the BA, Monmouth University; MA, (Trenton State College); PhD, MBA Program Rutgers University; PhD, Rutgers University of Virginia JD, Rutgers Law School, Camden; University BA, Franklin and Marshall.
Monmouth University 109 Directories
School of Education Kelly Barratt (2011) Carol Biscardi (2012) Marketing Coordinator for the Arts Director of the Physician’s Assistant Lynn Romeo (1994) Program Dean of the School of Education Chris Cavallaro (1992) Clinical Professor BA, Glassboro State College; MA, Kean Director of Broadcast Engineering PhD, Seton Hall University University; EdD, Rutgers University BA, Monmouth University Kenneth Faistl (2013) Jason Barr (2005) Eileen Chapman (2006) Co-Medical Director of the Associate Dean of the School of Assistant Director of Performing Arts Physician’s Assistant Program Education Series Clinical Professor BA, University of Hartford; MA, New York University; PhD, Fordham Mark Ludak (2007) Joseph DePasquale (2013) University Compliance Officer/Technical Specialist Co-Medical Director of the Specialist Professor of Art Physician’s Assistant Program Christine Borlan (2003) (Photography) Clinical Professor Credential Officer BA, Monmouth University, MFA, Hunter College; Parsons School of Design Cira Fraser (1996) Carrie Digironimo (2005) Coordinator of the BSN Program Advising Liaison Scott Knauer (2005) RN, St. Vincent’s Medical Center; BA, Adams State College; MAT, MEd, Director of Galleries and Collections BSN, The College of Staten Island; Monmouth University BFA, University of Wisconsin; MFA, MS, Rutgers University; PhD, Ohio University Adelphi University Gil Eckert (2011) Assessment Project Coordinator Golam Mathbor (1999) Laura Jannone (2000) MS, Kean University; BS, Stockton Associate Dean of the Wayne D. Director of the MSN Program State College; CNE, Certified McMurray School of Humanities RN, Christ Hospital; BSN, Jersey City Network Engineer, Novell and Social Sciences State College; MS, Jersey City BSS, MSS, LL.B., University of University; EdD, Teachers College Patricia Heaney (2007) Dhaka; MSW, McGill University; Columbia Director of Field Placements PhD, The University of Calgary BA, St. Peter’s College; MEd, William James Konopack (2006) Paterson University Patrick Murray (2005) Chair of Health Studies Department Director of the Polling Institute BA, Cornell University; EdM, Boston Marta Jahn (2007) AB, Lafayette College; MA, Rutgers University; PhD, University of Coordinator of Early Field Placements University Illinois AAS, Bergen Community College Vaune Peck (1987) Joseph Monaco (2012) Jenifer Joyce ’87, ’97 (1999) Counselor and Coordinator of Arts Director of Clinical Education, Program Advisor Programming and Promotion Physician’s Assistant Program BS, MAT, Monmouth University Clinical Professor Eric Reisher (2002) MSJ, Seton Hall University Law Janis Marcus (2000) Broadcast Technical Assistant School Academic Advisement Liaison BA, Monmouth University BSW, Ohio State University; MSEd, Barbara Paskewich (2001) Northeastern University Lorna Schmidt (1999) Special Projects Coordinator Director of Advising, Department of BA, Monmouth University; MA, Sarah Moore (2004) Communication Montclair State University; RN, MAT Program Coordinator BA, Eastern Illinois University; MA, Anne May School of Nursing BA, Siena College; MA, Georgian Emerson College Court College Sharon W. Stark (1996) Michael Thomas (1997) Associate Dean of the Marjorie K. Vacant Associate Dean of the Wayne D. Unterberg School of Nursing and Professional Development School McMurray School of Humanities Health Studies Administrator and Social Sciences BS, Thomas Edison State College; BA, Hamilton College; MFA, MSN, Rutgers University; PhD, School of Humanities and Social Syracuse University Widener University Sciences School of Nursing and Health Studies School of Science Stanton W. Green (2004) Michael A. Palladino (1999) Dean of the Wayne D. McMurray School Janet Mahoney (1995) of Humanities and Social Sciences Dean of the Marjorie K. Unterberg School Dean of the School of Science BA, University of New York at Stony of Nursing and Health Studies BS, The College of New Jersey (Trenton Brook; MA, PhD, University of RN, St. Mary’s Hospital; BSN, Monmouth State College); PhD, University of Massachusetts, Amherst College; MSN, Seton Hall University; Virginia PhD, New York University
110 Monmouth University Directories
Joseph Chung (2001) Leah Lazzaro (2006) George Germek (2006) UNIX Administrator and Teacher Field Placement Coordinator, School Assistant Librarian – Reference BS, MS, PhD, University of Illinois at of Social Work Coordinator Chicago BA, Penn State University; MSW, BS Kean University; MA Rutgers Monmouth University University; MLIS Rutgers University Catherine N. Duckett (2009) Associate Dean of the School of Paul Longo (1999) Aurora Ioanid (1996) Science Director of Field and Professional Associate Librarian; Head of BA, Brown University; MA, University Development, School of Social Work Technical Services of Texas at Austin; PhD, Cornell BA, MSW, Rutgers University MA, University of Bucharest, University Romania; MLS, Columbia University Graduate School and Continuing Merrily Ervin (1997) Education Mary Beth Meszaros (2008) Coordinator of SC 100 Specialist Librarian BA, University of California-Davis; Datta V. Naik (1977) BA, MA, Villanova University; MLIS, MS, PhD, Rutgers University Vice Provost and Dean of the Graduate Drexel University, PhD, University School and Continuing Education of Pennsylvania Rigoberto Garcia (2005) B.Sc., St. Xavier’s College, University of Chemistry Technician/Chemical Bombay, Goa, India; PhD, University of Academic Administration Hygiene Officer Notre Dame BA, Thomas Edison State College Lynn K. Reynolds (2002) Anthony Lazroe (2007) Registrar Anne Marie Lavin (1996) Director of the Office of Grants and BA, MA, Monmouth University Biology-Chemistry Lab Contracts Supervisor/Compliance Officer BA, Long Island University; MA, Marc Jose (2012) BS, Kean College Northern Illinois University Associate Registrar for Technology BS, Bloomfield College Anthony MacDonald (2005) Laura Babbin (1991) Director of the Urban Coast Institute Coordinator of Academic Compliance Debbie Mellish (1979) BA, Middlebury College; JD, and Effectiveness Assistant Director of Registration and Fordham University BA, Drew University; MBA, Records for Scheduling Monmouth University; JD, Concord AAS, Brookdale Community College James Nickels (2007) Law School Marine Scientist, Urban Coast Institute LacyJane Ryman-Mescal (2008) MS, Montclair State University Monmouth University Library Assistant Director of Registration and Records for Graduation Janice Rohn (2012) Edward Christensen (1996) BA, The College of New Jersey Information Technology Coordinator Interim Dean of the Library and Vice Specialist Professor in Computer President for Information Karen Wyant (2001) Science Management Assistant Director of Registration and BA, Thomas Edison State College; AS, George Washington University; Records for WEB and Curriculum MA, National Technological BS, Southern Illinois University; Management University MBA, PhD, Rutgers University Academic and Institutional John A. Tiedemann (1998) Susan Bucks (2010) Assessment Assistant Dean of the School of Instructor Librarian Science Instructional Services/Reference/ David B. Strohmetz (1996) Director of the Marine and Government Documents Associate Vice President for Academic Environmental Biology and Policy BA, MA, Rutgers University and Institutional Assessment Program BA, Dickinson College; MA, PhD, Temple BS, Upsala College; MS, Florida Matthew Doyle (2012) University Institute of Technology Assistant Librarian – Reference BA, MLIS, Rutgers University Eleanor C. Swanson (1994) Lynn Dietrich (2011) Director of Institutional Research Coordinator of the Mathematics Center Eleanora Dubicki (2003) BA, University of Arizona; MA, PhD, BS, Monmouth University; MA, Associate Librarian University of Connecticut Georgian Court University BA, Douglass College; MLS, MBA, Rutgers University Global Initiatives School of Social Work Rachel Gardner (1989) Saliba Sarsar (1985) Robin Mama (1992) Associate Librarian; Coordinator of Associate Vice President for Global Dean of the School of Social Work Information Services and Collection Initiatives BSW, College of Misericordia; MSS, PhD, Development Interim Director of the Institute for Global Bryn Mawr College BA, Vassar College; MA, Middlebury Understanding College; MLS, Rutgers University BA, Monmouth College; PhD, Rutgers University
Monmouth University 111 Directories
Robyn Asaro (1998) Carolyne Chirichello (2000) Lupita Yonker (2002) Assistant Director of Study Abroad Assistant Director, Disability Services Assistant Director, Educational BA, State University of New York at for Students Opportunity Fund Buffalo BA, University of California, Santa BA, MA, Bowling Green State Cruz; MS, San Jose State University University Marina Vujnovic (2008) Associate Director, Institute for Dorothy Cleary (2010) FINANCE Global Understanding Director, Tutoring and Writing B.A., University of Zagreb, M.A., Services William G. Craig (1981) University of Northern Iowa; Ph.D., MSEd, Walden University Vice President for Finance University of Iowa BS in Business Administration, Seton Hall Noah Hart (2004) University; CPA, NJ Christopher Hirschler (2009) Coordinator of First Year Advising Faculty Director of Study Abroad BA, Livingston College, Rutgers Ruth Saporito (1982) BS, Excelsior College; MA, State University; MEd, The College of Assistant to the Vice President for University of New York; PhD, New Jersey; M.Div., Eastern Student Financial Appeals Cleveland State University Baptist Theological Seminary; EdD AA, Hershey Jr. College; M.T. Rutgers University Harrisburg School of Medical Barbara Nitzberg (1996) Technology, ASCP Assistant Director of International William F. Hill (1977) Student and Faculty Services Assistant Dean for Career Services Philip Bodner (1997) BA, MA, Monmouth University BA, St. Peter’s College; MA, Associate Vice President & Controller Manhattan College B.B.A., Bernard M. Baruch (C.U.N.Y.); Joseph Patten (2002) MBA, Wagner College Director of the Washington Semester Colleen Johnson (1981) BA, Kean University; MA, West Director, Educational Opportunity Shelley Carlock (2010) Virginia University; PhD, West Fund Program Accountant Virginia University BA, MSEd, Monmouth College BBA, Pace University
Academic Foundations – General Jean Judge (1984) Marilyn Cusick (1990) Education Associate Dean for Support Services Manager of Cashiering and Articulation BS, Monmouth University Judith L. Nye (1987) BS, Georgian Court College; MA, Associate Vice President for Academic Trenton State College Ellen Dombroski (1997) Foundations – General Education Assistant Controller BS, MS, PhD, Virginia Commonwealth Erin Kenney (2004) BS, Seton Hall University; CPA, NJ University Disability Specialist, Disability Services for Students Maureen Dries (2003) Beatrice M. Rogers (1993) BS, Marist College; MSW, Fordham Assistant Accountant Assistant Vice President for Academic University BS, Trenton State College; MBA; Foundations – General Education Pace University BS, Allegheny College; MBA, Lori Lichter (1983) Monmouth College Student Development Counselor Catherine Duriske (1994) BA, MA, Montclair State University Director of Investment Accounting Richard Veit (2000) BS, Montclair State College; CPA, NJ Director of the Center for Excellence Nicole Martinez (2006) in Teaching and Learning Counselor and Freshman Josephine Estelle (2001) BA, Drew University; MA, College of Coordinator, Educational Accountant William and Mary; PhD, University Opportunity Fund BS, Georgian Court College of Pennsylvania BA, MA, Monmouth University Jonas Javier (2007) Center for Student Success Danielle Schrama (1999) Bursar Director of Academic Advising BS, New Jersey Institute of Mercy O. Azeke (2009) BS, MS, Monmouth University Technology Dean of the Academic Advising and the Center for Student Success Tyrone M. Smith (2009) Norma Johnson (1997) BS, University of Nigeria; MEd, EdD, Counselor, Educational Opportunity Manager of Payroll Services Temple University Fund BA, Lynchburg College BA, MEd, Monmouth University Skip Carey (2005) Betsy Lunney (1981) Director of Disability Services for Marilyn Ward (1996) Assistant Controller Students Coordinator of Service Learning and BBA, Suffolk University; MBA, BA, Marist College; MA, New Jersey Community Programs Monmouth University City University BA, Seton Hill College
112 Monmouth University Directories
Mohieb Mohsen (2010) Information Support Aileen (Teri) Monahan (2008) Loans and Collections Administrator Enterprise Application Support BS, Cairo University Wendy Savoth (2004) Specialist Associate Vice President for Information AS, Staten Island Community Camille Peterson (1993) Support College; BS, C.U.N.Y. Assistant Bursar BS, University of Connecticut; MS, Monmouth University Marijean Nagy (1999) Laurie Stanton (1987) Enterprise Application Support Accounts Payable Manager Max Bado (2011) Specialist AA, Brookdale Community College Technology Support Specialist BA, Felician College; MS, Villanova BA, Bucknell University University Melissa Sweeney (2007) Accountant Lydonna (Sue) Baklarz (2007) Billy Pachamango (2001) BS, Rutgers School of Business; Computer Systems Analyst Computer Systems Analyst MBA, Monmouth University AS, Devry University Joseph Bembry (2000) John Gavin (1991) Director of Computer Support Linda Puches (2006) Associate Vice President for Budgets and BA, MA, Monmouth University Instructional Designer Finance BA, Fordham University; MA, Kean BS, MBA, Seton Hall University Karen M. Blaney (2007) University Enterprise Application Support David Tsong (2012) Specialist Glenn Schacht (2000) Copy Center Manager Computer Systems Assistant BA, Syracuse University Edward Carson (2004) Computer Systems Analyst Michael Seeley (2005) William T. Rainey (1982) Computer Systems Analyst Bookstore Manager Robert Coles (2007) AAS, Bergen Community College BA, Rutgers University Computer Trainer BA, MA, Monmouth University Lynn Stipick (1997) Kathy Booth (1985) Director of Help Desk and Training Assistant Bookstore Manager Deborah Cotler (2005) BS, West Chester State University Director of Instructional Support Nikki Hernandez (2000) BA, State University of New York, Michael Walsh (2002) Assistant Manager of Course Albany; EdM, Boston University Director, Enterprise Application Materials Support BA, Monmouth University Aditi (Rupa) Dasgupta (2008) BA, Purdue University; MA, The Graphic Web Designer/Videographer Richard Stockton College of New Mark Miranda (2005) BA, University of Virginia; MFA, Jersey Director of Purchasing Parsons Institute BS, St. John’s University Information Operations Wayne Elliott (2002) Patricia Curtis (2006) Instructional Technologist and LMS John Sonn (1988) Box Office Manager Administrator Associate Vice President for Information BA, Montclair University BA, Monmouth University Operations BA, Rutgers University Edward Christensen (1996) Tease Gould (1995) Vice President for Information Management Enterprise Application Support James Allan (2004) Interim Dean of the Library Specialist System Administrator AS, George Washington University; BS, BS, College of Saint Elizabeth; AA, Brookdale Community College Southern Illinois University; MBA, PhD, MSEd, Monmouth University Rutgers University Paula Cannella (2000) Joseph Huybens (2001) System Administrator Patricia Dodd (1999) Computer Systems Analyst BA, Monmouth University Assistant to the Vice President for Information Management Kristen Kormann (1998) Robert Carsey (1998) AAS, Monmouth University Enterprise Application Support Director of Server Operations Specialist BS, MS, Monmouth University John Cavallo (1997) Director, Information Logistics and Ronald Lawson (2006) Alan Chiu (2000) Security Computer Systems Analyst Programmer/Analyst BA, Monmouth University AS, Devry University BA, Guangzhou Institute of Foreign Languages Theodore Tsoutsas (2001) Software Licensing Administrator Assistant LMS Administrator
Monmouth University 113 Directories
Matthew Girard (2013) Paul Dement (2005) Shannon Killeen (2002) System Administrator Director of Government and Assistant Vice President for Student Brick Computer Science Institute Community Relations Services BA, Pennsylvania State University BA, Glassboro State College; MA, Kathleen Crawley (2002) Rowan College Senior Programmer/Analyst Petra Ludwig (2003) Director of Public Affairs Susan Damaschke (2009) Eric Joyce (1999) BA, Clark University Coordinator of Transitions and Director of Infrastructure Operations Leadership Programs Brick Computer Institute Mark Holfelder (2000) BA, Bucknell University; MS, Miami Associate Director of Residential Life University Charles Kittner (2010) BA, Widener University; MS, West Programmer/Analyst Chester University Kathy Maloney (2001) Diploma in Computer Technology, Director of Health Services New York University Raymond D. Gonzalez (2004) BSN, Georgetown University; MBA, Associate Director of Housing The George Washington University; Mary Latteri (2002) Operations MSN, Monmouth University Programmer/Analyst BA, Binghampton University; MS, BS, Monmouth University Syracuse University Lita Abrazaldo-Richards (2012) Nurse Practitioner Michael McGuire (2007) Megan Jones (2000) BSN, St. Louis University; MSN, Network Systems Administrator Assistant Director of Residential Life Monmouth University BA, Moravian College and Judicial Affairs BS, Rutgers University; MS, Louise Bosman (1997) Steven Mervine (2004) Monmouth University University Nurse Practitioner Director of Media Operations BSN, MSN, Monmouth University BS, Monmouth University Elizabeth (Anton) O’Brien (2006) Area Coordinator Mary Lou Dalessandro (2000) Don Reynolds (2005) BS, S.U.N.Y. Oneonta; MSEd., University Nurse Practitioner Programmer/Analyst Monmouth University BA, Rutgers University; BSN, MSN, Monmouth University Carlton Richardson (2008) Corey Inzana (2006) System Administrator Area Coordinator Carol Huggler (2012) BS, Quinnipiac University; MBA, Nurse Practitioner Gary Rosenberg (2001) Monmouth University BSN, Wilkes College; MSN, Manager, Telecommunications Monmouth University Tony Conard (2011) Thomas Shenko (1999) Area Coordinator Suanne Schaad (2005) Senior Programmer/Analyst BS, Loyola University; MS, Florida Substance Awareness Coordinator AA, DeVry Technical Institute State University BA, Loyola College (MD); MA, Monmouth University Charles (Joe) Strickland (1993) Jeffrey Miele (2013) Network Administrator Area Coordinator Luann Russell (2010) BA, Rowan University; MA, Rowan Director of Conference and Event Bonnie Ullmeyer (1997) University Services Director of Enterprise Programming BS, Georgian Court College and Integration Amy Bellina (1994) BS, Monmouth University Director of Student Activities and Nicole Frame (2010) Student Center Operations Assistant Director of Conference and STUDENT and COMMUNITY SERVICES BA, University of Pittsburgh; MA, Event Services Indiana University of Pennsylvania BS, The College of New Jersey; MA, Mary Anne Nagy (1986) Monmouth University Heather Kelly (2004) Vice President for Student and Community Vaughn Clay (1994) Services Assistant Director of Student BS, Springfield College; MSEd., Activities for Multicultural and Director of Off Campus and Monmouth College; MBA, Monmouth Diversity Initiatives Commuter Services University BA, S.U.N.Y. University; MS, BS, MA, Indiana University of Syracuse University Pennsylvania James Pillar (1995) Megan McGowan (2010) Jeffrey Hood (2010) Associate Vice President for Student Services Assistant Director of Student Coordinator of Veteran Services BS, Millersville University; MBA, Activities and Student Center BS, University of Southern Colorado West Chester University Operations BS, MS, Springfield College
114 Monmouth University Directories
Franca Mancini, PhD (1985) Lucille Flynn (2002) Victoria Bobik (2005) Director of Counseling and Associate Vice President of Director of Undergraduate Admission Psychological Services University Advancement BA, Colgate University; MA, BA, Monmouth University; PhD, BS, Seton Hall University University of South Carolina University of Rome, Italy Charles Gerdon (2011) Tyler Bischoff (2012) Theresa Jaeger (2012) Major Gifts Officer Admission Counselor Psychological Counselor BA, Stockton State College; MA, BA, Monmouth University BA, St. Peters College; MA Hunter Montclair State University College, CUNY; PhD, Seton Hall Emma Caban (2012) University Freda Karpf ’75, ’08 (1999) Admission Counselor Director of Prospect Research and BA, Monmouth University Lorraine Chiavetta (2010) Resource Development Psychological Counselor BA, MSW, Monmouth University Michael Cardonick (2012) BA, Wheaton College; PsyD, Rutgers Admission Counselor University Thomas E. Klimchak (2002) BA, BS, Monmouth University Director of Advancement Services Tom McCarthy (2007) BA, Millersville University Danielle Colbert (2007) Assistant Director of Counseling and Assistant Director of Undergraduate Psychological Services Michael S. Maiden, Jr. ’07 Admissions BA, MA, Monmouth University (2005) BA, Lafayette College Director of Advancement Publications Christopher McKittrick (2006) BA, Boston University; MA, Patrick Dorsey (2005) Psychological Counselor Monmouth University Associate Director of Undergraduate BS, MA, The College of New Jersey Admission Sharon Miggins ’06 (2002) BS, Fairleigh Dickinson University; UNIVERSITY ADVANCEMENT Assistant Director of Special Events MSEd, Monmouth University and Programs Mary Anne Nagy (1986) AAS, Fashion Institute of Technology; Kamal Kornegay (2004) Interim Vice President for University BS, College of Staten Island; MAL, Associate Director of Undergraduate Advancement Monmouth University Admission BS, Springfield College; MSEd., Monmouth BA, Rowan University College; MBA, Monmouth University Heather Mistretta (2006) Assistant Editor Lesbia Ortiz-Torres (2004) Jacqueline Bartley-Oxley (2007) BA, American University Assistant Director of Undergraduate Associate Vice President of Admission Development Marilynn W. Perry (1996) BA, Inter America University BA, Boston College; JD, Seton Hall Director of Alumni Affairs University School of Law BA, St. Lawrence University Lauren Puglisi (2012) Admission Counselor Terence Bodak (2012) Kevin Scally ’07 (2009) BA, Arcadia University Phonathon Manager Annual Fund Marketing Manager MA, Georgian Court University BA, Monmouth University BA, Monmouth University Lucia Riotto (2012) Jan Connolly (2002) Georgina West ’02 (1997) Admission Counselor Director of Special Events and Director of Gift Planning BA, MBA, Monmouth University Programs BS, Northern Illinois University; MA, BS, University of Evansville Monmouth University Debbie Seals Assistant to the Office of Marian Dalton (2003) ENROLLMENT MANAGEMENT Undergraduate Admission Senior Special Events Coordinator Robert D. Mc Caig (2005) Christine Benol (1991) Shari DeAnni (2005) Vice President for Enrollment Management Vice President of Enrollment Assistant to the Vice President of BA, Penn State University; MA, Arcadia Management University Advancement University; EdD, Temple University Director of Enrollment Research and Technical Support Laura Embrey (2012) Andrea S. Bornstein (1977) BA, Monmouth University; MSEd, Assistant Director of Alumni Affairs Assistant to the Vice President for Monmouth University BA, Monmouth University Enrollment Management Kathleen Dennis (1993) Elizabeth Esten (2012) Lauren Vento Cifelli (2000) Transfer Credit Evaluator Associate Director of Alumni Affairs Assistant Vice President of BA, College of Saint Elizabeth BS, Boston University Enrollment Management BA, BS, MA, Monmouth University
Monmouth University 115 Directories
Barbara Growney (1994) Sarah Savarese (2001) Richard Su (1990) Director of Admission Processing Director of Enrollment Publications Director of Compliance and Special BS, Monmouth University; MSEd, and Communications Event Services Monmouth University BA, The College of New Jersey; BA, Monmouth University MBA, Monmouth University Rosetta Arce (2013) Timothy Orr (1996) Assistant Director of Admission Jonathan Conner (2013) Construction Manager Processing Web and Social Media Specialist BS, Geneva College BS, Monmouth University BFA, Pacific Northwest College of Art Monica Bottone (1994) Kevin L. Roane (1993) Janine Frederick (2010) Assistant to the Directors of Facilities Director of Graduate Admission Enrollment Publications and Management and Grant Manager BS, Fairleigh Dickinson University Communications BA, Montclair State University; MA, Assistant Website Developer New York University Laurie Kuhn (1999) Associate Director of Graduate Todd Lesser (2009) Maureen Coffey (1999) Admission Web Writer Director of HRIS, Employment and BA, State University of New York at Enrollment Publications and Communications Oneonta; MBA, Baruch College- Communications BS, MBA, Monmouth University Mount Sinai School of Medicine BA, Rutgers University; MS, New Jersey Institute of Technology Robyn Salvo (2006) Terry DeTuro (2006) Director of Human Resources Assistant Director of Graduate Eileen Reinhard (2004) BA, College of New Jersey; MBA, Admission Assistant Director for Enrollment Monmouth University BA, Rider University; MEd, University Publications and Communications of Virginia BA, Seton Hall University; MA, Maureen Slendorn (2007) Monmouth University Manager of Recruiting and Staffing Andrea Thompson (2007) BS, Georgian Court University Graduate Admission Counselor Robert E. Smith (2004) BA, Marymount Manhattan College; Senior Website Developer Aimee M. Parks (2000) MAT, Monmouth University BS, Boston University Assistant Director of Human Resources for Student Claire Alasio (1997) Vera Towle (2008) Employment Associate Vice President of Senior Communication Design BA, MA, Monmouth University Enrollment Management/Director of Specialist Financial Aid BA, Georgian Court University; MA, Kathy Stein (2003) BA, Roanoke College; MAEd, Monmouth University Senior Benefits Administrator Virginia Polytechnic Institute and BS, Monmouth University State University ADMINISTRATIVE SERVICES William McElrath (2003) Kristen Isaksen (1997) Patricia Swannack (1975) Chief, MUPD Associate Director of Financial Aid Vice President for Administrative Services BA, Kings College; MA, Seton Hall BA, Dickinson College; MSEd., BS, Monmouth University University Monmouth University Kara Sullivan (1998) Dean Volpe Tabitha Conlan (2001) Assistant to the Vice President for Captain of Police, MUPD Assistant Director of Financial Aid Administrative Services BS, Georgian Court University AAS, Brookdale Community College ATHLETICS
Sandra Crawford (2008) Robert Cornero (1996) Marilyn McNeil (1994) Financial Aid Counselor Associate Vice President for Campus Vice President and Director of Athletics BA, Muhlenberg College; MA, Planning and Construction B.P.E., The University of Calgary; MA, Monmouth University BE, Stevens Institute of Technology McGill University, EdD; Washington State University Marilyn Dorsey (1985) Lester Hauck (1988) Direct Lending Coordinator Director of Facilities Management for Terence Archer (2008) Operations Assistant Football Coach Nancy Hanson (1997) BS, Monmouth University BA, Monmouth University Assistant Director of Financial Aid BS, MBA, Monmouth University Melissa “Mel” Dale, Esq. (2011) Courtney Ball (2009) Director of Compliance and Mail Cheerleading Coach Robert C. Hennessey (2001) Room Operations BS, Monmouth University Assistant Director of Financial Aid BM, Lebanon Valley College; JD, BS, West Chester University Earle Mack School of Law, Drexel University
116 Monmouth University Directories
Devin Barry (2007) Vincent DeStasio (2005) Samantha Hegman (2012) Assistant Coach Track Team Physician Director of Compliance BS, Mount St. Mary’s University BS, Monmouth University, University BS, Monmouth University; MS, of Iowa Adelphia Stephen Bazaz (2009) Intramural and Club Sport Assistant Marquetta Dickens (2011) Brian Hirshblond (2003) BA, Monmouth University Assistant Coach Women’s Basketball Assistant Coach Men’s and Women’s BS, North Carolina Central University Track and Field Louie Berndt (2009) BA, Monmouth University Head Coach Softball Jill DiSanti (2007) BS Western Michigan, Nicholls State Assistant Field Hockey Coach Corey Hubbard (2013) University BS, Quinnipiac University; MA, Headcoach Men’s Tennis Monmouth University BA, Texas A&M University Tom Bieber (2008) Director of Athletics Academic Karen Edson (1969) Mike Iuliucci (2009) Support Associate Athletics Director for Assistant Equipment Manager & BS, Slippery Rock University; MBA, Business Recreation Monmouth University BA, Robert Morris University Dean Ehehalt (1994) Andy Bobik (1996) Head Coach, Baseball John Jackman (1993) Associate Head Coach Football BSEd, MSEd, East Carolina Director of the Fitness Center BA, Colgate University Juwan Jackson (2010) George Brown (2012) Sam Ferry (2011) Assistant Coach Football Assistant Baseball Coach Director of Men’s Basketball BA, Marist College; MBA, Wagner BS, St. John’s University Operations College BS, Vanderbilt University Kevin Callahan (1992) Ruth Jamnik (2011) Head Coach, Football Carli Figlio (2005) Assistant Director of Student BA, University at Rochester Head Coach Field Hockey Development BA, Kent State University; BS, BA, Kean College Richard Callahan (2011) Monmouth University Assistant Coach Men’s Basketball Amanda Kuperavage (2011) BS, Salem College, MS, Syracuse Brian Fisher (2012) Assistant Strength and Conditioning University Head Coach, Men’s Lacrosse Coach BA, Rutgers University BS, DeSales University; MA, Rich Carragher (2001) Gardner-Webb University Assistant Athletics Director for Event Abe Flores (2003) Management Assistant Coach Men’s and Women’s Hugh MacDonald (2008) BS, St. Joseph’s University In/Outdoor Track Assistant Coach Men’s Soccer BA Fine Arts; MAEd, University of BA, Monmouth University Jon Cascone (1997) Southern California Director of Recreation and Megan McAllister (2011) Intramurals Brian Gabriel (2004) Assistant Coach Softball BS, MA, East Stroudsburg University Assistant Coach/Recruiting Football BS, University of Georgia BA Sienna College Vanessa Christensen (2006) Robert McCourt (2004) Assistant Athletics Trainer Jeff Gallo (2005) Head Coach, Men’s Soccer BS, West Chester University; MSEd, Assistant Coach Football BA, Adelphia University Monmouth University BS, Monmouth University; MBA, Monmouth University Patrice Murray (1988) Marvin Clecidor (2012) Head Coach, Women’s Tennis Assistant Football Coach Andrew Geison (2012) BA, MA, Monmouth University BS, Lafayette College Assistant Men’s Lacrosse Coach BA, University of Maryland; MEd, Ed Occhipinti (2006) Joe Compagni (1995) Rutgers University Assistant Athletics Director for Director, Track & Field and Cross Marketing Country Eileen Ghant (2011) BA, MA, Monmouth University BA, University of Delaware; MPS, Assistant Lacrosse Coach University of Delaware, Cornell BS, Rutgers University Rick Oliveri (2011) University Assistant Coach Baseball Karen Grygiel (2010) BS, University of Buffalo Gregory Decos (1999) Head Coach, Women’s Bowling MBA, Lincoln Memorial Assistant Athletics Director BS, Vanderbilt University Equipment, Laundry Services
Monmouth University 117 Directories
Greg Ott (2011) Jeff Stapleton (1990) FACULTY Athletics Communication Assistant Senior Associate Athletics Director for BS, Springfield College Internal Affairs EMERITUS FACULTY BA, Hobart College Jenny Palmateer (2011) Derek A. Barnes Head Coach Women’s Basketball Chris Tarello (2012) Professor Emeritus of Physics BA, North Carolina State University Assistant Cross Country Coach B.A., M.A., Ph.D., Christ Church, Oxford BA, Rider University University, England Rachelle Paul (2012) Associate Athletics Director of Meg Tarrant (2011) Willard Bastian Student Development/SWA Director of Women’s Basketball Associate Professor Emeritus of Computer BA, MSA, Canisius College Operations Science BS, MA, Seton Hall University B.Ch.E., John Hopkins University; M.S., Jasmina Perazic (2011) Princeton University Assistant Coach Women’s Basketball Chris Tobin (2000) BA, University of Maryland Associate Athletics Director for Donald Bretzger Athletics Communication Professor Emeritus of Chemistry Derrick Phelps (2011) BS, College of New Jersey B.S., Ursinus College; M.S., Ph.D., Assistant Coach Men’s Basketball University of Delaware BA, University of North Carolina Kristine Turner (1998) Head Coach, Women’s Soccer Richard E. Brewer Brian Reese (2011) BS, College of New Jersey; MEd, Associate Professor Emeritus of English Assistant Coach, Men’s Basketball Lafayette College B.A., Drew University; B.D., Th.M., BA, University of North Carolina Princeton Theological Seminary; M.A., Scott Van Zile (2000) Rutgers University Tim Rehm (2008) Assistant Coach/Offensive Coordinator Strength and Conditioning Coordinator Football Robert Brooks BS, Springfield College BA, Towson University Associate Librarian Emeritus B.A., B.S.L.S., University of North King Rice (2011) Greg Viscomi (2006) Carolina; M.S.Ed., Monmouth College Head Men’s Basketball Coach Assistant Athletics Director for BA, University of North Carolina Communications and New Media Godfrey Buzzelli BA, Towson University; MS, Canisius Associate Professor Emeritus of Physical Carithia Rivers (2013) College Education Assistant Coach Women’s Basketball Ed.B., Ed.M., University of Buffalo BS, North Carolina State University Robert Voorhees (2003) Director of Aquatics John E. Carson Jon Roos (2011) Associate Professor Emeritus of Assistant Athletics Director for Sales Jarred Weiss (2009) Mathematics and Development Assistant Athletics Business Manager B.A., Drew University; M.S., New York BA, University of Tennessee; MBA, BA, Monmouth University; MA, University Lynn University Monmouth University Floyd R. Deardorff Kylee Rossi (2012) Denise Wescott (2009) Assistant Professor Emeritus of Assistant Coach, Women’s Soccer Head Coach, Lacrosse Mathematics BA, University of Tennessee BS, MS, University of Maryland B.A., Temple University; M.A., Catholic University Simon Rosenblum (2002) Chuck Whedon (2012) Associate Director of Sports Medicine Associate Athletic Director of Sports Philip C. Donahue BS, Waynesburg College; MSEd, Old Medicine Associate Professor Emeritus of History Dominion BS, Slippery Rock University; MS, B.S., Temple University; M.A., University University of Kansas of Pennsylvania Nicholas Scaramazza (2011) Assistant Athletics Trainer Dan Wojtaszek (2011) Francis Patrick Dooley BS, West Chester University of Intramural and Club Sport Assistant Professor Emeritus of History Pennsylvania BS, Rutgers University A.B., Villanova University; M.A., Ph.D., University of Maryland Dennis Shea (1993) Larry Zdilla Director of Golf Assistant Coach Football Donald Dorfman BS, Ithaca College BS, MSEd, California University of Professor Emeritus of Biology Pennsylvania B.S., Monmouth College; M.S., University Charles Smith (2012) of Connecticut; Ph.D., Rutgers Coordinator of Athletic Event University Management BS, University of Memphis; MA, Grambling State University
118 Monmouth University Directories
Harris Drucker Margaret G. Juckett David Martin Professor Emeritus of Software Engineering Associate Professor Emerita of Professor Emeritus of English B.S.E.E., Pennsylvania State University; Management B.A., Providence College; M.A., University M.S.E., Ph.D., University of B.S., West Virginia Wesleyan College; of Rhode Island; Ph.D., New York Pennsylvania M.A., University of Kentucky; M.B.A., University Monmouth College Stanley Dubroff Donald B. McKenzie Associate Professor Emeritus of Business Quentin Keith Professor Emeritus of English Law Associate Professor Emeritus of English Ph.D., University of Pennsylvania B.S., Drexel University; J.D., Temple B.A., Lehigh University; B.A., (Hons.), University M.A., Kings College, Cambridge Rose Mary Miller University, England Associate Professor Emerita of William R. Feist Mathematics Associate Professor Emeritus of Finance Louis J. Kijewski B.S., Middlebury College; Ed.M., B.A., Princeton University; M.S.Ed., Professor Emeritus of Physics University of Vermont; Post-Master’s University of Pennsylvania; M.A., Lehigh B.A., La Salle College; M.A., Columbia Certificate, University of Maine University; Ph.D., Temple University University; Ph.D., New York University Thomas F. Murtha Albert Friedman Glenn King Associate Professor Emeritus of Physical Professor Emeritus of Sociology Professor Emeritus of History and Education A.B., A.M., Ph.D., University of Michigan Anthropology B.S., Long Island University; M.S., Newark B.A., Cornell University, M.A., University of State College Carol A. Giroud California at Los Angeles; Ph.D., Professor Emerita of Physical Education University of California at Berkeley Howard Nitzberg B.S., University of North Carolina at Professor Emeritus of Foreign Languages Greensboro; M.Ed., University of North Carl M. Koreen A.B., M.A., Brooklyn College; Ph.D., New Carolina; Ph.D., Union Graduate School Associate Professor Emeritus of York University Mathematics Richard Guilfoyle B.S., M.S., Louisiana State University Richard Paris (1987) Professor Emeritus of Mathematics Associate Professor Emeritus of English B.S., C.W. Post College; M.S., Ph.D., Richard A. Kuntz B.A., University of California at Berkeley; Stevens Institute of Technology Professor Emeritus of Mathematics M.A., San Francisco State University; B.S., Monmouth College; M.A., Ph.D., Ph.D., University of California at C. Dale Haase University of Maryland Berkeley Associate Professor Emeritus of Music B.S., Mannes College of Music; B.S., Susan Kuykendall Marilyn A. Parker M.A., Teachers College, Columbia Associate Librarian Emerita Professor Emerita of Chemistry University B.S., Trinity University; M.L.S., Rutgers B.S., University of Wisconsin; Ph.D., University University of Washington Doris K. Hiatt (1979) Associate Professor Emerita of Marilyn M. Lauria Richard Pirchner Psychology Associate Professor Emerita of Nursing Associate Professor Emeritus of Computer A.B., Cornell University; Ph.D., City B.S.N., Hunter College; M.Ed., Ed.D., Science University of New York Teachers College, Columbia University B.S., University of Dayton; M.S., St. John’s University Waltraud Hieslmair R. Kaiser-Lenoir Associate Professor Emerita of Physics Professor Emeritus of Foreign Languages Alicia E. Portuondo B.S., M.S., University of Vienna, Austria Licence es Lettres, Sorbonne; Diplome Professor Emerita of Foreign Languages d’Etudes Litteraires Superieures, Licenciado en Filosofia y Lettras; Robert L. Huber C.A.P.E.T., Strasbourg Licenciado en Derecho, Oriente Associate Professor Emeritus of University, Cuba; M.A., Rutgers Communication Francis C. Lutz (1996) University; Ph.D., New York University B.A., Montclair State College; M.A., Professor Emeritus of Electrical Adelphi University Engineering Robert Rechnitz B.S., New Jersey Institute of Technology; Professor Emeritus of English Edward Jankowski M.S., Ph.D., New York University B.S., Northwestern University; M.A., Professor Emeritus of Art and Design Columbia University; Ph.D., University BFA, Layton School of Art; MFA, Helen T. MacAllister of Colorado University of Wisconsin Associate Professor Emerita of Biology B.S., Douglass College; M.S., Rutgers Walter Reichert Barbara Harris Jaye University Associate Professor Emeritus of Computer Professor Emerita of English Science B.A., City College of New York; M.A., B.S.M.E., Drexel Institute of Technology; Ph.D., Rutgers University Ph.D., University of Pittsburg
Monmouth University 119 Directories
Thomas Reiter G. Boyd Swartz (1966) Theresa Julia Zielinski Professor Emeritus of English Professor Emeritus of Mathematics Professor Emerita of Chemistry B.A. Loras College (IA); M.A., University B.S.E.E., M.S.E.E., Lehigh University; B.S., M.S., Ph.D., Fordham University of Virginia; Ph.D., University of M.S., Ph.D., New York University Massachusetts FACULTY Tadeusz Swietochowski Everett Rich Professor Emeritus of History Julius O. Adekunle (1996) Associate Professor Emeritus of Magister, University of Warsaw; M.A., Professor of History Communication American University of Beirut; Ph.D., B.A., University of Ife, Nigeria; M.A., B.S., M.S., Emerson College New York University University of Ibadan, Nigeria; Ph.D., Dalhousie University, Canada Benjamin Rigberg Mary E. Swigonski (1997) Professor Emeritus of History Associate Professor Emerita of Social Gilda M. Agacer (1998) B.S., Temple University; M.A., University Work Associate Professor of Accounting and of Illinois; Ph.D., University of B.A., Allentown College of St. Francis de Associate Dean of the Leon Hess Pennsylvania Sales; M.S.W., Marywood College; Business School Ph.D., Rutgers University B.A., University of the East Philippines; Martin J. Ryan M.I.B.S., Ph.D., University of South Associate Professor Emeritus of Art D. Robert Teeters Carolina B.S., M.A., Columbia University Professor Emeritus of Physics B.A., Oregon State College; M.A., Ph.D., G. Oty Agbajoh-Laoye (1997) Pierre J. Salmon University of California at Berkeley Associate Professor of English Associate Professor Emeritus of B.A., M.A., Ph.D., University of Ibadan, Accounting Arie van Everdingen Nigeria B.S.B.A., Boston College; M.B.A., New Associate Professor Emeritus of Art York University; CMA, CPA, New Jersey B.F.A., M.F.A., Alfred University Gwendolyn Alexis (2005) Associate Professor of Management Aaron H. Schectman Hildegard Webb B.S., University of Southern California; Professor Emeritus of Education Associate Librarian Emerita M.A.R.,Yale University Divinity School; B.S., M.Ed., Ed.D., Rutgers University B.A., Wake Forest University; M.L.S., M.A., Graduate Faculty New School; Rutgers University Ph.D., New School for Social Research Morris R. Short Professor Emeritus of Philosophy Richard E. Weber Harvey Allen (2006) B.A., M.A., George Washington University; Professor Emeritus of Economics Assistant Professor of Educational Ph.D., Columbia University B.A., M.A., Ph.D., Rutgers University Leadership, School Counseling and Special Education Caryl Sills Ruth C. West B.A., M.A., Montclair State College; Ed.D., Associate Professor Emerita of English Associate Professor Emerita of Education Rutgers University B.A., Northwestern University; M.A.T., B.A., Barnard College; M.A., Ed.D., Monmouth College; Ed.D., Rutgers Teachers College, Columbia University Sheri Anderson (2005) University Specialist Professor of Theatre William F. Wetzel B.A., William Jewell College; M.F.A., Robert J. Sipos Assistant Professor Emeritus of Music University of California, San Diego; Professor Emeritus of English B.A., M.A., Montclair State College M.A., Monmouth University B.S., Fordham College; M.A., Teachers College; M.A., New York University Richard Wilson Rebecca Anthony (2012) Associate Professor Emeritus of Business Instructor of Social Work Thomas Smith Administration MSW, West Chester University; MEd, Associate Professor Emeritus of A.B., Columbia College; J.D., St.John’s Widener University Mathematics University; L.L.M., New York University; B.S., Nicholls State College, M.S., Member of New York Bar Barbara Arrington (2012) Louisiana State University; Ph.D., Instructor of Social Work Louisiana State University William A. Wollman MSW, Monmouth University Associate Professor Emeritus of Music Viola T. Snow B.Mus., Manhattan School of Music; M.A., Nahid Aslanbeigui (1988) Associate Professor Emerita of Education Teachers College, Columbia University; Professor of Economics B.S., M.S.Ed., Monmouth College; Ed.D., Ed.D., New York University B.A., University of Tehran; M.A.; Ph.D., Rutgers University University of Michigan William A. Yaremchuk Kenneth R. Stunkel (1965) Professor Emeritus of Communication Mary Kate Azcuy (2004) Professor Emeritus of History A.B., Fairmont (W. Va.) State College; Associate Professor of English B.A., M.A., Ph.D., University of Maryland M.A., West Virginia University; Ph.D., B.S., Monmouth University; M.A., New New York University York University; Ph.D., Drew University
120 Monmouth University Directories
Barrie Bailey (2001) Kristin Bluemel (1994) Kerry Carley-Rizzuto (2012) Associate Professor of Finance Professor of English, McMurray Bennett Assistant Professor of Education B.S., M.B.A.; Ph.D., University of Central Endowed Chair MA, Brooklyn College Florida B.A., Wesleyan University; M.A., Ph.D., Rutgers University JoAnne Cascia (2012) Thomas Baker (2004) Assistant Professor of Education Associate Professor of Art Barbara Lynn Bodner (1988) BA, MA, Kean University; EdD, Nova B.F.A., East Carolina University; M.F.A., Professor of Mathematics Southeastern University University of Wisconsin B.S., Fairleigh Dickinson University; M.S., Pennsylvania State University; Ed.D., Alan A. Cavaiola (1996) Daniel Ball (2007) Rutgers University Professor of Psychological Counseling Associate Professor of Management and B.A., Monmouth College; M.A.,Fairleigh Marketing Gregory Bordelon (2012) Dickinson University; Ph.D., Hofstra B.S., Western New England College; Lecturer of Political Science University M.S., Lehigh University; M.S., JD, Louisiana State University Rensselaer Polytechnic Institute; Ph.D., Laurel Chehayl (2006) University of Massachusetts Carolyn Bradley (2005) Assistant Professor of Curriculum and Associate Professor of Social Work Instruction Rosemary Barbera (2005) B.A., College of St. Elizabeth; M.S.W., B.S., M.Ed., Ph.D., Kent State University Associate Professor of Social Work; Ph.D., Fordham University Director of the MSW Program Micah Chrisman (2007) B.A., M.A., La Salle University; M.S.W., Mary Brennan (2005) Associate Professor of Mathematics Ph.D., Bryn Mawr College Specialist Professor of Education B.S., M.S., Virginia Tech; Ph.D., University B.A., Dominican College; M.S., Lehman of Hawai’i at Manoa Jason Barr (2005) College Associate Professor of Education, Edward W. Christensen (1996) Associate Dean, School of Education Karen T. Bright (1996) Associate Professor of Management; Vice B.A., University of Hartford; M.A., New Associate Professor of Art President for Information Management York University; Ph.D., Fordham B.F.A., University of the Arts; M.F.A., A.S., George Washington University; B.S., University Cranbrook Academy of Art Southern Illinois University; M.B.A.. Ph.D., Rutgers University Richard Bastian (2006) Heather Brown (2010) Lecturer of Mathematics Assistant Professor of English Andreas C. Christofi (1997) B.S., City College of New York; M.S., B.A., Hollins University; M.A., University of Associate Professor of Finance, Chair, Columbia University; Ph.D., Johns North Carolina; Ph.D., University of Department of Economics, Finance and Hopkins University Maryland Real Estate B.A., Graduate Industrial School of Judith Bazler (1997) John J. Burke (1996) Thessaloniki, Greece; M.B.A., University Professor of Education Associate Professor of Theatre of New Orleans; Ph.D., Pennsylvania B.S., Northern Illinois University; M.Ed., B.A., Seton Hall University; M.A.T., Jersey State University Ed.D., University of Montana City State College; M.A.L.S., New School - Graduate Faculty; Ph.D., Natalie Ciarocco (2007) Noel Belinski (2008) Michigan State University Associate Professor of Psychology Lecturer of English B.A., M.A., Ph.D., Case Western Reserve B.A., Barnard College of Columbia John Burke (2011) University University; M.A.T., Monmouth University Specialist Professor of Economics and Finance Andrew L. Cohen (2007) Bojana Beric (2006) MBA, Indiana University Professor of Art; Chair of the Department Assistant Professor of Nursing and Health of Art and Design Studies David U. Burkholder (2009) B.A., Indiana University, M.A., Ph.D., M.A., Montclair State University; Ph.D., Assistant Professor of Psychological University of Chicago University of Novi Sad, Yugoslavia; Counseling Ph.D., New York University B.S., Geneva College, M.Ed., Ohio John Comiskey (2012) University, Ph.D., Kent State University Assistant Professor of Criminal Justice Stanley S. Blair (1996) MS, Naval Post Graduate School Associate Professor of English John Buzza (2005) B.A., Gardner-Webb College; M.A., Specialist Professor of Management and Gregory J. Coram (1987) Marquette University; Ph.D., Duke Marketing Associate Professor of Criminal Justice University B.S., Monmouth University; M.S., B.A., Wheeling College; M.S., Psy.D., University of Phoenix Indiana State University Heidi Bludau (2012) Lecturer of History and Anthroplogy Kenneth Campbell (1986) Joseph Coyle (2002) BA, Med, Texas A&M University; MA, Professor of History Associate Professor of Mathematics ABD, Indiana University B.A., Virginia Commonwealth University; B.S., Miami University; M.S., Ph.D., M.A., Ph.D., University of Delaware University of Dayton
Monmouth University 121 Directories
Pat Hill Cresson (1995) Donna Montanaro Dolphin (1987) Prescott Evarts, Jr. (1966) Professor of Art Associate Professor of Communication Professor of English B.S., University of Wisconsin; M.F.A., Pratt B.A., Clark University; M.A., Montclair B.A., Harvard College; M.A., Ph.D., Institute State College; M.F.A., Mason Gross Columbia University School of the Arts, Rutgers University Michael Cronin (2010) Melissa Febos (2013) Assistant Professor of Social Work Kevin Dooley (2005) Assistant Professor of English B.A., Northeastern University; MSW, Associate Professor of Political Science MFA, Sarah Lawrence College Columbia University; Ph.D.,Yeshiva and Dean of the Honors School University B.A., Monmouth University; M.A., Rutgers Linda Flaming (2003) University; Ph.D., Rutgers University Associate Professor of Accounting, Chair Pedram Patrick Daneshgar (2010) of the Department of Accounting Assistant Professor of Biology Maureen Dorment (2006) B.S., University of Science and Arts of B.A., University of Delaware; M.S., Saint Lecturer of History and Anthropology Oklahoma; B.A., M.S., Queens College, Joseph’s University; Ph.D., University of B.S., Georgetown University; M.S., City University of New York; Ph.D., Florida Monmouth University University of Oklahoma
Rekha Datta (1995) Ellen Doss-Pepe (2006) Kathryn Fleming (2011) Professor of Political Science Lecturer of Biology Specialist Professor of Nursing B.A., M.A., Presidency College, University B.S., University of Scranton; Ph.D., PhD, University of Medicine and Dentistry of Calcutta, India; Ph.D., University of Rensselaer Polytechnic Institute of New Jersey Connecticut Susan Douglass (2002) Luis Flores-Portero Veronica Davidov (2013) Specialist Professor of History and Lecturer, Educational Leadership, School Assistant Professor Anthropology Anthropology Counseling, And Special Education PhD, New York University B.A., M.A., Brooklyn College, City BA, Universidad de Extremadura; MA, University of New York Western Michigan University; PhD, The Margaret Del Guercio (1988) Pennsylvania State University Associate Professor of English Matthew Doyle (2012) B.A., M.A., Montclair State College; Ph.D., Lecturer, Library Johanna Foster (2013) New York University BA, MLIS, Rutgers University Assistant Professor of Sociology PhD, Rutgers University Chad Dell (1996) Eleanora Dubicki (2003) Associate Professor of Communication; Associate Librarian Ronald G. Frangipane (1997) Chair of the Department of B.A., Douglass College; M.L.S., M.B.A., Associate Professor of Music Communication Rutgers University B.A., Eastman School of Music; M.F.A., B.A., M.A., Ph.D., University of Wisconsin- Goddard College Madison Bernadette Dunphy (2011) Specialist Professor of Biology and Interim Cira Fraser (1998) John W. Demarest (1976) Chair of Biology Associate Professor of Nursing Professor of Psychology PT, D.PT, University Medicine and B.S., The College of Staten Island; M.S., B.A., State University of New York Dentistry, NJ. Rutgers University, Newark; Ph.D., (Brockport); M.A., Connecticut College; Adelphi University Ph.D., State University of New York at Tresa Dusaj (2009) Stony Brook Assistant Professor of Nursing and Health Aaron Furgason (2004) Studies Associate Professor of Communication Andrew Demirjian (2007) BSN, Johns Hopkins University; MS, New B.A., Monmouth University; M.A., Specialist Professor of Communication York University Emerson College; Ph.D., Rutgers State B.A., Clark University; M.F.A., Hunter University of New Jersey College Azzam Elayan (2006) Lecturer of Chemistry, Medical Laboratory Frank Fury (2007) Christopher DeRosa (2004) Science and Physics Lecturer of English Associate Professor of History B.S., Bethlehem University, Israel; Ph.D., B.A., Boston College; Ph.D., Drew B.A., Columbia University; Ph.D., Temple Wesleyan University University University Josh Emmons (2010) Priscilla Gac-Artigas (1995) Vincent M. DiMattio (1968) Assistant Professor of English Professor of Foreign Language Studies Professor of Art B.A., Oberlin College; M.F.A., The B.A., University of Puerto Rico; Ph.D., B.F.A., Massachusetts College of Art; University of Iowa University of Franche-Comte, France M.F.A., Southern Illinois University Heide Estes (1998) Rachel Gardner (1989) Lisa Dinella (2006) Professor of English Associate Librarian Associate Professor of Psychology B.A., University of Pennsylvania; M.A., B.A., Vassar College; M.A., Middlebury B.A., The College of New Jersey; M.S., M.Phil., Ph.D., New York University College; M.L.S., Rutgers University Ph.D., Arizona State University
122 Monmouth University Directories
Ivan A. Gepner (1973) Brian Greenberg (1990) Christine Hatchard (2013) Associate Professor of Biology Professor of History; Jules L. Plangere, Jr. Assistant Professor of Psychology B.A., Rutgers University; M.A., Ph.D., Endowed Chair in American Social B.A., Monmouth University; M.S., Psy.D., Princeton University History Chestnut Hill College B.A., Hofstra University; M.A., State George Germek (2006) University of New York at Albany; Ph.D., Yihong He (2002) Associate Librarian Princeton University Associate Professor of Accounting B.A., B.S., Kean University; M.A., M.L.S., B.S., M.S., NanKai Unviersity, Tianjin, Rutgers University Michelle Grillo (2010) China; Ph.D., Cleveland State Assistant Professor of Criminal Justice University Michael Gillette B.S., M.A., University of Massachusetts Specialist Professor of Music and Theatre Lowell; M.A., Ph.D., Rutgers University Christopher A. Hirschler (2009) Arts Assistant Professor of Nursing B.A., Hamilton College; M.A., Yale Carolyn Groff (2007) B.S., Excelsior College; M.A., State University Associate Professor of Education University of New York; Ph.D., B.A., Mount Holyoke College; Ph.D., Cleveland State University Elizabeth Gilmartin (2004) Rutgers University Lecturer of English Christa Hogan (2012) B.A., Georgian Court College; M.A., Seton Susan Gupta (2006) Lecturer of Social Work Hall University; Ph.D., New York Associate Professor of Management and MSW Fordham University University Marketing Interim MBA Director Shannon Hokanson (2005) Bonnie Gold (1998) B.S., M.S., University of Missouri- Lecturer of Communication Professor of Mathematics Columbia; Ph.D., University of B.A., M.A., Monmouth University A.B., University of Rochester; M.A., Tennessee Princeton University; Ph.D., Cornell Robyn Holmes (1993) University Stephanie Hall (2009) Professor of Psychology Assistant Professor of Psychological B.A., M.A., Ph.D., Rutgers University George Gonzalez (2013) Counseling Assistant Professor of Philosophy and B.A. University of Kentucky; M.A. Andrea Hope (2007) Religion Louisiana Tech University; Ph.D., Assistant Professor of Nursing and Health ThD, Harvard Divinity School University of New Orleans Studies B.S. Montclair State University; M.S., The Edward Gonzalez-Tennent (2011) Kimberly Hanbury-Paglino (2008) American University; Ed.D., Teachers Assistant Professor of Anthropology Specialist Professor of Social Work College, Columbia University Director of the Geographic Information B.A., Loyola College; M.S.W., Monmouth Systems (GIS) Program; PhD, University Ursula Howson (2006) University of Florida. Assistant Professor of Biology Gary Handler (2013) B.S., Lebanon Valley College; M.S., Jamie Goodwin (2012) Specialist Professor of Psychological University of Arizona; Ph.D., University Instructor of Psychology Counseling of Delaware PhD, Ball State University PhD, New York University Mariama Hubbard (2011) Albert Gorman (2007) Amy Handlin (1991) Assistant Professor of Nursing Specialist Professor of Criminal Justice Associate Professor of Marketing DNP, University of Medicine and Dentistry B.A. Iona College; M.A., City University of B.A., Harvard University; M.B.A., Columbia New Jersey New York University; Ph.D., New York University Judex Hyppolite (2013) Susan M. Goulding (1996) Wendy A. Harriott (2000) Assistant Professor of Economics, Associate Professor of English; Chair, Associate Professor of Education; Chair, Finance and Real Estate Department of English Department of Curriculum and Instruction PhD, Indiana University B.A., M.A., Adelphi University; Ph.D., New B.S., Bloomsburg University; M.S., York University Marywood College; Ph.D., Pennsylvania Bradley Ingebrethsen (2004) State University Lecturer of Chemistry, Medical Technology Letitia Graybill (2004) and Physics Lecturer of Education Matthew Harmon (2012) B.S., Brooklyn College City University of A.B., City University of New York, Hunter Specialist Professor of Communication New York; M.S., Ph.D., Clarkson College; Ed.M., Harvard University; BA, MA, Monmouth University University Ed.D., Rutgers University Mary Harris (2011) Aurora Ioanid (1996) Stanton W. Green (2004) Specialist Professor of Communication Associate Librarian, Head of Technical Professor of Anthropology; MA, Monmouth University; BA, Rowan Services Dean of the Wayne D. McMurray School University M.A., University of Bucharest, Romania; of Humanities and Social Sciences M.L.S., Columbia University B.A., New York University; M.A., Ph.D., University of Massachusetts, Amherst
Monmouth University 123 Directories
Jeffrey Jackson (2012) Sung-Ju Kim (2013) Stacy Lauderdale (2011) Assistant Professor of English Assistant Professor of Social Work Assistant Professor of Education BA, Linfield College; MA, Portland State BA, Dong-Guk University; MS, Case B.S., Clemson University; M.A., California University; PhD, Rice University Western Reserve University; PhD, State University, Northridge; Ph.D., Indiana University University of California, Riverside Laura T. Jannone (2003) Associate Professor of Nursing and Kathryn Kloby (2007) Matthew Lawrence (2012) Director of the M.S.N. Program Associate Professor of Political Science Specialist Professor of Communication B.S.N., M.S., New Jersey City State B.A., Marywood College; M.S., Montclair BA, The College of New Jersey; MFA, College; Ph.D., Columbia University State University; Ph.D., Rutgers Boston University University Scott Jeffrey (2009) Gary Lewandowski (2002) Assistant Professor of Management Rose Knapp (2010) Professor of Psychology; Chair, BSC, MBA Santa Clara University; Ph.D., Assistant Professor of Nursing; Chair, Department of Psychology University of Chicago Department of Nursing B.A., Millersville University; M.A.,Ph.D., B.A. State University of Plattsburgh; M.S., State University of New York at Stony Moyi Jia (2013) Seton Hall University; DNP, University Brook Lecturer of Communication of Miami PhD, Ohio University Kayla Lewis (2013) James Konopack (2006) Assistant Professor Chemistry, Medical Joanne Jodry (2003) Associate Professor of Health Studies; Laboratory Science and Physics Specialist Professor of Psychological Chair, Department of Health and Physical PhD, Georgia Institute of Technology Counseling Education M.A., Monmouth University, EdD, Argosy B.A., Cornell University; M.E., Boston Kathryn A. Lionetti (1990) University; DMH, Drew University University; Ph.D. University of Illinois Associate Professor of Biology B.S., Ph.D., State University of New York Barbara Johnston (2008) Michiko Kosaka (1986) at Stony Brook Professor and Hess Chair in Nursing Associate Professor of Computer Science Education; Director of the DNP Program B.A., Manhattanville College; M.A., Ph.D., Linda Littman (2005) B.S., M.S., Hunter College; Ph.D., Hofstra New York University Lecturer of English University B.A., State University of New York; M.S., Dmytro Kosenkov (2012) Canisius College; M.A., Columbia Edward Johnston (2010) Assistant Professor of Chemistry University; Ph.D., Teachers College, Specialist Professor of Art and Design BS, MS, National Taras Shevchenko Columbia University B.A., M.Ed., University of Notre Dame; University of Kyiv; PhD, Jackson State MFA, University of Michigan University Biyue (Betty) Liu (2000) Professor of Mathematics Pamela Jones (2012) Jamie Kretsch (2007) B.S., M.S., Nanjing University, China; Specialist Professor of Education and Specialist Professor of Software Ph.D., University of Maryland Clinical Director of Speech-Language Engineering Pathology B.S., Monmouth University; M.S., Weizheng Liu (1994) BS, Stockton State College; MA, Montclair University of Wisconsin-Madison Professor of Criminal Justice; Chair of the University; MA, Kean University Department of Criminal Justice Zachary Kudlak (2013) B.A., M.A., Jilin University, China; Ph.D., George Kapalka (2001) Assistant Professor of Mathematics Indiana University of Pennsylvania Professor of Psychological Counseling PhD, University of Rhode Island and Dorothy Lobo (2002) Chair of the Department of Psychological Robin Kurcharczyk (2005) Associate Professor of Biology Counseling Lecturer of Chemistry, Medical Laboratory B.A., Immaculate College; Ph.D., Catholic B.A., M.A., Manhattan School of Music; Science, and Physics University of America M.A., Kean University; Ph.D., Fairleigh B.A., Douglass College, Rutgers Dickinson University University; Ph.D., Yale University Brian Lockwood (2010) Assistant Professor of Criminal Justice Laura Kelly (2003) Thomas Lamatsch (2012) B.A., College of New Jersey; M.A., PhD, Associate Professor of Nursing Assistant Professor of Political Science Temple University B.S.N., Monmouth University; M.S., BA, University Stuttgart; MA, PhD, Rutgers University; Ph.D., Rutgers University of Connecticut Min-Hua Lu (1991) University Associate Professor of Marketing; Chair Massimiliano Lamberto (2006) Marketing and International Business Jiwon Kim (2013) Associate Professor of Chemistry, Medical B.A., M.A., Beijing Institute of Foreign Assistant Professor of Curriculum and Laboratory Science and Physics Trade; D.B.A., George Washington Instruction B.S., M.S., University of Messina, Italy; University B.A., M.A., Korea University, Seoul, South Ph.D., University of Southampton, Korea; Ph.D., Purdue University United Kingdom
124 Monmouth University Directories
Mark Ludak (2013 Mirta Barrea Marlys (2003) Joseph McManus (2013) Specialist Professor of Art (Photography) Associate Professor of Foreign Language Assistant Professor of Management and Director of Compliance Studies Decision Sciences MFA, Hunter College Chair of the Department of Foreign PhD, Rutgers University Language Studies Jia Luo (2011) B.A., Rutgers University; M.A., Villanova; Marilyn McNeil (1994) Lecturer, Chemistry, Medical Technology Ph.D., University of Pennsylvania Vice President and Director of Athletics; and Physics Associate Professor of Physical Education B.A., University of Science and Technology, David C. Marshall (2004) B.P.E., The University of Calgary; M.A., China; Ph.D., University of Pittsburgh Associate Professor of Mathematics; McGill University; Ed.D., Washington Chair, Department of Mathematics State University James P. Mack (1974) B.A., California State University at Professor of Biology Fullerton; Ph.D., University of Arizona Tiffany Medley (2013) B.S., Monmouth College; M.S., William Lecturer of Biology Paterson College; Ed.D., Teachers Susan H. Marshall (2004) PhD, City University of New York College, Columbia University Associate Professor of Mathematics B.S., Wake Forest University; Ph.D., Mary Beth Meszaros (2008) Alison Maginn (1997) University of Arizona Specialist Librarian Associate Professor of Foreign Language B.A., Villanova University; M.S., Drexel Studies Golam Mathbor (1999) University; Ph.D., University of B.A., University of Ulster, Northern Ireland; Professor of Social Work; Chair of Pennsylvania M.A., Ph.D., University of Wisconsin Philosophy, Religion, and Interdisciplinary Studies Nancy Mezey (2002) Y. Lal Mahajan (1979) Associate Dean of the Wayne D. Associate Professor of Sociology Associate Professor of Economics and McMurray School of Humanities and B.A., Vassar College; M.A., Ph.D., Finance Social Sciences Michigan State University B.A., University of Panjab, India; M.A., B.S.S., M.S.S., Bachelor of Law (L.L.B.), University of Chicago; Ph.D., Northern University of Dhaka, Bangladesh; Allen Milewski (2003) Illinois University; Ph.D., Rutgers M.S.W., McGill University; Ph.D., The Associate Professor of Software Engineering University University of Calgary B.A., University of Wisconsin; M.A., Ph.D., Brown University Janet Mahoney (1995) Elena Mazza (2005) Professor of Nursing Assistant Professor of Social Work Kenneth Mitchell (2006) Dean of the Marjorie K. Unterberg School B.S.W., Monmouth University; M.S.W., Associate Professor of Political Science of Nursing and Health Studies Fordham University; PhD, New York B.A., University of California; M.S., R.N., St. Mary’s Hospital; B.S.N., University London School of Economics; D.Phil., Monmouth College; M.S.N., Seton Hall Oxford University, United Kingdom University; Ph.D., New York University Sheila McAllister (2007) Associate Professor of Communication William P. Mitchell (1968) Jose M. Maldonado (2005) B.A., M.A., William Paterson University; Professor of Anthropology Associate Professor of Education Ph.D., Rutgers University Freed Foundation Endowed Chair in B.A., East Stroudsburg University; M.Ed., Social Science Lehigh University; M.S., Wilkes Carol McArthur-Amedeo (2011) A.B., Brooklyn College; Ph.D., University University; Ph.D., University of Lecturer of Education of Pittsburgh Arkansas EdD, Rutgers University Elisabeth Mlawski (2013) Srikantaiah Mallikarjun (1967) Rebecca McCloskey (2010) Assistant Professor of Speech-Language Professor of Physics Specialist Professor of Social Work Pathology B.Sc., M.Sc., University of Musore, India; B.A., Seton Hall University; M.S.W., Ohio MS, Northern Arizona University A.M., Ph.D., University of London, State University England Gregory Moehring (2011) James McDonald (1999) Associate Professor of Chemistry and Robin Mama (1992) Associate Professor of Software Chair, Chemistry, Medical Laboratory Professor of Social Work Engineering Science and Physics Dean of the School of Social Work B.S.E.E., New Jersey Institute of Ph.D., Purdue University B.S.W., College of Misericordia; M.S.S., Technology; M.S.E.E., Massachusetts Ph.D., Bryn Mawr College Institute of Technology; Ph.D., New York Donald M. Moliver (1982) University School of Engineering Professor of Economics; Colleen Manzetti (2012) Dean of the Leon Hess Business School; Assistant Professor of Nursing Frederick L. McKitrick (1994) Pozycki Endowed Professor of Real BS, Rutgers University; MSN, Monmouth Associate Professor of History; Chair of Estate University; DNP, Samford University Department of History and Anthropology B.A., Fairleigh Dickinson University; M.A., B.A., M.A., Ph.D., Columbia University Ph.D., Virginia Polytechnic Institute
Monmouth University 125 Directories
John Morano (1988) Guy B. Oakes (1968) Abha Sood Patel (2005) Professor of Communication Professor of Philosophy and Corporate Lecturer of English B.A., Clark University; M.A., Pennsylvania Values; B.A., M.A., University of Delhi; Ph.D., State University Kvernland Endowed Chair in Philosophy Indian Institute of Technology and Corporate Social Policy Joseph Mosca (1987) A.B., University of Chicago; Ph.D., Cornell Joseph N. Patten (2002) Associate Professor of Management; University Associate Professor of Political Science, Chair, Department of Management and Chair of the Department of Political Decision Sciences Mohammad S. Obaidat (1996) Science B.A., M.A., Montclair State College; Ed.D., Professor of Computer Science Director of the Washington Semester New York University BSEE, Aleppo University; MSEE, PhD, B.A., Kean University; M.A., Ph.D., West Ohio State University Virginia University Mihaela Moscaliuc (2011) Assistant Professor of English Helen O’Brien (2008) David P. Paul III (1998) BA, MA, Al.l.Cuza University; MA, Assistant Professor of Social Work Associate Professor of Marketing Salisbury University; MFA, New B.A., Pace University; M.S.W., Columbia B.S., Hampden-Sydney College; D.D.S., England College; PhD, University of University; Ph.D., New York University Medical College of Virginia; M.B.A., Maryland Ph.D., Old Dominion University Cynthia O’Connell (2012) Datta V. Naik (1977) Specialist Professor of Education David E. Payne (1986) Professor of Chemistry; Dean of the BS, Douglas College; MEd, The College Associate Professor of Psychology Graduate School and Continuing of New Jersey B.A., University of Mississippi; M.A., Education and Vice Provost M.Phil., Ph.D., Columbia University B.Sc., St. Xavier’s College, University of Patrick O’Halloran (2003) Bombay, Goa, India; Ph.D., University Associate Professor of Economics Thomas Pearson (1978) of Notre Dame B.A., M.A., Ph.D., University of Wisconsin Professor of History; Vice President for Academic Affairs and Provost Enoch L. Nappen (1960) Jonathan Ouellet (2012) B.A., Santa Clara University; M.A., Ph.D., Associate Professor of Political Science Assistant Professor of Chemistry University of North Carolina at Chapel Hill B.A., M.A., Rutgers University; Ph.D., New PhD, University of Sherbrooke York University Karen Pesce (2008) Michael Palladino (1999) Lecturer of Biology Brooke Nappi (2012) Professor of Biology B.A., B.S., M.S., Seton Hall University; Instructor of History and Anthropology Dean of the School of Science Ph.D., Rutgers University MA, Montclair State University B.S., The College of New Jersey (Trenton State College); Ph.D., University of Terri Peters (2001) Roy L. Nersesian (1985) Virginia Associate Professor of Education Professor of Management B.A., M.S., Ph.D., State University of New B.S., Rensselaer Polytechnic Institute; Emanuel Palsu-Andriescu (2010) York at Albany M.B.A., Harvard Business School Lecturer of Mathematics B.S., M.S., Al.I, Cuza University, Romania; Michael Phillips (2007) Marta Neumann (2009) Ph.D., Rutgers University Assistant Professor of Communication Lecturer of Nursing and Health Studies B.A., George Mason University; M.A., St. B.A., M.A. College of Physical Education, Wai Kong Pang (2008) John’s College; Ph.D., University of Wroclaw, Poland; Ph.D., Academy of Assistant Professor of Mathematics Maryland Physical Education, Wroclaw, Poland B.S., Brigham Young University; M.S., Ph.D., Texas Tech University Sue E. Polito (2004) Bruce Normandia (2000) Specialist Professor of Nursing and Health Associate Professor of Education Tina Paone (2006) Studies B.S., Seton Hall University; M.A., Associate Professor of Educational B.A., Providence College; M.S.N., Montclair State College; Ed.D., Rutgers Leadership, School Counseling and Monmouth University University Special Education Chair, Department of Educational Steven Pressman (1981) Eleanor M. Novek (1996) Leadership, School Counseling and Professor of Economics Associate Professor of Communication Special Education B.A., Alfred University; M.S.,Syracuse B.A., Georgia State University; M.A., B.A., University of Tampa; M.A.,Ph.D., University; Ph.D., New School for Social Ph.D., University of Pennsylvania University of Nevada Research
Judith L. Nye (1988) Katherine Parkin (2003) Bruce Ralli (2007) Associate Professor of Psychology; Associate Professor of History Lecturer of Mathematics Associate Vice President of Academic B.A., Lake Forest College; Ph.D., Temple B.A., West Virginia University; M.A., Foundations University Georgian Court University B.S., M.S., Ph.D., Virginia Commonwealth University
126 Monmouth University Directories
Joseph Rapolla (2013) Joseph Rocereto (2006) Paul G. Savoth (1986) Specialist Professor and Interim Chair of Associate Professor of Management and Associate Professor of Accounting and Music and Theatre Arts Marketing Business Law MBA, Monmouth University B.A., Dickinson College; M.B.A., Ph.D., B.A., Middlebury College; J.D., Seton Hall Drexel University University; CPA, New Jersey Kathleen Rapp (2011) Instructor of Education Janice Rohn (2012) Julie Schaaff (2011) MEd, Monmouth University Specialist Professor of Computer Science Lecturer of Health Studies and Software Engineering BA, Bucknell University, MA, University of Peter Reinhart, Esq. (2011) BA, Thomas Edison State College; MS, Delaware Specialist Professor National Technological University Director of the Kislak Real Estate Institute Richard Scherl (2002) Interim Executive Director of the MBA Lynn Andrews Romeo (1994) Associate Professor of Computer Science Program Associate Professor of Education; Dean of B.A., Columbia University; M.A., University BA, Franklin and Marshall; JD, Rutgers- the School of Education of Chicago; Ph.D., University of Illinois Camden B.A., Glassboro State College; M.A., Kean College; Ed.D., Rutgers University Karen Schmelzkopf (1998) Ronald L. Reisner (1995) Associate Professor of Geography Associate Professor of Criminal Justice Daniela Rosca (1998) B.A., M.A., Florida Atlantic University; B.A., Brooklyn College; Ph.D., Columbia Associate Professor of Software Ph.D., Pennsylvania State University University; J.D., Rutgers University Engineering School of Law M.S., Polytechnic University of Bucharest; William Schreiber (2006) Ph.D., Old Dominion University Lecturer of Chemistry, Medical Laboratory Patricia Remshifski (2013) Science and Physics; Assistant Professor of Speech Language Stuart Rosenberg (2010) Coordinator, Clinical Laboratory Sciences Pathology Associate Professor of Management and and Medical Laboratory Science PhD, Seton Hall University Marketing Programs B.A., Marquette University, M.A., B.S., Massachusetts Institute of Benedicte Reyes (2002) University of Wisconsin-Madison; MBA, Technology; Ph.D., University of Associate Professor of Economics Ph.D., Fordham University Rochester B.A., Ecole Superieure de Commerce de Reims, France; M.B.A., Temple Gloria Rotella (2006) Solomon Z. Schuck (1966) University; Ph.D., Columbia University Specialist Professor of Music and Theatre Associate Professor of Psychological Arts Counseling Maryanne Rhett (2008) B.A., M.A., New Jersey City University; B.S., City College of New York; Ph.D., Assistant Professor of History and M.S., Monmouth University; Ed.D., New York University Anthropology Rutgers University B.A., University of South Carolina; M.A., Alan Schwerin (1996) University of Arizona; Ph.D., Alishea Rowley (2012) Associate Professor of Philosophy Washington State University Specialist Professor of Psychological B.A., M.A., Rhodes University; Ph.D., Rice Counseling University Dennis Rhoads (1995) BS, Florida Agricultural and Mechanical Professor of Biology University; MA, University of Central Patricia Sciscione (2010) B.A., University of Delaware; Ph.D., Florida; PhD, North Carolina State Specialist Professor of Nursing University of Cincinnati University M.S.N., Kean University
Nicole Ricciardi (2007) Ellen Rubinstein (2011) Michelle Ann Scott (2008) Assistant Professor of Music and Theatre Lecturer of Chemistry Assistant Professor of Social Work Arts PhD, University of Notre Dame B.A., Clark University; M.S.W., Ph.D., B.A., Drew University; M.F.A., Carnegie University of California, Berkeley Mellon University Rebecca Sanford (2004) Associate Professor of Communication Robert E. Scott (2005) Michael Richison B.A., University of Pittsburgh; M.A., Specialist Professor of Communication Specialist Professor of Art and Design Monmouth University; Ph.D., Temple B.A., Monmouth University; M.F.A., B.F.A., Calvin College; M.F.A., Cranbrook University University of Miami Academy of Art Saliba Sarsar (1985) Robert Scott, III (2005) Julia Riordan-Goncalves (2007) Professor of Political Science; Associate Associate Professor of Economics Assistant Professor of Foreign Language Vice President for Global Initiatives B.A., Western State College of Colorado; Studies B.A., Monmouth College; Ph.D., Rutgers M.A., Ph.D., University of Missouri B.A., Dickinson College; M.A., ABD, University University of North Carolina at Chapel Brion Sever (1998) Hill Pietro Sasso (2012) Associate Professor of Criminal Justice Assistant Professor of Education B.S., M.S., Ph.D., Florida State University PhD, Old Dominion University
Monmouth University 127 Directories
Jennifer Shamrock (2004) Lilly Steiner (2010) Frances K. Trotman (1995) Lecturer of Communication Assistant Professor of Educational Professor of Psychological Counseling B.A., LaSalle University; M.A., University of Leadership, School Counseling and B.A., City College; M.S.Ed., City Maine; Ph.D., Arizona State University Special Education University; M.Phil., Ph.D., Columbia B.A., University of Wisconsin; M.A., University Deanna Shoemaker (2005) University of North Dakota; Ed.D., Associate Professor of Communication Boston University Nancy Uddin (1999) B.F.A., Webster University; M.A., Ph.D., Associate Professor of Accounting University of Texas at Austin Mary Stern (2013) B.A., William Paterson University; Ph.D., Specialist Professor, Physician’s Assistant Rutgers University Eugene S. Simko (1978) Program Associate Professor of Management MEd, Rutgers University Jack M. Van Arsdale (1965) B.B.A., M.B.A., Temple University; Ph.D., Associate Professor of Software Baruch College of the City University of Douglas Stives (2006) Engineering New York Specialist Professor of Accounting; B.S., Monmouth College; M.S.E.E., Director of the M.B.A. Program Polytechnic Institute of Brooklyn Kristine Simoes (2001) B.S., M.B.A., Lehigh University Specialist Professor of Communication Michelle Van Volkom (2007) B.A., Rowan University; M.A., Rowan David Strohmetz (1996) Lecturer of Psychology University Professor of Psychology; Associate Vice B.A., Seton Hall University, M.A.; Ph.D., President for Academic and State University of New York at Albany Maria Simonelli (2007) Instructional Assessment Lecturer of Foreign Language Studies B.A., Dickinson College; M.A., Ph.D., Dorothy Varygiannes (2007) M.A., Licio Statale Nola, Italy; Ph.D., Temple University Lecturer of Education Universita di Napoli, Italy B.A., New Jersey City University; M.A., Don R. Swanson (1995) Montclair State University; Ed.D., Seton Michaeline Skiba (2003) Professor of Communication Hall University Associate Professor of Management B.A., Augustana College; M.A., University B.S., M.S., Loyola University; M.S., of Montana; Ed.D., University of Richard Veit (2000) Boston College; Ed.D., Columbia Northern Colorado Professor of Anthropology and University Director of the Center for Excellence in Danuta Szwajkajzer (2004) Teaching and Learning Donald R. Smith (2002) Lecturer of Chemistry B.A., Drew University; M.A., College of Associate Professor of Management M.S., Technical University of Warsaw; William and Mary; Ph.D., University of B.A., Cornell University; M.S.,Columbia M.S., University of Rochester; Ph.D., Pennsylvania University; Ph.D.,University of California Rutgers University at Berkeley Lisa Vetere (2005) William M. Tepfenhart (1999) Associate Professor of English Nora Smith (2000) Professor of Software Engineering B.A., Siena College; M.A., St. Associate Professor of Social Work B.S., M.S., Ph.D., University of Texas at Bonaventure University; Ph.D., Lehigh B.S., M.S., Ph.D., State University of New Dallas University York at Albany David J. Tietge (2002) Marina Vujnovic (2008) Janice Stapley (1990) Associate Professor of English Assistant Professor of Communication Associate Professor of Psychology B.A., University of North Iowa; M.A., B.A., University of Zagreb, M.A., B.A., Russell Sage College; M.S.; Ph.D., Indiana State University; Ph.D., South University of Northern Iowa; Ph.D., Rutgers University Illinois University at Carbondale University of Iowa
Sharon W. Stark (1996) Tsanangurayi Tongesayi (2006) Jiacun Wang (2004) Associate Professor of Nursing; Associate Associate Professor of Chemistry, Medical Professor of Software Engineering; Chair Dean of the School of Nursing Technology and Physics of the Department of Computer Science B.S., Thomas Edison State College; B.S., M.S., University of Zimbabwe; Ph.D., and Software Engineering M.S.N., Rutgers University; Ph.D., West Virginia University B.S., Jiangsu University of Science and Widener University Technology; M.S.; Ph.D., Nanjing David Tripold (2002) University of Science and Technology Sue Starke (2000) Associate Professor Associate Professor of English B.M., M.M., Westminster Choir College of Kelly Ward (1999) B.A., Wellesley College; Ph.D., Rutgers Rider University; Ph.D., Drew University Professor of Social Work; Director, BSW University Program Mary Ann Troiano (2001) B.S., Eastern Michigan University; B.S.W., Associate Professor of Nursing and Health Rutgers University; Ph.D., Fordham Studies University B.S.N., Long Island University; M.S.N., Wagner College
128 Monmouth University Directories
Michael Waters (2008) Chiu-Yin (Cathy) Wong (2011) Minna Yu (2010) Professor of English Assistant Professor of Curriculum and Assistant Professor of Accounting B.A., M.A., State University of New York; Instruction B.A., M.S., Dongbei University, China; M.F.A., University of Iowa; Ph.D., Ohio B.A., Brigham Young University; M.A., Ph.D., Kent State University University Ph.D., Texas Tech University Ronald Zhao (2002) Sherry Wien (2001) George Wurzbach (2009) Associate Professor of Accounting Associate Professor of Communication Specialist Professor of Music and Theatre B.A., Fudan University, China; M.A., B.A., Lynchburg College; M.A., Penn State Arts Shanghai Foreign Language Institute, University; Ph.D., Rutgers University B.A., Brooklyn College CUNY; M.A., China; M.B.A., Yale School of Hunter College CUNY Management; Ph.D., Texas Tech Hettie Williams (2007) University Lecturer of History Cui Yu (2002) B.A., Rowan University; M.A., Monmouth Associate Professor of Computer Science Jing Zhou (2004) University B.S., Nanjing University of Aeronautics & Associate Professor of Art Astronautics; Ph.D., National University B.A., Sichuan Fine Arts Institute; M.F.A., Charles Willow (2004) of Singapore, Singapore Georgia Southern University Associate Professor of Management B.S., Hanyang University; M.S., Hanyang University; M.S., Texas A&M University; Ph.D., University of Houston
Monmouth University 129 130 Monmouth University Appendix A: Graduate Course Descriptions
The course descriptions for undergraduate Graduate Courses: or graduate courses offered by Monmouth The graduate courses are numbered 500 to University are listed alphabetically by discipline and 799. The number by which a course is designated in numerical order within discipline in this section. usually indicates the relative level of the course. This introduction may prove helpful in interpreting Each discipline is identified by a letter code. this information. This code precedes the course number in course Courses with odd numbers usually are listings and class schedules. given in the fall semester, while courses bearing Prerequisites for all courses must be met even numbers usually are given in the spring unless waived by the chair of the department offering semester. the course, or for graduate students, by the program director. Registration for courses for which the pre- Undergraduate Courses: requisites have been waived must be done by the
The number by which a course is designated academic department that waived the prerequisite. Course Descriptions indicates the relative level of the course. Those num- Please note that this list was created in bered “050” (undergraduate developmental) are not June 2013. Monmouth University maintains the eligible for credit toward graduation requirements. most current course descriptions on their WEBsite, Those numbered 100 to 299 are for undergraduate which can be accessed through the University’s freshmen and sophomores. Those numbered 300 to WEBstudent menu 499 are for undergraduate juniors and seniors. (https://webadvisor.monmouth.edu/datatel/openweb/st/ stmenu.html).
Monmouth University A1 Appendix A: Course Descriptions
ANTHROPOLOGY tion, and curation. Supervised fieldwork will be conducted on archaeological sites. Also listed as History 520. AN 501 Cr. 3.0 Course Type(s): none Anthropological Theory A seminar-style course that presents students with a sur- AN 522 Cr. 3.0 vey of the theories that have shaped the thinking of Ethnographic Methods anthropologists for over a century. We cover theories rele- An overview of ethonographic research design and meth- vant to all four subfields of anthropology (cultural, archae- ods employed in anthropology. Students will practice ological, linguistic, and biological) and compare them research design and methods, data analysis, and write-up through a very general set of questions. The five ques- techniques. Students will engage questions of ethics tions asked are 1) How does society hold itself together? through research practice and theoretical discussion. (structure); 2) How does society change? (history); 3) Course Type(s): none How aware are people of their society and its changes? (subjectivity); 4) How are people able to change their AN 524 Cr. 3.0 society? (agency); and 5)How do people divide society Introduction to Geographical Information Systems into groups? (alterity). (GIS) Course Type(s): none Provides both the theoretical and methodological back- ground for proficient use of Geographical Information AN 504 Cr. 3.0 Systems (GIS). A multidisciplinary integration of theories Ancient Civilizations of Native America and applications pertinent to both natural and social sci- Cultural developments in Mesoamerica and the Central ence research. Lectures and discussions will introduce Andes, from the development of agriculture to the the conceptual and methodological platform that is neces- Spanish conquest, focusing on Inca and Aztec civiliza- sary to design, implement, and interpret GIS research. tions; theoretical exploration of developmental similarities Weekly lab exercises will develop problem-solving skills between the two regions. and emphasize common research techniques in GIS. Course Type(s): HSNW Students will also learn field techniques of spatial data collection. In sum, demonstrates how both GIS tools and AN 506 Cr. 3.0 a geographic perspective may be applied to a broad Historical Archaeology range of social and ecological research problems. Also listed as Geography 524. An intensive introduction to historical and industrial arche- Course Type(s): TL ology (c. 1492+). Topics covered include exploration, imperialism, colonization, industrialization, and urbanism. Archeological field methods and the interpretation of mate- AN 532 Cr. 3.0 rial culture are also introduced. Also listed as History 506. Native American History and Prehistory Course Type(s): HSUS Examines North America’s native people in the area north of the Rio Grande. It combines North American prehistory AN 513 Cr. 3.0 with a historical overview of Native American experiences Origin of Civilization and the State since contact. Evidence from archaeology, oral histories, and written sources are all presented. Challenges facing Evolution of the ancient civilizations in China, Peru, modern Native Americans are also examined. Also listed Mexico, Mesopotamia, the Indus Valley, and Egypt. as History 532. Emphasis on the causal processes underlying the devel- Course Type(s): HSNW, HSWLD opment of these societies. Course Type(s): none AN 534 Cr. 3.0 AN 520 Cr. 3.0 Landscapes: Theory and Interpretation Field Methods in Archaeology In the last three decades, social theorists have begun to consider how space may constrain and influence both An introduction to archaeological field methods: survey and human experience and perception. In this theoretical dis- excavation. Students will also learn excavation procedures, cussion, landscape has emerged as a central concept, an descriptive note writing, and drawing, and be introduced to analytical lens through which researchers may consider archaeological photography, mapping, reporting, conserva- how the contours of social space are both the producers
A2 Monmouth University Appendix A: Course Descriptions
and products of human action. This class critically exam- ology. Also listed as History 562. ines the theoretical underpinnings of these recent concep- Course Type(s): none tual developments. It investigates theories of environment, space, and place, while critiquing and analyzing how such AN 572 Cr. 3.0 theories have been applied to empirical contexts. The History of Tourism Course Type(s): none Students will study the history of tourism in different parts of the world from political, social, cultural, geographic, AN 540 Cr. 3.0 and economic perspectives. This will include an examina- Psychological Anthropology tion of historical differences in tourist attractions, tourist An introduction to the subfield of psychological anthropol- behaviors, and impacts on tourist destinations and their ogy. Research and inquiry in psychological anthropology people. Students will also study how historical memory is rooted in two traditions. The first is culture and person- and interpretation shapes the contemporary tourist experi- ality which is aligned with psychoanalytical thought; the ence, as well as questions concerning authenticity and second is cognitive anthropology which emphasizes cul- tourism. Also listed as History 572. tural models of thought. A fundamental pursuit in psycho- Course Type(s): HSEU, HSWLD logical anthropology is the relationship between culture, behavior, and thought. Psychological anthropology seeks AN 573 Cr. 3.0 to understand the relationship between individual and Ecological Imperialism sociocultural phenomena - between polar extremes such Ecological History will examine the relationship between as personality and mind and society and culture. Explores human society(ies) and the natural world over recorded how culture and psyche affect each other. Topics include: time. As an interdisciplinary exercise this class will draw theoretical frameworks; culture and personality, human on the natural sciences, anthropology, and history to bet- development, emotion, self, and mental illness. ter understand the biological, cultural, imperial, ethical, Course Type(s): none economic, religious, political, and global ramifications of the relationship between humanity and humanity’s natural AN 542 Cr. 3.0 surroundings. Also listed as History 573. Economic Anthropology Course Type(s): HSWLD Examines human systems of production, distribution and consumption around the world - in short, cross-cultural AN 575 Cr. 3.0 economics. We consider how various economic systems Civilizations of the Andes differ from market capitalism, and therefore also analyze A survey of Andean history from the beginning of human how capitalism itself operates on its periphery. We ana- settlement through the Inca Empire and the Spanish con- lyze the processes through which markets and money quest to contemporary peasant society. The evolution and spread throughout the world, as well as their (often vio- nature of pre-Columbian civilizations, focusing on Chavin, lent) interaction with local economic systems. As such, Paracas-Nazca, Huari-Tiahuanaco, Chimor, and the Inca; this inquiry raised fundamental questions about social the social and political organization of the Inca empire; inequality that we explore throughout the course, such as: the Spanish conquest and its impact on native culture; Why are some people poor and others rich? How do peo- contemporary social changes; and rural migration and the ple in different contexts understand these differences? transformation of contemporary Andean society. How do economic disparities affect human desire, value, Theoretical exploration of the developmental trajectory of morality, and choice? Andean civilization. Also listed as History 575. Course Type(s): none Course Type(s): HSNW, HSWLD
AN 562 Cr. 3.0 AN 585 Cr. 3.0 History of Maps and Mapping Seminar in African History Students will study the historical developments in carto- Analysis and appraisal of colonialism in Africa, reflecting graphic technique, the development of mapping in differ- on the political, economic, and sociocultural transforma- ent parts of the world, and the future of mapping in the tions, which occurred in Africa between 1880 and 1960. computer age. Students will focus on the ways the events Also listed as History 585. and ideology of a time period influence maps and map- Course Type(s): HSNW ping, and how in turn mapping influences history and ide-
Monmouth University A3 Appendix A: Course Descriptions
AN 586 Cr. 3.0 AN 599 Cr. 1.0 - 3.0 Pre-Columbian Civilizations: The Aztec and Inka Independent Study in Anthropology States Reading and research leading to significant written work An intensive examination of the emergence, growth and under the direction of a member of the anthropology faculty. conquest of two native states from the ancient Americas: Course Type(s): none the Inka and the Aztec. Lectures and discussions exam- ine the social, cultural and political contexts of these two AN 691 Cr. 3.0 Native American states, while applying broader anthropo- Anthropology Thesis (Research) logical theories of state genesis, power apparatuses, and Reading and research leading to significant written work, social transformation. Considers the causes and conse- under the direction of a member of the anthropology fac- quences of the Spanish and Portuguese conquests within ulty. Prerequisite: 15 credits in Anthropology. the Americas through an intensive discussion of the Course Type(s): none establishment of colonial societies in the sixteenth centu- ry. Also will examine how the pre-Columbian and colonial AN 692 Cr. 3.0 history of this region are intimately linked to the contem- porary politics of Latin American nations. Anthropology Thesis (Writing) Course Type(s): none Reading and research leading to significant written work, under the direction of a member of the anthropology fac- ulty. Prerequisite: eighteen credits in Anthropology. AN 589 Cr. 3.0 Course Type(s): none Formation of the Global System: Fifteenth to Sixteenth Centuries AN CPE Cr. 0.0 Formation of the early global system that changed the Anthropology Comprehensive Exam world in the fifteenth and sixteenth centuries. Brief survey The Anthropology comprehensive exam is a zero-credit of the Euro-African and American worlds prior to the fif- course for students which will allow students who have teenth century. Transformations resulting from transat- completed thirty credits of graduate coursework in anthro- lantic trade and the colonial order; conceptual changes pology to take a comprehensive exam and complete their about life, the biological order, and religion; exchanges of degree. crops, animals, and disease; depopulation and migration; Prerequisite: thirty graduate credits in Anthropology. African slavery and the plantation system; the forging of Course Type(s): none labor as capital; the transfer of American gold, silver, and other wealth to Europe and its impact on class formation and capitalism; interactions with Asia. Roots of the con- AN THD Cr. 0.0 temporary world. Also listed as History 589. Thesis Defense Course Type(s): HSNW, HSWLD Course Type(s): none
AN 595 Cr. 3.0 ART AND DESIGN Anthropology Internship/Practicum Provides graduate students with the opportunity to gain AR 505 Cr. 3.0 substantive career experience and build specific applied Images of Contemporary Culture skills by working in outside programs, institutions, agen- A study of the major forms of artistic expression in con- cies, and firms engaged in the fields of anthropology, temporary culture; their backgrounds in tradition, the inter- museum studies, public history, and geography. relationships and limitations of their styles and themes; Course Type(s): none and a critical evaluation of their contributions to and impact on modern society. AN 598 Cr. 3.0 Course Type(s): none Special Topics in Anthropology Allows students to study a specific aspect of history. The AR 522 Cr. 3.0 subject matter varies from semester to semester and Art in the Age of Revolution depends on the professor who teaches the course. Investigation of major art movements from the early nine- Course Type(s): none teenth to mid-twentieth century; analysis of visual stylistic developments in conjunction with exploration of other
A4 Monmouth University Appendix A: Course Descriptions
integral issues, subject matter, and the relationship of art AR 598 Cr. 3.0 to its political, cultural, social, and historical climate. Special Topics: Art and Design Course Type(s): none The subject matter varies with the curricula needs of the student and the professor. The exact nature of the topic AR 525 Cr. 3.0 covered in any given semester is indicated in the stu- Art in World Perspective dent’s transcript. Permission of the program director is An examination of major artistic developments from 1300 required. AD to 1750 AD. Traditionally, this area of study is referred Prerequisite: As announced in the course schedule. to as Renaissance, Mannerism, and the Baroque. The Course Type(s): none major thrust of the course will be concerned with artistic innovations surrounding the rebirth of Western Civilization. AR 599 Cr. 1.0 - 3.0 Course Type(s): none Independent Study in Art Independent study in a topic not substantially treated in a AR 528 Cr. 3.0 regular graduate course; weekly consultation. Prior per- Asian Art and Ideas mission of the directing professor and the chair of the A comparative exploration of the relationship of art and department is required. For the course to count for credit thought in Hindu India, Confucian China, and Feudal Japan. toward a particular graduate program outside of the Course Type(s): none department of art and design, prior permission from the student’s department chair must be obtained. The prereq- AR 551 Cr. 3.0 uisite varies with the topic. Methods of Teaching Art Course Type(s): none Prepares pre-service teachers to implement a discipline- based sequential curriculum in the art content area. BIOLOGY Satisfies the requirements of the NJCCCS (New Jersey Core Curriculum Content Standards). BY 502 Cr. 3.0 Prerequisite: Permission of the instructor or department Technology and Human Biology chair. An examination of the potential effects of recent advances Course Type(s): none in biology on the natural processes, of human reproduc- tion, and evolution. (Cannot be taken to fulfill an MS or an AR 580 Cr. 3.0 MAT in Biology without permission of the appropriate Themes and Variations in Cultural History departments.) The exploration of symbol, style, and value in six histori- Course Type(s): none cal periods from classical Greece to the end of the nine- teenth century through art, literature, and philosophy. BY 503 Cr. 3.0 Course Type(s): none Evolution An interdisciplinary approach to the topic of evolution that AR 597 Cr. 3.0 combines historical and biological perspectives. Explore Fine Art/Design Studio the current understanding of the evolutionary process as Advanced study within a classroom setting in a number of well as the social, political, and intellectual consequences creative disciplines. Emphasis to further the student’s of the evolutionary world view. (Cannot be taken to fulfill knowledge base; unique approach to artistic investigation an MS or an MAT in Biology without permission of the through advanced theory, research, technical experience, appropriate departments.) and critical dialog. Students must meet individually with Course Type(s): none the instructor at the beginning of the semester to discuss and define their creative work plan as a point of departure BY 521 Cr. 3.0 for critical discourse and grading. Pathophysiology and Histology Prerequisite: Permission of instructor to verify six credits Focuses on pathogenesis of selected diseases leading to of previous study in selected Art/Design discipline. alterations of body structure and functions across the lifes- Course Type(s): none pan. Emphasizes the laboratory identification of vertebrate tissue. Students must earn a minimum of a B- in the
Monmouth University A5 Appendix A: Course Descriptions
course. Students who receive less than a B- will be BA 512 Cr. 3.0 required to repeat the course. Students will be allowed to Selected Topics in Financial Accounting repeat the course no more than once. A second grade This is an intensive capstone course covering major, below a B- will make students ineligible to continue in pro- intermediate accounting topics. It provides an in-depth grams requiring this course. Also listed as Nursing 521. examination of accounting principles and concepts per- Course Type(s): none taining to the preparation of financial statements. It also deals with a series of particular issues, including dilutive BY 599 Cr. 2.0 - 4.0 securities, investments, revenue recognition, income Biological Research taxes, pension, and leases. Principles and applications of research in life sciences; par- Prerequisite: Accounting 503. ticipation and presentation of seminars; and preparation of Course Type(s): none research paper in publishable format. Hours arranged. Prerequisite: Prior permission of the directing professor, BA 515 Cr. 3.0 department chair, and graduate program director. Advanced Accounting Practice Course Type(s): none Covers an analytical approach to accounting and financial reporting when (1) two or more companies are involved, BUSINESS and (2) recording and reporting of transactions involving exchange of U.S. dollars and foreign currencies. Provides BU 588 Cr. 1.0 an introduction to accounting for government and non- Business Practice and Experience profit organizations. Provides the opportunity for MBA graduate students to Prerequisite: Accounting 512. obtain related experience in employment at a local com- Course Type(s): none pany or institution with Monmouth University sponsorship. Available to MBA students who have completed at least BA 525 Cr. 3.0 nine credit hours of graduate courses at the 500 level Controlling Global Enterprises with a minimum GPA of 3.00. Does not satisfy elective Deals with the challenge of managing and controlling a requirements; students may take this course a maximum company in the global economy with emphasis on man- of two times. agement structure and style, financial reports as a control Course Type(s): none mechanism, currency exchange exposure, transaction and translation issues, transfer pricing, and risk management. BUSINESS - ACCOUNTING Prerequisite: Accounting 541. Course Type(s): none BA 503 Cr. 3.0 Financial Accounting BA 541 Cr. 3.0 Principles and application of current accounting theory; the Managerial Accounting development and use of financial statements; and the influ- Concepts and methods of cost determination, reporting ence of the various financial and accounting institutions. and control for internal management, and varying types of Course Type(s): none information systems, with emphasis on the development and use of data for managerial decisions. May be offered BA 510 Cr. 3.0 with one-hour computer lab (extra fee). Business Income Tax Prerequisite: Accounting 503 or equivalent. Course Type(s): none Advanced topics in corporate taxation, including corporate organizations, distributions, liquidations, reorganizations, and international and multistate operations; advanced BA 545 Cr. 3.0 topics in partnership taxation, including formation, basis, Fraud Examination distribution, loss limitations, sale of an interest, and Students will learn how and why occupational fraud is com- exempt organizations. mitted, how fraudulent conduct can be deterred, and how Prerequisite: Accounting 503. allegations of fraud should be investigated and resolved. Course Type(s): none Prerequisite: Accounting 541. Course Type(s): none
A6 Monmouth University Appendix A: Course Descriptions
BA 552 Cr. 3.0 and department chair. Management Control Systems Course Type(s): none Focus on management control systems, which are processes intended to help implement strategies. BUSINESS – ECONOMICS Includes discussion and critical examination of concepts, text, and cases designed to allow students to gain knowl- BE 501 Cr. 3.0 edge, insights, and analytical skills related to how a firm’s Economics for Management manager would go about designing and using planning Microeconomic and macroeconomic concepts and prob- and control systems to implement a firm’s strategies. lems of the economic society and their relationship to the Prerequisite: Accounting 541. business sector; the forces that determine the composi- Course Type(s): none tion and allocation of resources in domestic as well as global economics. BA 555 Cr. 3.0 Course Type(s): none Contemporary Accounting Theory This course identifies the elements of accounting theory BE 561 Cr. 3.0 and then relates those elements to specific problem areas Managerial Economics in accounting. The focus will be on controversial topics The application of the theory of production and the theory and the need for accurate data in this ever-changing of the firm to problems of managerial decision making. information age. Prerequisites: Economics 501 and Management 506 or Prerequisite: Accounting 541. equivalent. Course Type(s): none Course Type(s): MBA.E
BA 560 Cr. 3.0 BE 571 Cr. 3.0 Auditing Practices and Cases Economic Policy in Society Acquaints students with auditing standards and proce- The factors that determine the level of national income, dures associated with examination of financial state- employment, and business activity; the relationship of ments. Students who successfully complete this course government in the productive system in establishing eco- will be able to understand the role and methods of inde- nomic goals and objectives and its role in making policy. pendent auditors and the legal and ethical environment in Prerequisite: Economics 501 or equivalent. which an auditor functions. Course Type(s): MBA.E Prerequisite: Accounting 512. Course Type(s): none BE 574 Cr. 3.0 Globalization BA 598 Cr. 3.0 Students will be introduced to debates on the meaning, Special Topics in Accounting causes, and consequences of globalization. The role of The subject matter of this course varies according to the trade, finance, labor, multinational corporations, nation - interest of the students and the professor teaching the states, international institutions, and civil society will be course. The exact nature of the topic covered is indicated examined. Benefits of globalization - the potential to cre- in the student’s permanent record. ate goods and services, employment, income and wealth Prerequisite: Accounting 541. - will be contrasted with its costs-volatility, contagion, Course Type(s): none environmental degradation, inequality, and poverty. A dis- cussion of the management of globalization through glob- BA 599 Cr. 3.0 al-coordination governance is at the end of the course. Business Research Prerequisite: Economics 501 and Finance 511. Independent research in business administration in an Course Type(s): MBA.E, MBA.I area not substantially treated in a regular course offering, under the supervision of a Business Administration faculty BE 575 Cr. 3.0 member; written evaluation of the research required. Analysis and Forecasting Student must be within nine credits of graduation. Identification, analysis, and appraisal of forces influencing Prerequisite: Prior permission of the directing professor the course of economic activity; evaluation of theories
Monmouth University A7 Appendix A: Course Descriptions
and models of cycles and growth; and various forecasting BF 522 Cr. 3.0 and projecting techniques. Corporate Finance Prerequisites: Economics 501 and Management 506 or Review and reinforce concepts and techniques of financial equivalent. management learned in earlier coursework and, in addi- Course Type(s): MBA.E tion, demonstrate the application of these tools to real- world situations through the utilization of case studies. The BE 598 Cr. 3.0 emphasis will be on valuation analysis. Students will learn Special Topics: Economics to develop analytical and case presentation skills that are Subject matter varies according to the interest of the stu- essential attributes for a successful corporate career. dents and the professor. The exact nature of the topic Consequently, considerable weight will be placed on ver- covered is indicated in the student’s permanent record. bal and written communication skills as evidenced in the Course Type(s): none case presentations and analyses. Readings are supple- mented from academic and professional journals. BE 599 Cr. 3.0 Prerequisite: Finance 511. Business Research Course Type(s): MBA.E Independent research in business administration in an area not substantially treated in a regular course offering, BF 523 Cr. 3.0 under the supervision of a Business Administration faculty Investments member; written evaluation of the research required. Security analysis and portfolio selection and evaluation Student must be within nine credits of graduation. techniques and models dealing with risk-reward relation- Prerequisite: Prior permission of the directing professor ships. Individual, as well as corporate investment and and department chair. financing decisions under uncertainty, are dealt with. Course Type(s): none Prerequisite: Finance 511. Course Type(s): none BUSINESS - FINANCE BF 525 Cr. 3.0 BF 511 Cr. 3.0 Real Estate Analysis Business Finance Real estate financing and appraising. Examination of per- Principles and techniques of financial analysis: financial sonal and corporate real estate portfolio strategies. The planning and control, profit planning and management, analysis of specific types of real properties are reviewed. capital budgeting, working capital management, financial This includes: single-family homes, apartment houses, structure, and the cost of capital; valuation theory and div- condominiums, shopping centers, and office and industrial idend policy. buildings. Also listed as Real Estate 525. Prerequisites: Accounting 503, Management 506, and Prerequisite: Finance 511 or equivalent. Economics 501. Course Type(s): none Course Type(s): none BF 535 Cr. 3.0 BF 517 Cr. 3.0 International Finance Financial Institutions and Markets Explores corporate financing and investment decisions in Study of the theory, nature, and environment of financial an international context. A variety of frameworks and tools institutions and markets of the United States, especially are studied, such as the balance-of-payments accounts, as it relates to activities of the federal government and as well as the theories of interest rate and purchasing Federal Reserve System. It includes: financial intermedi- power parity. Emphasis is given to the identification and aries, the central and commercial banking systems, the management of foreign-exchange risk associated with the determination of the money supply and interest rates, and operations of multinational firms, as compared to single- an introduction to international financial activities. nation firms. Prerequisites: Economics 501 and Finance 511. Prerequisite: Finance 511 or equivalent. Course Type(s): MBA.E Course Type(s): MBA.E, MBA.I
A8 Monmouth University Appendix A: Course Descriptions
BF 598 Cr. 3.0 BH 573 Cr. 3.0 Special Topics in Finance Management of Health Care Organizations Subject matter varies according to the interest of the stu- Investigates the evolving management structures of dents and the professor. The exact nature of the topic health and health care related organizations. In addition, covered is indicated in the student’s permanent record. the structure of managed care is investigated. The course Course Type(s): none integrates the changing provider organizations, regulatory, and quality assurance agencies and how they are affect- BF 599 Cr. 3.0 ed by evolving, managed-care reimbursement. Business Research Prerequisites: Health Care Management 571 and Independent research in business administration in an Management 502. area not substantially treated in a regular course offering, Course Type(s): none under the supervision of a Business Administration faculty member; written evaluation of the research required. BH 574 Cr. 3.0 Student must be within nine credits of graduation. Seminar in Health Care Management Prerequisite: Prior permission of the directing professor The capstone in health care concentration, materials con- and department chair. tained in previous courses, as well as skills taught in gen- Course Type(s): none eral business courses, are incorporated into a unified examination of critical issues facing the health care serv- BUSINESS – HEALTH CARE ices environment. Concentrates on the major events driv- ing health management: the consolidation of individual BH 571 Cr. 3.0 stakeholders into integrated health delivery systems. Current efforts by these stakeholders are included as Introduction to the United States Health Care well, as a tool to reinforce class material. System Prerequisites: Health Care Management 571, 572, 573, An overview of the U.S. health care delivery system, and Finance 511. including the history, development, and description of the Course Type(s): none component parts involved in providing health care servic- es. Taught from a sociological perspective, course emphasis is placed upon factors such as need, demand, BH 575 Cr. 3.0 quality, cost of care, distribution, and supply of manpower Health Care Management Residency and physical resources. Also explored are the relation- Applies the health care and business course material into ships of health care delivery to consumers, providers, fin- the health care practitioner work setting. The goal is to anciers, regulators, and other health care stakeholders. unify the academic and conceptual with the pragmatism Prerequisite: Completion or waiver of at least three of the of the work experience. A residency is completed within a six MBA core courses. health care or health-related setting, such as a hospital, Course Type(s): none long-term care facility, or other health care setting, such as managed care organizations. The residency is com- BH 572 Cr. 3.0 posed of 400 hours of on-the-job responsibility under the directorship of a practicing health care manager. Students Health Care Economics with extensive health experience may substitute an inde- Application of the tools of economics to issues of the pendent study for the residency. organization, delivery, and financing of health care. Topics Prerequisites: Health Care Management 571, 572, and 573. include: economic concepts relevant to health care, the Course Type(s): none system of health care financing and delivery arrange- ments in the U.S., the role of economic factors in the development of health and health care public policy, and BH 599 Cr. 3.0 a base for analyzing the implications of changes in health Independent Study in Health Care Management policy. Independent research in health care management in an Prerequisite: Economics 501. area not substantially treated in a regular course offering, Course Type(s): none under the supervision of a Business Administration faculty member with the permission of the Program Director. Prerequisites: Health Care Management 571, 572, and 573. Course Type(s): none
Monmouth University A9 Appendix A: Course Descriptions
BUSINESS - LAW BM 506 Cr. 3.0 Graduate Business Statistics BL 501 Cr. 3.0 Surveys some of the primary statistical tools and applica- Legal Environment of Business tions. The topics chosen reflect those that are most com- Government regulation affects every facet of how a busi- monly encountered in business and not-for-profit organi- ness operates. Therefore, it is important for business stu- zations. Topics include: graphical representation of data, dents to understand the fundamental legal principles of descriptive statistics, probability, discrete and continuous contracts, crimes, torts, business organizations, property, random variables, inferential statistics, hypothesis testing, negotiable instruments, and the employment relationship. analysis of variance, and regression analysis. Course Type(s): none Course Type(s): none
BL 551 Cr. 3.0 BM 507 Cr. 3.0 Law, Government, and Business Production and Operations Management and The legal environment in which business organizations Laboratory function; the nature of law, its sources, and the factors Application and adaptation of current managerial methods that shape it; recent trends of public regulation of com- for the production of goods and services, employing quali- merce, competition, freedom of contract, and labor-man- tative and quantitative analyses of allocating such produc- agement relations. tion factors as human resources, materials, and technolo- Course Type(s): none gy in context of optimizing performance. Prerequisite: Management 506 or equivalent. BL 598 Cr. 1.0 - 3.0 Course Type(s): none Special Topics in Business Law Subject matter varies according to the interest of the stu- BM 515 Cr. 3.0 dents and the professor. The exact nature of the topic Ethics, Law, and Social Responsibility covered is indicated in the student’s permanent record. The American state, its legislature, judicial, and regulatory Course Type(s): none apparatus are analyzed as factors that underpin and limit strategic decisions in business organizations. Markets, BL 599 Cr. 1.0 - 3.0 organizational structures, and organizational cultures are analyzed as factors that determine the role of organiza- Independent Study in Business Law tional ethics in managerial decision making. Independent research in business administration in an Prerequisite: Management 502 or equivalent. area not substantially treated in a regular course offering, Course Type(s): none under the supervision of a Business Administration faculty member; written evaluation of the research required. Student must be within nine credits of graduation. BM 520 Cr. 3.0 Course Type(s): none Management Information Systems A survey of the concepts of management information sys- BUSINESS - MANAGEMENT tems and the information needs of management. A user- oriented introduction to the fundamentals of information systems and their integration into business organizations. BM 502 Cr. 3.0 Prerequisite: Management 502. Management and Organizational Behavior Course Type(s): MBA.T Managerial functions, styles, techniques, and practices contingent on the internal and external global organiza- BM 521 Cr. 3.0 tional environment; overview of diagnostic, behavioral, technical, and conceptual management skills and Seminar in Electronic Commerce processes; comparative and applied study of organiza- Provides an overview of the managerial side of e-com- tional effectiveness, with emphasis on group dynamics merce for the purpose of discussing the strategic and and team building. managerial implications of this new and emerging phe- Course Type(s): none nomenon. The technological and business possibilities for commerce using information technologies and networks will be explored in terms of their value-adding potential to
A10 Monmouth University Appendix A: Course Descriptions
current business practices, as well as the development of BM 565 Cr. 3.0 new products and/or services. Management of Technology Prerequisites: Management 502 and Marketing 509. Study of the management of the technological innovation Course Type(s): none process and internal entrepreneurship; major topic areas include: technology strategy, technological evolution, BM 525 Cr. 3.0 strategic alliances, and new product development. Management for Human Resources Prerequisite: Management 502. Examination of the practices and problems associated Course Type(s): MBA.T with the staffing, managing, evaluation, and compensation of employees, including employment discrimination, BM 590 Cr. 3.0 employee rights, and affirmative action. Strategic Management Prerequisite: Management 502 or equivalent. A conceptual and capstone approach to business organiz- Course Type(s): MBA.B ing and planning through seminars, case studies, and simulation of global enterprise; the formulation and imple- BM 529 Cr. 3.0 mentation of competitive strategy. Project Management Prerequisites: Accounting 541, Finance 511, Marketing Project management is introduced from an applied mana- 509, Management 507 and 515, and either Management gerial perspective with an emphasis on the behaviors, 520, 521, or 565. tools, and topics that managers will encounter throughout Course Type(s): none the life cycle of a project. The overall project phases of initiating, planning and design, executing, monitoring and BM 598 Cr. 3.0 controlling, and closing projects will be covered. Special Topics in Management Prerequisite: Management 502. Subject matter varies according to the interest of the stu- Course Type(s): none dents and the professor teaching the course. The exact nature of the topic covered is indicated in the student’s BM 549 Cr. 3.0 permanent record. Management Science Prerequisite: Management 502. Advanced application of quantitative methods in business, Course Type(s): none including in-depth linear programming and an introduction to computer simulation and decision support systems. BM 599 Cr. 3.0 Prerequisites: Management 506 and 507. Business Research: Management Course Type(s): MBA.Q Independent research in business administration in an area not substantially treated in a regular course offering, BM 556 Cr. 3.0 under the supervision of a Business Administration faculty Principles of Logistics Management member; written evaluation of the research required. Conceptual underpinnings of business logistics; designing Student must be within nine credits of graduation. an integrated logistics system; managing for effective Course Type(s): none logistics. Prerequisite: Management 507. BUSINESS - MARKETING Course Type(s): MBA.Q BK 509 Cr. 3.0 BM 563 Cr. 3.0 Marketing Management International Business An integrated approach to managing the business func- The nature of international business and the demographic, tion of marketing: planning, organizing, controlling, and geographic, financial, economic, political, legal, and cultur- measuring the total marketing effort; managerial principles al factors affecting international business relationships. and practices applied to the marketing process. Prerequisite: Management 502. Course Type(s): none Course Type(s): MBA.B, MBA.I
Monmouth University A11 Appendix A: Course Descriptions
BK 533 Cr. 3.0 BK 598 Cr. 3.0 Marketing Research Special Topics in Marketing Tools and techniques for conducting, evaluating, and uti- Subject matter varies according to the interest of the stu- lizing marketing research; decisions concerning pricing, dents and the professor. The exact nature of the topic promotion, personal selling, consumer behavior, and dis- covered is indicated in the student’s permanent record. tribution policies evolving from the research data. Course Type(s): none Prerequisites: Marketing 509 and Management 506. Course Type(s): MBA.K BK 599 Cr. 3.0 Business Research BK 535 Cr. 3.0 Independent research in Business Administration in an International Marketing Management area not substantially treated in a regular course offering, Strategic planning and management of resources, includ- under the supervision of a business administration faculty ing finished goods between nations, environmental fac- member; written evaluation of the research required. tors, government controls, cultural influences, and social Student must be within nine credits of graduation. and demographic factors. Course Type(s): none Prerequisite: Marketing 509. Course Type(s): MBA.I, MBA.K BUSINESS – REAL ESTATE
BK 539 Cr. 3.0 BR 510 Cr. 3.0 Promotional Strategy Real Estate Law Emphasis on promotional mix, including advertising, sales Students will be introduced to the legal issues in the own- promotion, reseller stimulation, personal selling, and relat- ership, transfer, and development of real property. ed communication tools; covers fundamental marketing Course Type(s): none issues and problems. Focus is on understanding and developing promotional decisions and marketing strategies. BR 525 Cr. 3.0 Prerequisite: Marketing 509. Real Estate Analysis Course Type(s): MBA.K Students gain insight into basic real-estate finance and valuation theory. Traditional approaches to value are BK 540 Cr. 3.0 reviewed. Examination of personal and corporate real Consumer Behavior estate portfolio strategies. The analysis of specific types An in-depth study of the various perspectives, theories, of real properties are reviewed. This includes: single-fami- and contributors to behavior displayed by consumers in ly homes, condominiums, shopping centers, and office the search, purchase, use, evaluation, and disposal of and industrial buildings. Also listed as Finance 525. economic goods and services including the decision Prerequisite: Finance 511. processes that precede and determine these acts. Course Type(s): none Prerequisite: Marketing 509. Course Type(s): MBA.K BR 527 Cr. 3.0 Real Estate Finance, Investment ,and Tax BK 541 Cr. 3.0 Designed to introduce students to the world of real-estate Advertising and Media Management finance, including debt and equity issues and securitization. Current practices in advertising and media planning; Course Type(s): none importance of the advertising campaign and the media plan; emphasis on print media, broadcast media, out-of- BR 530 Cr. 3.0 home advertising, and nonmedia advertising; examination Real Estate Lease and Negotiations of advertising campaigns and media plans. Emphasis will Students will look at the commercial leasing of real estate, be on planning, directing, creating, and controlling strate- including statutory law, public policy, and landlord-tenant gic advertising and media efforts to meet domestic and relations, along with the role of the real estate broker. global promotional and marketing goals. Course Type(s): none Prerequisite: Marketing 509. Course Type(s): MBA.K
A12 Monmouth University Appendix A: Course Descriptions
BR 580 Cr. 3.0 COMMUNICATION Regulation and Real Estate Development Process Real Estate Development analyzes the distinctive roles CO 501 Cr. 3.0 and perspectives of government and business in the land Communication Theory development process. A step-by-step examination of the Introduces foundational ideas in the fields of human and phases of a real estate development project from concep- mass communication and the ways scholars have devel- tualization to either disposition or lease-up that empha- oped these through research. Highlights theories that sizes both the management and approval aspects of apply to public service communication (social responsibili- those phases. ty, relationship building, etc.). Students learn to write liter- Course Type(s): none ature review exploring recognized branch of theory. Course Type(s): EN.RW BR 598 Cr. 1.0 - 3.0 Special Topics in Real Estate CO 502 Cr. 3.0 Subject matter varies according to the interest of the stu- Research Methods in Communication and Mass dents and the professor. The exact nature of the topic Media covered is indicated in the student’s permanent record. Introduces commonly employed quantitative and qualita- Course Type(s): none tive research techniques in communication as well as research ethics. Students learn to design a research proj- BR 599 Cr. 3.0 ect, conduct a pilot study, and write a formal proposal. Independent Study in Real Estate Research for the public good will be emphasized. Independent research in real estate in an area not sub- Course Type(s): none stantially treated in a regular course offering, under the supervision of a Business Administration faculty member CO 503 Cr. 3.0 and with the permission of the program director. Graduate Foundations in Communication Course Type(s): none Introduces new students to the field of communication, its history, branches and disciplines, emphasizing communi- CHEMISTRY cation for the public good. Assists students in meeting demands of graduate study, using research resources, CE 560 Cr. 3.0 and understanding departmental policies. Establishes Chemistry and Physics in Elementary Education public service objectives of the program. Introduces Discovery of the laws of chemistry and physics using options for final thesis or project. Students create a plan commonly available materials and equipment. The accent of study to guide future course and project selections. is on cooperative learning and personal understanding. Course Type(s): none Application of learned material will result in the creation of individual topic modules. CO 504 Cr. 3.0 Prerequisite: Bachelor’s degree in a non-science field, or Principles of Public Relations permission of the instructor. Explores the theoretical foundations and principles that Course Type(s): none encompass the field and practice of public relations. In addition to surveying relevant public relations communica- CE 598 Cr. 1.0 - 3.0 tion theories, students will develop core competency skills Special Topics in Chemistry in the creation and execution of strategies and tactics that The subject matter varies with the interest of the students encompass comprehensive public relations campaigns. and the professor teaching the course. The exact nature Course Type(s): none of the topic covered in any given semester is indicated in the student’s transcript. For the course to count for credit CO 505 Cr. 3.0 toward a particular graduate program outside chemistry, Interpersonal Communication prior permission of the chair of graduate studies in that An examination of the theories, models, elements, and program must also be obtained. processes of dyadic communication with emphasis on Prerequisite: The equivalent of a Monmouth University bac- relationship development. The concepts, principles, and calaureate minor in Chemistry or permission of the chair. practices of interpersonal communication will be applied Course Type(s): none to selected interpersonal contexts, such as first encoun-
Monmouth University A13 Appendix A: Course Descriptions
ters, marriage, family, friendship, professional, and busi- CO 512 Cr. 3.0 ness settings. Intercultural Communication and Diversity Course Type(s): none Management An examination of the cultural nature of communication CO 506 Cr. 3.0 and the dynamics of face-to-face interaction between per- The Mass Media and Contemporary Values sons from diverse cultures and co-cultures. Examining the An analysis of the products of television, cinema, and the challenge of managing a diverse organizational workforce print media as they relate to lifestyle, morality, and social in a multicultural society and methods to increase organi- behavior in America. Such problems as individuality in a zation members’ intercultural communication competence. mass society, the power of deity and religions, the decline Prerequisite: Communication 503. of family, sexual behavior, and anti-intellectualism will be Course Type(s): TPS explored within the framework of intensive media study. Course Type(s): none CO 514 Cr. 3.0 Conflict Management and Negotiation CO 507 Cr. 3.0 Theory and research on the nature, causes, and resolu- Organizational Communication tion of interpersonal, group, and organizational conflict. A The study of the role and impact of communication in con- comprehensive examination of conflict styles, techniques, temporary organizations and a survey of contemporary and methods of resolution of conflicts. Emphasis is organizational research. Examination of how an organiza- placed on information sharing, effective listening, problem tion’s structure, management philosophy, and internal cul- solving, mediation, and negotiation as tools for conflict ture impact the flow of information, productivity, and goal management. Prerequisite: Communication 503. achievement of the organization and its members and Course Type(s): TPS clients. Study of the communication processes in busi- ness, medical, educational, and nonprofit organizations. CO 516 Cr. 3.0 Course Type(s): none Public Relations and Fundraising for Nonprofits Through case study analysis, practical assignments, and CO 508 Cr. 3.0 examination of key public relations theories, this course Executive Communication provides an understanding of the important role that pub- A survey of the rhetorical principles that provide a basis lic relations plays in furthering the mission and goals of for the production and analysis of effective oral presenta- nonprofit and non-government organizations (NGOs). tion and impression management. Experience with the Instruction focuses on using effective public relations preparation of messages that represent communication techniques to gain support from different constituencies. specialists. Speech writing, testimony preparation, and Course Type(s): TPS preparation for a variety of public communication chal- lenges are studied, and student presentation skills are CO 520 Cr. 3.0 honed in practice sessions. Communication Ethics Prerequisite: Communication 503. Communication ethics is the study of the principles that Course Type(s): TPS govern the conduct of private and public communication in the pursuit of the personal and common good. Provides CO 509 Cr. 3.0 an introduction to communication ethics through the writ- Communication, Culture, and Community ings of important ancient and contemporary scholars. Fosters an understanding of community as a communica- Course Type(s): none tion concept and explores the performance of community roles through civic engagement and democratic participa- CO 523 Cr. 3.0 tion. Students will explore the nature of community, the Persuasion, Social Influence impact of institutions in everyday life, the consequences A study of the historical and contemporary theoretical of individual, social, and global privilege, and the role of approaches and empirical research in the persuasive personal responsibility in communities. Students test the process. An examination of how information diffuses possibilities and problems of contemporary forms of com- throughout and affects a sociocultural system. Attention munity through a community-based service project. focused on the emergence, maintenance, and change of Course Type(s): TPS
A14 Monmouth University Appendix A: Course Descriptions
attitudes and values. Case study analysis and practicum communication strategies and tactics will be examined. in social marketing. Prerequisite: Communication 503. Control of crisis, rumor, public perception, corporate Course Type(s): none image, and reputation will be emphasized. Case studies, simulations, group exercises, and projects will be used to CO 524 Cr. 3.0 develop skills in crisis and issues management. Public Opinion and Media Prerequisite: Communication 503. An examination of the shifting nature of public opinion, Course Type(s): none the agenda-setting role of mass media, and the survey methods that are employed to determine public opinion. CO 530 Cr. 3.0 The practices, values, and traditions of journalism that Mass Media, Public Interest, Corporation Profit impact public opinion. Experience with the conduct of a Undertakes a critical examination of the relationship survey and analysis of case studies. between the citizens of the United States, the increasingly Prerequisite: Communication 503. corporate, electronic mass media, and American laws and Course Type(s): none policies that attempt to regulate it. Students will gain an understanding of the historical context behind the contem- CO 525 Cr. 3.0 porary media policy environment and will examine the Political Communication challenge faced by citizens, regulators, and broadcasters The study of traditional and contemporary theories of in determining how the media should operate in the public rhetoric as applied in research and analysis of political interest. campaigns. The rhetorical creation, maintenance, applica- Prerequisite: Communication 503. tion, and legitimization of symbolic power. A survey of Course Type(s): none analytic models of political communication and application of the models to case studies. The role of the political CO 532 Cr. 3.0 communication specialist. Practicum in political communi- Global Media and New Technologies cation strategies and techniques. Also listed as Political An examination of the interlinked world of international Science 525. mass media systems and media technologies; how soci- Prerequisite: Communication 503. eties and nations are both connected and divided by com- Course Type(s): none munication methods, technologies, national and interna- tional policies, and cultural expression. Students will CO 526 Cr. 3.0 examine the variety of models of electronic media around Advanced Public Relations Planning the globe and investigate the influence of national and Explores advanced theoretical foundations and principles international policy decisions on sovereign nations and demanded of public relations professionals working with indigenous culture, particularly in light of the constant corporations, for-profit entities and nonprofit organiza- advances of emerging media technologies. tions. In addition to surveying relevant public relations Prerequisite: Communication 503. communication theories, students will develop advanced Course Type(s): none competency skills required to plan and execute compre- hensive public relations campaigns. Also examines the CO 540 Cr. 3.0 dynamics of the evolving approach to integrated market- Organizational Training and Consulting ing communication that currently dominates the field and A survey of adult-learning theory, needs assessment, practice of public relations. training techniques, and evaluation as applied to commu- Prerequisite: Communication 503. nication training. Planning and implementing training pro- Course Type(s): none grams that serve real organizational needs. The role and ethical standards of the communication professional serv- CO 527 Cr. 3.0 ing as a communication specialist or counsel to an organ- Crisis and Issues Management ization. The completion of a practicum project in training Advanced public relations theory and practices dealing or development. with management of organizational crisis and issues. The Prerequisite: Communication 503. process of research, analysis, planning, and implementa- Course Type(s): none tion of crisis management will be explored. The role of the public relations professional in the development of crisis
Monmouth University A15 Appendix A: Course Descriptions
CO 561 Cr. 3.0 CO 598 Cr. 1.0 - 3.0 Message Construction: Audio, Video, and Web Special Topics in Communication With the development of new technologies and the World Subject matter varies with the interests of the students Wide Web in particular, visual communication has and the professor. Intensive study of such topics in com- become a major discipline in today’s media. This team- munication processes as gender relations, small group taught class deals with both theory and practice of communication and decision making, leadership commu- achieving good message design to influence targeted nication, film and video criticism, telecommunication tech- audiences. Students are introduced to the process and nology, and legal communication. theory of audio and video production for Web-based mes- Prerequisite: Communication 503. sage construction. Course Type(s): none Course Type(s): none CO 599 Cr. 3.0 CO 565 Cr. 3.0 Independent Study in Communication Special Event Planning and Promotion Guided research in selected topics in Communication. Many organizations use events as a public relations strate- Prerequisite: Prior permission of the directing professor gy to build and maintain relationships with key stakeholders. and department chair is required. Through case study analysis, practical assignments, and Course Type(s): none examination of key public relations theories, this course introduces students to successful event planning and pro- CO 691 Cr. 3.0 motion. Emphasis is on creating, organizing, identifying Communication Thesis Proposal sponsors, publicizing and implementing special events. A two-semester sequence of an independent research Course Type(s): none study in consultation with a faculty thesis advisor. In this first semester, the student will select an area of communi- CO 590 Cr. 1.0 - 3.0 cation research and develop a thesis proposal. The com- Special Problems pleted ten to fifteen page proposal will include a research For students capable of developing and pursuing a prob- question or hypothesis, rationale for study, literature lem independently through research, conferences, and review, methodology, and (if applicable) approval from the activities. Problem chosen by the student with the con- Institutional Review Board for research involving human sent of the graduate program director and supervision of participants. a graduate professor. To be approved, this independent Prerequisites: Communication 501, 502, 503 and comple- study must target a problem that relates to the nature of tion of nine graduate level communication credits (or the student’s graduate program focus. May be taken for approved equivalent), and permission of the faculty thesis one, two, or three credits and repeated in subsequent advisor. semesters until three credits are earned. Does not substi- Course Type(s): none tute for Communication 599. Prerequisite: Communication 503. CO 692 Cr. 3.0 Course Type(s): none Communication Thesis II A two-semester sequence of an independent research CO 595 Cr. 3.0 study in consultation with a faculty thesis advisor. In the Corporate and Public Communication Internship second semester, the student will complete work to exe- Designed for students with less than one year profession- cute the thesis proposal from Communication 691. The al experience. Supervised practical work experience with completed twenty-five to thirty page thesis will include a media outlets, advertising and promotion agencies, public research question or hypothesis, rationale for study, litera- relations firms, film companies, etc. Involves cooperative ture review, methodology, results, discussion, conclusion, efforts of departmental faculty and employers. Exposure complete bibliography, and appropriate appendices. Upon to current and innovative techniques in research, man- completion of the study, the student is required to defend agement and creative activities while offering practical the thesis before a faculty committee and to make a pres- experience. entation in Communication COL, Graduate Colloquium. Prerequisite: Consent of the graduate advisor and Prerequisite: Communication 691. placement. Course Type(s): none Course Type(s): none
A16 Monmouth University Appendix A: Course Descriptions
CO 693 Cr. 3.0 COMPUTER SCIENCE Communication Project Proposal A two-semester sequence of an independent professional CS 501A Cr. 3.0 project in consultation with a faculty project advisor. In the Computer Programming Essentials first semester, the student will review relevant trade and An introduction in computer programming for newly admit- scholarly literature and conduct research leading to the ted graduate students. Students will learn basic concepts development of a project proposal. The student must in modern computer programming. Students will complete receive approval of the project advisor based on a all the programming exercises and assignments in the demonstration of his or her pre-existing competence with modern objected-oriented language. Limited to graduate media message construction. students in Computer Science or Software Engineering. Prerequisites: Communication 501, 502, 503 and comple- Prerequisite: Permission of the department chair. tion of nine graduate level communication credits. Course Type(s): TPS Course Type(s): none CS 501B Cr. 3.0 CO 694 Cr. 3.0 Program Development Communication Project Continuation at the coverage of the same modern object- A two-semester sequence of an independent professional oriented language introduced in CS 501A. More project in consultation with a faculty project advisor. In the advanced object-oriented design, including inheritance second semester the student will complete work to exe- and polymorphism. Limited to Computer Science or cute the project proposal from Communication 693. The Software Engineering majors. project requires the production and execution of a profes- Prerequisite: Computer Science 501A, passed with a sional-quality media message of significant length and grade of B- or higher. value for a public service organization as well as a well- Course Type(s): none researched paper documenting and justifying the process. Upon completion of the project, the student is required to CS 502 Cr. 3.0 defend the project before a faculty committee and to make a presentation in Communication COL, Graduate Theoretical Foundations of Computer Science Colloquium. Concepts, methods, models, and associated computer Prerequisites: Communication 693 and permission of the exercises for important topics in discrete mathematics faculty project advisor. and probability. Includes: logic and mathematical reason- Course Type(s): none ing, functions, sets, summations, asymptotic notation, algorithms and complexity, number theory, cryptography, matrix algebra, induction and recursion, counting tech- CO COL Cr. 1.0 niques, combinatorial objects, discrete structures, discrete Colloquium in Communication probability theory, relations, graph theory, moments, ran- Required in first semester of graduate study. Department dom variables, and graph algorithms. Limited to faculty will present their areas of research and graduate Computer Science majors. courses they teach. Students network with other students, Course Type(s): none professors, and speakers from various branches of the field of communication. Graduating students present their CS 503 Cr. 3.0 research in this forum. (One section required.) Course Type(s): none Data Structures and Algorithms Design and implementation of fundamental data struc- tures and algorithms, including: linked lists, hashing, sort- CO CPE Cr. 0.0 ing, trees, stacks, queues, sets and bags, and recursion. Communication Comprehensive Exam Application to problem solving and object-oriented design Communication Comprehensive Exam of moderate- sized programs. Course Type(s): none Prerequisite: Computer Science 501B, passed with a grade of B- or higher. Course Type(s): none
Monmouth University A17 Appendix A: Course Descriptions
CS 505 Cr. 3.0 CS 515 Cr. 3.0 Operating Systems Concepts Formal Methods The basic concepts of operating systems from the point of The use of formal specifications to describe the behavior view of an advanced user: the interaction of the kernel, of computer systems and the use of formal proof methods the command interpreter, and user processes. Focus is to verify design. on process and resource management, concurrency con- Prerequisite: Computer Science 509, passed with a grade trol, and inter-process communication. Examples and of B- or higher. projects are based mainly on Unix. The course also Course Type(s): none includes an introduction to computer architecture from an operating-systems perspective (processors, devices, CS 517 Cr. 3.0 interrupts, clocks, etc.). Prerequisite: Computer Science Database Design and Management 503, passed with a grade of B- or higher. Introduction to database systems, data modeling, design Course Type(s): none theory and methodologies, query languages, and query processing. Coverage of relational database model and CS 509 Cr. 3.0 design, normalization process, SQL, hands-on database Advanced Object-Oriented Programming and Design design and application development. For Computer Object-oriented programming and design, using a lan- Science students only. Also listed as MIS 517. guage different from that used in CS 501B. Used in class- Prerequisite: Computer Science 503, passed with a grade es, inheritance, polymorphism, and libraries. of B- or higher. Prerequisite: Computer Science 501B, passed with a Course Type(s): none grade of B- or higher. Course Type(s): none CS 518 Cr. 3.0 Fundamentals of Computer Security and CS 511 Cr. 3.0 Cryptography Technical Communication An introduction to computer security and its related Preparation, analysis, synthesis, and presentation of sys- issues, including cryptography. It covers threats assess- tem documentation, technical papers, and data flow dia- ment, security policies, basic cryptography, security grams; literature search. mechanisms, and assurance. Also includes several case Prerequisite: Open only to those students accepted in the studies on enhancing the security level of specific sys- MS program in Computer Science. tems by integrating different security mechanisms and Course Type(s): none techniques. Both theoretical and practical issues are addressed in the course. Students who complete this CS 512 Cr. 3.0 course successfully will be capable of assessing the Algorithm Design threats, enhancing the security, and evaluating the assur- Design and analysis of algorithms; dependence of algo- ance level of specific computer systems. rithm efficiency on data structure choice; correctness of Prerequisite: Computer Science 514, passed with a grade algorithm implementation and basic design techniques of B- or higher. and their applications to programming with fundamental Course Type(s): none data structures. Prerequisites: Computer Science 502 and 503, both passed with a grade of B- or higher. CS 519 Cr. 3.0 Course Type(s): none Advanced Operating Systems Advanced operating systems with a number of case stud- CS 514 Cr. 3.0 ies. Emphasis is placed on issues in both centralized and Networks distributed operating systems (concurrency control, An introductory-level course on the hierarchy of network- resource management, file systems, network interface). ing software and hardware. Particular emphasis on medi- Flavored with UNIX; some prior knowledge of C will be an um Access Control, Network layer, Transport layer, and asset, but is not necessary. Session layer. Several MAC-layer protocols, TCP/IP. Also Prerequisites: Computer Science 505 and 509, both listed as MIS 514. For Computer Science students only. passed with a grade of B- or higher. Corequisite: Computer Science 502. Course Type(s): none Course Type(s): none
A18 Monmouth University Appendix A: Course Descriptions
CS 520 Cr. 3.0 Prerequisites: Computer Science 502, 503, and 514, all Introduction to Intelligent Systems passed with a grade of B- or higher. Introduction to methods and algorithms used to incorpo- Course Type(s): none rate intelligence into computer programs. Topics include search techniques, representation and reasoning, and CS 526 Cr. 3.0 machine learning. Applications of these methods are Performance Evaluation stressed. Also covers implementation of some of the fun- The role of performance evaluation in the product life damental algorithms. cycle. Introduction to Markov chains and elementary Prerequisites: Computer Science 502 and 503, both queuing theory; complementary roles of analytic and sim- passed with a grade of B- or higher. ulation methods and applications to performance evalua- Course Type(s): none tion of computer and communication systems. Prerequisites: Computer Science 501B, 502, and 514, all CS 521 Cr. 3.0 passed with a grade of B- or higher. Artificial Intelligence Course Type(s): none Basic and advanced methods in symbolic and quantitative artificial intelligence through Lisp programming tech- CS 528 Cr. 3.0 niques. Current issues concerning rule-based vs. statisti- Database and Transactions Security cal methods via applications. An overview of the methodologies to protect data. It cov- Prerequisites: Computer Science 503 and 520, both ers both traditional and emerging security mechanisms passed with a grade of B- or higher. and services, as well as the common threats and vulnera- Course Type(s): none bilities of database and transaction processing systems. The topics include: discretionary and mandatory access CS 522 Cr. 3.0 controls in database systems, secure database design, Knowledge Fusion data integrity, secure transaction processing, inference Fundamental techniques for integrating information from controls, and auditing. Also covers security models for heterogeneous sources to obtain actionable knowledge. relational and object-oriented databases, and security of The sources of information include databases, files, and databases in a distributed environment. Both theoretical Web pages. Covered techniques include both those and practical issues will be addressed in the course. based upon logic and also approaches based on proba- Prerequisites: Computer Science 517 and 518, both bilistic reasoning. passed with a grade of B- or higher. Prerequisites: Computer Science 517 and 520, both Course Type(s): none passed with a grade of B- or higher. Course Type(s): none CS 529 Cr. 3.0 Web Services and .NET CS 523 Cr. 3.0 Introduction to Web services. Theoretical and practical Networked Information Systems coverage of client-server architecture, communication Basic principles, techniques, and tools for building networked protocols, and messaging, including XML and SOAP information systems with a significant database component. transactions. .NET Framework architecture is used for the Current protocols, languages, and data formats. applications. We contrast with other platforms, e.g., Java- Prerequisites: Computer Science 505 and 517, both based Web services. Students implement Web services passed with a grade of B- or higher. and simple clients on PCs or mobile devices. Course Type(s): none Prerequisite: Computer Science 503, passed with a grade of B- or higher. CS 525 Cr. 3.0 Course Type(s): none Simulation Formal models of discrete event systems, computer simu- CS 530 Cr. 3.0 lation of models, and analysis of simulation results. Knowledge-Based Systems Discrete event simulation is applied to studying the per- Fundamental techniques in building knowledge-based formance of computer and communication systems. systems using logic programming technology; applica- Object-oriented design and programming in C++. tions of knowledge-based systems; Prolog programming techniques; using advanced Prolog programming environ-
Monmouth University A19 Appendix A: Course Descriptions
ments. Prerequisites: Computer Science 502 and 509, layer. Programming with TCP and UDP. both passed with a grade of B- or higher. Prerequisites: Computer Science 505, 509, and 514, all Course Type(s): none passed with a grade of B- or higher. Course Type(s): none CS 531 Cr. 3.0 Intelligent Interfaces CS 540 Cr. 3.0 Computer-human interfaces that use speech understand- Model Building and Algorithms ing and image processing (such as handwriting). Solving real-world problems requires skills in model-build- Prerequisites: Computer Science 503 and 520, both ing, model-selection, and the application of appropriate passed with a grade of B- or higher. algorithms. The applicable field of knowledge is basically Course Type(s): none Operations Research (OR). We discuss optimization (lin- ear/integer programming, branch and bound, game theo- CS 532 Cr. 3.0 ry), network and queuing models, and algorithms that Compiler Design may be applied in the solution of many practical problems The major techniques used in compiler writing, lexical arising, for example, in business, government, and private analysis, syntax analysis, storage management, error settings. Prerequisites: Computer Science 502, 503, and detection and recovery, and code generation. Tools for 514, all passed with a grade of B- or higher. compiler writing (LEX, YACC, etc.). Course Type(s): none Prerequisite: Computer Science 512, passed with a grade of B- or higher. CS 545 Cr. 3.0 Course Type(s): none Graphics Drawing with a graphics kernel, 2D and 3D transforma- CS 533 Cr. 3.0 tions, view transformation, area filling, line and polygon Database System Implementation clipping, hidden surface algorithms, curves and surfaces, DBMS architecture, data storage and indexing, query pro- Gouraud and Phong shading, pattern and texture map- cessing and optimization, transaction management and ping, fractals, and rendering using a ray-tracer. recovery, and some issues related to advanced database Prerequisite: Computer Science 509, passed with a grade applications. of B- or higher. Prerequisites: Computer Science 502 and 503, both Course Type(s): none passed with a grade of B- or higher. Course Type(s): none CS 550 Cr. 3.0 Computer System Architecture CS 535 Cr. 3.0 Computer system interconnection structures, central pro- Telecommunications cessing unit, control unit, microprogrammed control, In-depth coverage of the lower layers of the network hier- memory organization, cache and virtual memory, comput- archy: Physical layer, Data Link layer, Network layer, and er arithmetic, RISC processors, introduction to parallel Transport layer. processing, and case studies. Prerequisites: Computer Science 502, 505, and 514, all Prerequisites: Computer Science 502 and 503, both passed with a grade of B- or higher. passed with a grade of B- or higher. Course Type(s): none Course Type(s): none
CS 537 Cr. 3.0 CS 551 Cr. 3.0 Client-Server Interfaces Parallel Processing Design of client-server systems. This is a project-dominat- Parallel computer paradigms, parallel processing applica- ed course. Students from the AI stream will design and tion, conditions of parallelism, scalable computer plat- implement a distributed client-server system for some AI forms, parallelism issues, performance metrics and application, while students from the COMPUTER NET- benchmarking, speedup performance laws for parallel WORKS stream will be more involved in Transport layer systems, parallel memory organization, interconnection issues. Coverage of the higher layers of the network hier- networks, multiprocessing and multiprocessors, multicom- archy: Transport layer, Session layer, and Application puters, massively parallel systems, mapping applications to parallel systems, and case studies.
A20 Monmouth University Appendix A: Course Descriptions
Prerequisite: Computer Science 550, passed with a grade CS 625 Cr. 3.0 of B- or higher. Internet Crawler Course Type(s): none In-depth coverage of the crawler component of modern search engine. Examination of the architecture of crawlers; CS 560 Cr. 3.0 algorithms for visitation, retrieval and processing of Web Master’s Seminar pages; and link analysis, (e.g., PageRank computation). Emphasis on preparation, analysis, synthesis, and pres- Coverage of ethical and legal issues of customized Web entation of software system documentation, project robots. Students build automatic Internet crawlers. progress reports, and technical papers based on literature Prerequisite: Computer Science 529, passed with a grade research. of B- or higher. Prerequisite: Completion of twenty-one credits toward the Course Type(s): none MS degree, including four core courses, or permission of the instructor. CS 627 Cr. 3.0 Course Type(s): none Quantitative Systems Engineering Development of methods and techniques for analyzing CS 588 Cr. 1.0 the performance of complex systems. Application to the Computer Science Practice and Experiences performance engineering of computer/communications Provides opportunity for Computer Science graduate stu- systems, including distributed computing/information sys- dents to obtain related experience in employment at a tems and integrated telecommunications. local company or institution with Monmouth University Prerequisite: Computer Science 526, passed with a grade sponsorship. Available to Computer Science graduate stu- of B- or higher. dents who have completed at least eighteen credit hours Course Type(s): none of graduate courses (500 level), with a minimum GPA of 3.00. Does not satisfy elective requirements. Students CS 628 Cr. 3.0 may take the course a maximum of two times. Security of E-Systems and Networks Course Type(s): none The fundamental techniques in security of e-based Systems and Computer Networks. E-based systems are CS 598 Cr. 3.0 ubiquitous in the modern world with applications spanning Special Topics in Computer Science e-commerce, e-government, e-services, Virtual Private Subject matter varies with the interest of the students and Networks (VPNs), health care, and government organiza- of the professor teaching the course. The exact nature of tions. Deals with the fundamental concepts and tools of the topic covered in any given semester is indicated in security of e-based systems and computer networks and the student’s transcript. its range of applications. Topics to be covered include: Prerequisites: Computer Science 502 and 503, both authentication of users, system integrity, confidentiality of passed with a grade of B- or higher. communication, availability of business service, non-repu- Course Type(s): none diation of transactions, public key cryptosystems, authen- tication and digital signature, e-security tools such as CS 618 Cr. 3.0 Public Key Infrastructure (PKI) systems, biometric-based Data Mining security systems, trust management systems in communi- cation networks, intrusion detection systems, protecting An introduction to the fundamental concepts, algorithms, against malware, and computer network security risk and techniques of data mining. Topics include: data pre- management. Intended for graduate students in computer processing, classification algorithms and techniques, science, software engineering, and electrical engineering anomaly detection, and the design of data warehousing who have some background in computer networks and and OLAP systems. fundamentals of computer security. Prerequisites: Computer Science 517 and 520, both Prerequisite: Computer Science 518, passed with a grade passed with a grade of B- or higher. of B- or higher. Course Type(s): none Course Type(s): none
Monmouth University A21 Appendix A: Course Descriptions
CS 635 Cr. 3.0 credits is required until successful completion. (Minimum Wireless Network Systems and Security of six credits must be accumulated.) Fundamental techniques in the design, operation, per- Prerequisite: Computer Science 691. formance evaluation, and security of wireless network Course Type(s): none systems. Among the topics covered are first, second, third, and fourth generation wireless systems, cellular CS 698 Cr. 3.0 wireless networks, medium access techniques, physical Advanced Special Topics layer, protocols (AMPS, IS-95, IS-136, GSM, GPRS, The advanced subject matter varies with the interest of EDGE, WCDMA, cdma2000, etc.), fixed wireless sys- the students and of the professor. The full syllabus for a tems, personal area networks (PANs) including Bluetooth specific offering will be filed with the STE and Graduate and Home RF systems, wireless local area network School Deans when it is scheduled. The exact nature of (WLAN) technologies, architectures, protocols, and stan- the topic covered in any given semester is indicated in dards, and advanced topics. Security of WLANs, wireless the student’s transcript. sensor networks (WSNs), cellular systems, and Bluetooth Prerequisites: Computer Science 502, 503, one core, and and Home RF networks will be dealt with as well. one 521+ level course, as per course syllabus, all passed Intended for graduate students in computer science, soft- with a grade of B- or higher. ware engineering, and electrical engineering who have Course Type(s): none some background in computer networks. Prerequisite: Computer Science 514, passed with a grade CS 699 Cr. 3.0 of B- or higher. Independent Study in Computer Science Course Type(s): none Independent study of a subject not substantially treated in a regular graduate course. Designed for students with CS 661 Cr. 3.0 superior abilities who, with guidance and direction from Computer Science Advanced Project the supervising faculty member, can master a new sub- A challenging project, such as the development of a large, ject. (Limited to students who have not yet taken complex program, done under the supervision of a faculty Computer Science 699.) member. Prerequisites: A minimum GPA of 3.50; completion of all Prerequisites: Completion of all foundation and core foundation and core courses and departmental approval. courses and departmental approval. Course Type(s): none Course Type(s): none CRIMINAL JUSTICE CS 691 Cr. 3.0 Computer Science Thesis I CJ 500 Cr. 3.0 Independent investigation of special topics reflecting the Theories and Methods of Geographic Information research interests of the sponsoring professor. Provides Systems students with an opportunity to do extended relevant This course provides students with a solid foundation in research in collaboration with, or under the supervision of, the theories and methods of Geographic Information a faculty member. Sequential registration of one or more Systems (GIS). Students gain knowledge of important credits is required until successful completion. (Minimum applications, as well as acquisition, accuracy, formatting of six credits must be accumulated.) management, analysis, and manipulation of data. When Prerequisites: Completion of all foundation and core students complete this course, they are expected to know courses and departmental approval. what GIS is, what GIS can and cannot do, how data is Course Type(s): none stored, and how data in GIS is manipulated and analyzed to satisfy a project’s goals. CS 692 Cr. 3.0 Course Type(s): none Computer Science Thesis II Independent investigation of special topics reflecting the CJ 502 Cr. 3.0 research interests of the sponsoring professor. Provides Advanced Criminology students with an opportunity to do extended relevant Professionals interested in the criminal justice system research in collaboration with, or under the supervision of, require a foundation in the criminological theories that a faculty member. Sequential registration of one or more
A22 Monmouth University Appendix A: Course Descriptions
underlie criminal behavior and rehabilitation. Provides the students with the ability to develop basic thinking skills and student with an opportunity to study and critically evaluate assisting students in evaluating sources of information. prominent criminological theories presented in the read- Course Type(s): none ings and research. Lectures emphasize the role of psy- chological principles, theories of learning, techniques of CJ 535 Cr. 3.0 counseling, and psychopathology in the context of crimi- Evaluation Strategies for Criminal Justice nological theory on rehabilitation programs and on policy Formulation of research problems and hypotheses; quan- development. Also serves as a context for other graduate titative research designs; data collection strategies; and courses that pertain to the prison system and institutional data analysis methods. treatment of offenders. Course Type(s): none Course Type(s): none CJ 540 Cr. 3.0 CJ 510 Cr. 3.0 Spatial Analysis and Modeling in Geographic The American Penal System Information Systems Examines the history, philosophy, and organizational Focuses on methods of spatial analysis and various kinds structure of correctional systems in the United States, of modeling within Geographic Information Systems analyzing the various models of incarceration as they (GIS). Included are such topics as: 3-D terrain visualiza- relate to punishment and rehabilitation. tion and analysis, location and network modeling, map Course Type(s): none algebra, and spatial statistics. Prerequisite: Criminal Justice 500. CJ 512 Cr. 3.0 Course Type(s): none Psychopathology Advanced abnormal psychology; intensive investigation of CJ 542 Cr. 3.0 current thinking regarding the etiology and development Computer Application in Criminal Justice of aberrant behavior; and theory in the light of experimen- Introduces computer basics, information system, and the tal findings and clinical applications. Internet. Students will use several management-related Course Type(s): none applications, including spreadsheets, database, employee performance evaluations, and statistical analysis pro- CJ 515 Cr. 3.0 grams to develop an integrated database management Institutional Treatment of the Offender system. Provides the theoretical framework for the understanding Course Type(s): none of criminal behavior and the strategies employed in pro- viding treatment and support services to the inmate. CJ 545 Cr. 3.0 Focuses on techniques designed to facilitate the develop- Seminar: Ethics, Law, and Society ment of alternative behaviors. Attention will be given to Probes ethical issues that arise throughout the criminal problems that are especially relevant to penal institutions, justice system. Students will examine the fundamental e.g., violence, racial discord, sexual assault, and theories meaning of justice, explore approaches to moral reason- of punishment. ing, and investigate issues such as the use of discretion, Course Type(s): none capital punishment, prisoners’ rights, and other ethics of criminal justice research. CJ 525 Cr. 3.0 Course Type(s): none Applied Data Analysis in Criminal Justice The examination, interpretation, and application of social CJ 550 Cr. 3.0 statistical concepts in criminal justice; computerized data Seminar: Police Administration analysis techniques. Examines the tasks and roles of police administrators for Course Type(s): none effective and efficient police operations. Police organiza- tion, policies, and rules will be analyzed for their impact CJ 530 Cr. 3.0 on the delivery of police services. Criminal Justice Policy Course Type(s): none The examination of opposing viewpoints on complex and sensitive issues in criminal justice. Emphasis on providing
Monmouth University A23 Appendix A: Course Descriptions
CJ 552 Cr. 3.0 CJ 575 Cr. 3.0 Computer Crime Professionalism in Criminal Justice Understanding the nature of computer crime and the An examination of major changes in politics, professional- basic principles of technology in order to provide a foun- ism, and public order in society. Emphasis is on policing, dation for criminal investigation. criminal justice education, corrections, and jail manage- Course Type(s): none ment issues and examining the progress of, and obstacles to, improving training and split-second decision making. CJ 555 Cr. 3.0 Course Type(s): none Criminal Procedure and Constitution A multidisciplinary examination of the major stages of the CJ 585 Cr. 3.0 criminal process from arrest to trial. The course explores Forensic Pathology the effectiveness of criminal procedure, the Constitution, Designed to introduce students to concepts of forensic and the law in relationship to crime. pathology with an emphasis on the recognition and inter- Course Type(s): none pretation of diseases and injuries in the human body that are the basis for medicolegal investigations. It presents CJ 560 Cr. 3.0 an overview of the medicolegal investigative systems and Seminar: Leadership and Management the substance and mechanics of forensic pathology. The Examines the role of leader or visionary in analyzing and medical examiner, usually the pathologist, is primarily improving organizational operations in the criminal justice concerned with the investigation of violent, sudden, unex- system. Emphasis is on the ability to assess and solve pected, and suspicious deaths. The medical examiner the complex problems facing criminal justice in the twen- determines the cause and manner of death, identifies the ty-first century. deceased if unknown, determines the approximate time of Course Type(s): none injury and death, collects evidence from the body, issues a death certificate, and documents these events through an official autopsy report. CJ 562 Cr. 3.0 Course Type(s): none Graduate Criminal Justice Internship Provides the student an opportunity to integrate academic CJ 590 Cr. 3.0 theory with experiential learning. Each student will have an opportunity to focus on areas specific to his/her career Internship in Crime Mapping objectives. Intern students will evaluate principles of the Internship and seminar providing capstone experience for criminal justice system through on-site participation at an the Crime Mapping Certificate and MA in Criminal approved criminal justice agency. Executive writing oppor- Justice/Crime Mapping Concentration. tunities will be an integral component of this course. Course Type(s): none Course Type(s): none CJ 595 Cr. 3.0 CJ 565 Cr. 3.0 Geographic Information Systems, Crime Mapping, Comparative Criminal Justice Systems and Analysis Compares and contrasts the main similarities and differ- Incorporates Geographic Information Systems (GIS) into ences among the major criminal justice systems in the criminal justice by including the use of crime mapping and world, including the civil law, common law, socialist law, analysis in problem solving. Takes a hands-on approach and Islamic law families. to many of the issues a criminal justice manager, officer, Course Type(s): none or crime analyst will face in pursuit of his/her work. Facilitates students’ understanding of GIS and crime CJ 572 Cr. 3.0 mapping theories, principles, concepts, and the software. Upon completion of the course, students will have devel- Civil Rights and Liberties oped two projects as part of their portfolio: one in crime An examination of the Bill of Rights in contemporary mapping implementation and one in project design and America. The seminar analyzes the conflicting group analysis within their particular topic of study. interests, which advise around issues such as freedom of Prerequisite: Criminal Justice 500. speech and assembly, church-state relations, and equal Course Type(s): none treatment before the law for members of minority groups. Course Type(s): none
A24 Monmouth University Appendix A: Course Descriptions
CJ 598 Cr. 1.0 - 3.0 tions to support strategic decision making. Special Topics in Criminal Justice Course Type(s): none Subject matter varies with the interest of the students and the professor. The exact nature of the topic covered in CJ 635 Cr. 3.0 any given semester is indicated in the student’s transcript. Weapons of Mass Destruction Permission of the program director is required. Focus on the practical and theoretical aspects of prepar- Course Type(s): none ing for, and dealing with, incidents involving weapons of mass destruction. Discussion on the various devices and CJ 599 Cr. 3.0 the means of delivering damage. Analysis of the intelli- Independent Study in Criminal Justice gence approaches to reduce such an event. Development and execution of a relevant reading and Course Type(s): none research project leading to significant written work designed by the student in consultation with the profes- CJ 650 Cr. 3.0 sor. The subject chosen for study should be related with Cyber Terrorism any area of Criminal Justice of special interest for the stu- Explores how new technology throughout the world has dent. Students applying for this course must demonstrate contributed to terroristic crimes and how information and their knowledge of research techniques and their abilities communication technology (ICT) has become a tool, a tar- to apply them to the specific area of studies chosen. It is get, and a place of criminal activity threatening national also required that the student should be able to present security. Topics of study include: the information environ- the results of his/her research in appropriate written and ment as crime scene, computer use in crimes, political ter- oral form. rorism, hacking, unauthorized access, and identity theft. Course Type(s): none Course Type(s): none
CJ 615 Cr. 3.0 CJ 691 Cr. 3.0 Terrorism: Crisis and Trauma Criminal Justice Thesis I Explore the psychological impact of terrorism, including Independent investigation of special topics reflecting the psychiatric disorders, physiological changes, and research interests of the sponsoring professor. social/family disruption. Strategies and techniques for iden- Prerequisites: Criminal Justice 502, 525, 530, and 542. tifying trauma and skill for intervention will be discussed. Corequisite: Criminal Justice 535. Course Type(s): none Course Type(s): none
CJ 625 Cr. 3.0 CJ 692 Cr. 3.0 Terroristic Crime Scene Investigation Criminal Justice Thesis II Utilizing modern investigative technology in terroristic Independent investigation of special topics reflecting the crime scenes; specialized evidence collection; role of research interests of the sponsoring professor. crime scene manager. Prerequisite: Criminal Justice 691. Course Type(s): none Course Type(s): none
CJ 630 Cr. 3.0 CJ CPE Cr. 0.0 Intelligence for the Homeland Security Practitioner Comprehensive Exam Acquaints students with the concepts and practices Criminal Justice Comprehensive Exam involved in the process of collecting, analyzing and evalu- Course Type(s): none ating intelligence and in managing the intelligence func- tion, as well as the influence of intelligence in shaping EDUCATION – CURRICULUM AND homeland security decision making at the federal, state, INSTRUCTION and local levels. It examines the structures, roles, and interactions of the foreign and domestic intelligence com- munities, the intelligence gathering and analysis of capa- ED 050 Cr. 0.0 bilities of criminal justice and private sector entities, and English as a Second Language Instruction for the use of intelligence processes to support homeland Graduate International Students security investigations, planning, and intelligence applica- Course Type(s): none
Monmouth University A25 Appendix A: Course Descriptions
ED 507 Cr. 3.0 ED 533 Cr. 3.0 Issues and Problems in Education Contemporary Issues in Science Education Major issues and problems affecting education are pre- Examines current topics of special interest in science sented with historical perspectives for understanding the content and curriculum to a variety of students. Can be context in which these concerns arose. designed individually, based on strengths of students and Course Type(s): none their interest in personal professional development in an area of concentration in science curriculum. Valuable for ED 510 Cr. 3.0 practicing teachers at the elementary, middle, or high Foundations of Education school level and/or those who wish to learn more about An introduction to education in the United States. science teaching and content. Principles and practice for instructional delivery are pre- Course Type(s): none sented. The history of education and philosophical, politi- cal, psychological, and social perspectives related to edu- ED 537 Cr. 3.0 cational practice are explored. Contemporary issues and Science and Society in the Twenty-First Century controversies in American education are highlighted. Examines the developments in science knowledge and Fieldwork hours required for Education majors. their impact on society over the last century and predicts Course Type(s): none changes that might occur in the twenty-first century. We are the only species on earth that has the power to ED 524 Cr. 3.0 change our environment and the ability to comprehend Research in Teaching Practice the universe. Students will explore major scientific Research in education related to contemporary teaching advances over the past 100 years and the resulting prob- practice will be emphasized. Introduction to qualitative lems that these advances have wrought. Valuable for and quantitative approaches from different theoretical per- practicing teachers at the elementary, middle, or high spectives is presented. Content will include: literature school level and/or those who wish to learn more about reviews, analysis and implication of existing research, the history and sociology of science. classroom observation skills, and the role of the teacher Course Type(s): none as reflective practitioner. For Education majors only. Course Type(s): MAT ED 550 Cr. 3.0 Teaching Diverse Populations ED 528 Cr. 3.0 Addresses two issues in today’s field of education: ESL Middle Level Learning and Teaching students in mainstream classrooms and students with The candidate will examine aspects of middle level special needs in inclusion classrooms. The relevant topics schooling that are responsive to the nature and needs of will be explored from a multicultural perspective to pro- adolescents. The candidate will apply knowledge of ado- vide teacher candidates with a theoretical foundation, an lescents’ cognitive and affective development to design understanding of their legal responsibility, and an opportu- learning environments and to structure and implement nity to design instruction addressing various needs of learning experiences that effectively promote academic diverse students in an inclusive setting. Fieldwork is achievement and personal growth for all middle-grade required. students. Fieldwork is required. Prerequisite: Education 510. Prerequisites: Education 510 and 550. Course Type(s): MAT Course Type(s): none ED 552 Cr. 3.0 ED 529 Cr. 3.0 Child and Adolescent Development Content Literacy Psychological, sociological, and physiological develop- Focuses on theory, methods, strategies, and materials for ment related to academic functioning of children and ado- teaching literacy in all content areas, with an emphasis at lescents. Learning theories studied are related to current the secondary level of education. The use of literature in educational concerns in this age group. For Education all content areas will be explored, leading to a better majors only. understanding of the interdisciplinary approach to learning Course Type(s): none at the secondary level. Fieldwork hours are required. Course Type(s): none
A26 Monmouth University Appendix A: Course Descriptions
ED 554 Cr. 3.0 ED 563 Cr. 3.0 Supplemental Instruction in Reading and Assessment and Treatment of Literacy Problems Mathematics Focus is on authentic assessment and corrective teaching Focuses on supplemental instruction for reading and strategies to address literacy problems from a develop- mathematics in educational settings from grades 6-8 but mental perspective. Techniques and methods for at-risk draws heavily on assessment and analysis of student learners will be emphasized. Strategies that guide stu- errors from Pre-K to 5 as well. Extensive opportunities for dents to self-monitor their literacy acquisition will be diagnosis and planning for remedial intervention in read- addressed. ing and mathematics will be provided. Prerequisite: Educational Leadership 503. Prerequisites: Education 556 and Educational Leadership Course Type(s): none 575. Course Type(s): MAT ED 564 Cr. 3.0 Preparing for School Mathematics: Secondary ED 556 Cr. 3.0 Provides secondary-mathematics teacher candidates with Teaching Elementary Mathematics knowledge for teaching secondary mathematics. Provides elementary teacher candidates with a modern Candidates will learn to create a math classroom where vision of elementary mathematics and beyond. students of diverse backgrounds and abilities can con- Candidates will learn to create a math classroom where struct a conceptual, as well as a procedural, understand- students of diverse backgrounds and abilities can con- ing of mathematics. Fieldwork is required. struct a conceptual as well as a procedural understanding Prerequisites: Education 510, 550, and 552. of mathematics. Fieldwork is required. Course Type(s): none Prerequisites: Education 510, 550, and 552. Course Type(s): none ED 565 Cr. 3.0 Methods of Teaching Mathematics for Secondary ED 560 Cr. 3.0 School Part II Methods of Teaching in Secondary Education Extends the study of secondary methodology begun in A general methods course designed for candidates who ED 564. The intent is to deepen the understanding of are preparing to teach in subject-specific classrooms in future secondary-school teachers in the complexities of high school environments. Provides an integrated per- the secondary-mathematics curriculum and build their spective of general teaching methods from grade 9 competencies at the level of instructional implementation. through grade 12. Fieldwork is required. Instructional methodologies studied will be more broadly Prerequisites: Education 510, 550, and 552; and permis- applied to more advanced mathematical concepts. sion of the MAT program director. Fieldwork is required. Course Type(s): none Prerequisite: Education 560 or 564. Course Type(s): none ED 562 Cr. 3.0 Methods of Teaching Science at the Elementary ED 566 Cr. 3.0 Level Methods of Teaching Science at the Secondary Provides an integrated perspective of teaching science at Level I the elementary level. This perspective will allow future Provides the candidates with an understanding of the elementary teachers to understand how foundational sci- concepts and relationships of science to support student ence concepts should be taught. It will allow future ele- learning. The teaching strategies and techniques are mentary teachers to appreciate the developmental needs based on research and emphasize the need to provide of early learners and the corresponding pedagogy uti- equal opportunities for all learners. Focuses on teaching lized. Predominantly hands-on, interrelated to the national science through inquiry as defined by state and national and New Jersey Science Core Curriculum Content standards for science education. Fieldwork is required. Standards, providing useable materials adapted to each Prerequisites: Education 510, 550, and 552. student’s needs. Fieldwork is required. Course Type(s): none Prerequisites: Education 510, 550, and 552. Course Type(s): none
Monmouth University A27 Appendix A: Course Descriptions
ED 567 Cr. 3.0 plines. Fieldwork is required. Methods of Teaching Science at the Secondary Prerequisites: Education 510, 550, and 552. Level II Course Type(s): none Science methods for initial MAT students at the second- ary level. Provides active learning of science concepts ED 580 Cr. 3.0 through various inquiry activities. Following the learning Secondary Social Studies Education Part II theories that have produced both the National Science Expands and further develops competencies covered in Education Standards and the New Jersey Core Part I. Instructional methodologies focusing on a con- Curriculum Content Standards for science, this course will structivist, student-centered approach will be explored. utilize projects, cases, and problems in real-world settings Targets strategies for future secondary teachers to meet using a diversity of instructional methods and strategies the New Jersey Core Curriculum Content Standards for to provide each student with the opportunity to learn how Social Studies, including: infusing Economics and to teach inquiry and problem-solving across the sciences. Geography into the curriculum, developing greater tech- Designed for those with a strong background in science. nology coalescence, extending cross-curriculum lesson Fieldwork is required. plans, embracing a pluralistic approach, and expanding Prerequisite: Education 560 or 566. multicultural themes. Course design will foster the devel- Course Type(s): none opment of effective inquiry-based curriculum activities making effective use of community-based resources. ED 576 Cr. 3.0 Fieldwork is required. Teaching Social Studies at the Elementary Level Prerequisite: Education 560 or 579. Introduces the P-8 teacher certification candidates to the Course Type(s): none social studies curriculum and methods. Emphasizes national and state standards for social studies education ED 582 Cr. 3.0 cross-curriculum integration, particularly world languages World Language Education and culture, personal and social problem solving, and sit- Issues and practices in world language education. uated cognition in social studies education learning. Fieldwork is required. Fieldwork is required. Prerequisites: Education 510, 550, Prerequisites: Education 529, 550, and Foreign Language and 552. 599. Course Type(s): none Course Type(s): none
ED 578 Cr. 3.0 ED 583 Cr. 3.0 Methods of Teaching English at the Secondary Level Theories and Practice of ESL Instruction Part I Prepares candidates to teach English/language arts at the With an emphasis on teaching English through content, secondary level (grades 7-12) by providing the essential Part I of this two-semester course introduces the history knowledge, skills, and strategies grounded in research of ESL teaching and critically explores exemplary curricu- and related to effective classroom instruction. lum designs and methods of teaching ESL. A wide range Emphasizes the use of literature and the integration of the of ESL instructional strategies will be introduced and components of literacy, namely reading, listening, speak- practiced. Both instructional design and implementation ing, and viewing. The New Jersey Core Curriculum will be the focus for practice with the embedded language Standards will be an integral part of the course. Fieldwork acquisition/learning theories and research studies careful- is required. ly examined. Fieldwork is required. Prerequisites: Education 510, 550, and 552. Prerequisites: Education 529, 550, and English 563. Course Type(s): none Course Type(s): MAT
ED 579 Cr. 3.0 ED 584 Cr. 3.0 Teaching Social Studies and Cultural Education at Theories and Practice of ESL Instruction Part II the Secondary Level A continuation of Part I, examines public issues pertinent Introduces the middle- and secondary-level teacher certi- to ESL education with an emphasis on making connec- fication candidate to social studies curriculum and meth- tions between theories or research findings and class- ods. Emphasizes national and state standards for social room practice. While more approaches to ESL instruction education curriculum across the social science disci- will be introduced, a wide range of ESL instructional
A28 Monmouth University Appendix A: Course Descriptions
materials, services, and assessment measures will be Prerequisites: Passing score on the appropriate Praxis introduced and explored. Fieldwork is required. test(s) prior to registration and completion of all course Prerequisite: Education 583. work. Permission of the MAT Director is required to register. Course Type(s): none Course Type(s): none
ED 585 Cr. 3.0 ED 594 Cr. 9.0 Methods of Teaching English at the Secondary Supervised Student Teaching Level Part II Student teaching for teacher candidates provides experi- A continuation of Part I. Expands teacher candidates’ ences with regular and special education students. Under understanding of the intricacies of curriculum design and college supervision and working with a cooperative planning and builds their teaching competencies in teacher, student teacher candidates assume full responsi- English/Language Arts at the secondary level (grades 7- bility for lesson planning and teaching. 12). Teacher candidates will have increased opportunities Prerequisites: Passing score on the appropriate Praxis to apply theory and refine practice in the use of print and test(s) prior to registration and completion of all coursework. non-print texts and in the integration of the English Permission of the MAT Director is required to register. Language Arts. The NCTE/IRA English Language Arts Course Type(s): none Standards and the New Jersey Core Curriculum Standards for Language Arts/Literacy will be applied ED 596 Cr. 3.0 throughout the course. Fieldwork is required. Prerequisite: Methods of Teaching Health K-12 Education 560 or 578. Focuses on the planning, development, and teaching of Course Type(s): none health education in K-12 school settings. Emphasis will be placed on using recent data and contextual informa- ED 586 Cr. 3.0 tion to design instruction that focuses on the importance Bilingual Education: Theories and Practices of exercise, family and community, school and work envi- Emphasis on teaching content in bilingual/bicultural edu- ronments, and diet to promoting and maintaining good cation, an understanding of bilingual development and health throughout life for students with diverse needs and available dual language program models for language from diverse backgrounds. Fieldwork is required. and literacy development. How bilingual/bicultural pro- Prerequisites: Education 510, 550, and 552. grams based on community needs can be developed, Course Type(s): none implemented, and assessed will be explored with the embedded theories and research studies in ED 597 Cr. 3.0 bilingual/bicultural education carefully examined. Methods of Teaching Physical Education K-12 Fieldwork is required. Designed to present current methods and techniques of Prerequisite: Education 583. teaching physical education to students in grades K-12. Course Type(s): none Particular attention will be on new techniques for adjust- ing tasks for a wide variety of children’s interests, abilities, ED 587 Cr. 3.0 and learning styles, and ensuring safe use of equipment Integrated Methods in K-12 Education in physical education. In addition, lifetime sports and In-depth understanding and application of curriculum and activities for students with diverse needs and from diverse instruction in K-12 education. Fieldwork is required. backgrounds will be highlighted. Fieldwork is required. Prerequisites: Education 510, 550, and 552 and a mini- Prerequisites: Education 510, 550, and 552. mum GPA of 3.00. Course Type(s): none Course Type(s): none ED 598 Cr. 3.0 ED 593 Cr. 9.0 Special Topics in Education Student Teaching The subject matter varies with the interest of the students Student teaching for teacher candidates provides experi- and the professor teaching the course. The exact nature ences with regular and special education students. Under of the topic covered in any given semester is indicated in college supervision and working with a cooperative the student’s transcript. Permission of the program direc- teacher, student teacher candidates assume full responsi- tor is required. bility for lesson planning and teaching. Course Type(s): none
Monmouth University A29 Appendix A: Course Descriptions
ED 599 Cr. 1.0 - 3.0 ED 620 Cr. 3.0 Independent Study in Education Philosophy and Curriculum Independent research in education in an area not sub- Serves to extend the examination of the evolution and stantially treated in a regular course offering, under the current conditions of the field of curriculum studies initiat- supervision of an Education faculty member; written eval- ed in fundamentals of curriculum studies. Introduces the uation of the research is required. For students with supe- work of core philosophies that inform contemporary cur- rior ability. riculum work and encourage participants’ analysis of vari- Course Type(s): MAT ous influential voices in the field. Primary goals are to engage in critical discussions about the work of various ED 606 Cr. 3.0 philosophers who have influenced the field of curriculum Diversity in Education studies and conceptualize connections between those Dealing with cultural differences in multi-ethnic and plural- works and our daily practice in the field. istic school settings. The nature of the school as a social Course Type(s): none system. Course Type(s): MAT ED 624 Cr. 3.0 Research in Teaching Practice ED 608 Cr. 3.0 Research in education related to contemporary teaching Curriculum in the Classroom practice will be emphasized. Introduction to qualitative Today’s practitioners must strike a balance between state and quantitative approaches from different theoretical per- and national curriculum standards and the needs and spectives is presented. Content will include literature expectations of their own classroom. Candidates will reviews, analysis and implication of existing research, examine various facets of curriculum specific to their pro- classroom observation skills, and the role of the teacher fessional environment. as reflective practitioner. Course Type(s): none Course Type(s): none
ED 610 Cr. 3.0 ED 626 Cr. 3.0 Education in a Democratic Society Assessment Practice Now and When Critical examination of ideas, purposes, and aims of Theory and practice of educational testing, development of schooling in historical and cultural contexts; explores ethi- and use of tests and alternative forms of assessment, analy- cal and research issues related to teaching and learning sis and interpretation of assessment results to monitor stu- in ways that enhance democratic practices. dent progress, inform instruction, evaluate student achieve- Course Type(s): none ment, and evaluate programs. Emphasis is placed on alter- native and authentic forms of assessment that complement and support the standardized testing system. Through exam- ED 616 Cr. 3.0 ination of techniques and strategies that characterize quality Fundamentals of Curriculum Studies assessment, students will develop a philosophy of assess- The emergence of the field from the early twentieth centu- ment supportive of classroom evaluation and understanding ry. Surveys the foundations of the field of curriculum stud- that fosters student growth and learning. ies at large, examines the standardization movement of Course Type(s): none the institutional curriculum, and culminates in a critical examination of NCLB. Candidates will consider the impor- ED 630 Cr. 3.0 tance of study tied to socially responsive curricular design. Course Type(s): none Research in Curriculum Studies The possession of effective research skills is an integral and necessary proficiency for success in the field of ED 618 Cr. 3.0 Curriculum Studies. Candidates will engage in the explo- Survey of Curricular Paradigms ration of both qualitative and quantitative research method- Provides an examination of the field of Curriculum Studies ologies. They will then design an investigation, apply for through the lens of key paradigms and perspectives. Institutional Research Board approval, and conduct a study Course Type(s): none relevant to their professional milieu and the field. Prerequisite: Education 624. Course Type(s): none
A30 Monmouth University Appendix A: Course Descriptions
ED 632 Cr. 3.0 ED 698 Cr. 3.0 Classroom Technologies and Educational Media Special Topics in Curriculum and Instruction Emphasis on commercially available computer software; The subject matter varies with the interest of the candi- analysis and evaluation of software design and documenta- dates and the professor teaching the course. The exact tion. Continuation of children’s programming languages nature of the topic covered in any given semester is indi- and word processing. Access to a microcomputer provided. cated on the candidate’s transcript. The course curriculum Course Type(s): none will include a variety of readings, as well as a research- based summative course assessment. ED 645 Cr. 6.0 Prerequisite: Permission of the program director. Theories and Practice of ESL Instruction Course Type(s): none With an emphasis on teaching English through content, this two-semester course will introduce the history of ESL ED 699 Cr. 3.0 teaching and critically explore exemplary curriculum Independent Study in Education designs and methods of teaching ESL. A wide range of Independent research in education in an area not sub- ESL instructional strategies and assessment measures stantially treated in a regular course offering, under the will be introduced and practiced. Both instructional design supervision of an Education faculty member; written eval- and implementation will be the focus for practice with the uation of the research is required. For students with supe- embedded language acquisition/learning theories and rior ability. research studies carefully examined. Prerequisites: Prior permission of the directing professor Course Type(s): none and department chair. Application must be filed before registration. ED 658 Cr. 3.0 Course Type(s): none Advanced Curriculum Studies A comprehensive study of the theory and practice of EDUCATION – EDUCATIONAL COUNSELING designing, evaluating, and implementing valid and effec- tive P-12 curricula. EDC 500 Cr. 3.0 Course Type(s): none Introduction to Professional Counseling Designed as an introduction to the counseling profession ED 670 Cr. 3.0 with an emphasis on school counseling and student Qualitative Research: Principles and Practices affairs. Traces the history of the school counseling profes- An introduction to the methods of qualitative research. A sion, exposes the student to theoretical positions and reading-based discussion/seminar focusing on method- approaches of counselors, orients the student to an initial ological issues and an exploration of the variety of meth- understanding of legal and ethical obligations, prepares ods used in executing qualitative studies. Offers students the student for school counseling, student affairs and the a theoretical foundation for this form of inquiry and an culture of schools and university, differentiates school opportunity to engage in research. Applicable to a variety counseling and student affairs from other counseling spe- of social inquiry disciplines. cialties and other school professionals, and provides the Course Type(s): none basis for continued studies in the counseling program. Course Type(s): none ED 680 Cr. 3.0 Advanced Professional Development Seminar for EDC 501 Cr. 3.0 Teachers Student Affairs and College Counseling This capstone seminar will support candidates for the A comprehensive study of the theory and practice of stu- degree in producing electronic portfolios, teacher research dent affairs and college counseling with an emphasis on plans for teaching improvement, presentation of research, preparing students to work in professional positions in and self-reflection for future professional growth. higher education for the purpose of demonstrating the Course Type(s): none knowledge, skills, and practices necessary to promote the development of postsecondary students. Course Type(s): none
Monmouth University A31 Appendix A: Course Descriptions
EDC 505 Cr. 3.0 participation, and disposition. Prerequisite: Educational Counseling and Ethical Practice Counseling 535. An intensive introduction to counseling skills and ethical Course Type(s): none principles within the school/university environment. Skills in counseling responses, feedback, goal setting, termina- EDC 525 Cr. 3.0 tion, and follow-up are practiced in a clinical setting. Assessment for Counseling Integration of ethical and legal procedures into school Covers the theories and practice of selection, administra- counseling/student affairs practice with children, families, tion, and interpretation of various instruments used in and young adults is emphasized. A combination of theory school and university settings to measure achievement, and practice through role-play, videotape practice, and intelligence, aptitude, and ability with an overview of the supervisory feedback. ethical and legal use of these instruments. Statistics nec- Course Type(s): none essary to understand test data will be examined as well as strategies necessary to communicate test results to EDC 510 Cr. 3.0 clients, parents, adults, and school personnel. Part theory Human Growth and Development and part skill laboratory where students will practice the A study of principles and concepts of cognitive, personali- administration of various educational instruments. ty, and social development from conception through Course Type(s): none death. An overview of empirical research and theoretical frameworks used in the study of life-span human develop- EDC 530 Cr. 3.0 ment with a special emphasis on school-age and young Counseling Theory and Practice adult populations. Uses both lecture and seminar formats. Explores the major counseling theories and related tech- Students should be able to discuss the major theoretical niques with emphasis on translating counseling theory into questions involved in the study of life-span development, effective practice with children, adolescents, adults, and as well as be able to discuss current findings in the areas families in schools and universities. Special attention is of social, cognitive, personality, and moral development given to experiential analysis and the demonstration of and the implications for student success in school and effective school counseling skills using the various theoret- throughout the life span. ical modalities. Part theory and part counseling skills labo- Course Type(s): none ratory with intensive role play, discussion, and feedback. Prerequisite: Educational Counseling 500. EDC 515 Cr. 3.0 Course Type(s): none Risk and Resiliency in Children and Adolescents Examines the developmental trajectory for at-risk children EDC 535 Cr. 3.0 and adolescents and factors that promote resilience. Diversity and Social Justice Thoroughly examines the etiology of alcohol and drug Experiential and clinical opportunities to become multicul- abuse. Factors that contribute to school failure and suc- turally competent school/university counselors as well as cess will also be addressed. Candidates will be able to to understand students and their families within their identify risk (e.g., poverty, disabilities, child maltreatment, unique cultural, historical, and ethnic contexts. Emphasis etc.) and protective factors and identify interventions that is placed on individual, group, and systemic counseling promote positive developmental outcomes. models and interventions to promote multicultural sensi- Course Type(s): none tivity, diversity, equity, and access for all students. Extensive personal development experiences, role play, EDC 520 Cr. 3.0 and Triad Model practice are provided. The Group Experience Prerequisites: Educational Counseling 500, 505, and 530. Designed to encompass the experience of participating in Course Type(s): none a counseling group. It will simulate the group experience over the course of one academic semester. Topics that EDC 540 Cr. 3.0 will be addressed during the course of the semester will Group Counseling include ethnic identity development, and self-awareness, Designed to provide an overview of the basic process, as well as other counselor issues. Designed to under- dynamics, theoretical components, and developmental stand what it is like to be a member of a counseling aspects of group counseling. It encompasses an increase group. A pass/fail course, solely based on attendance, in counselor skills, group leadership, and facilitation.
A32 Monmouth University Appendix A: Course Descriptions
Emphasis is placed on understanding the diversity of stu- Prerequisites: Educational Counseling 500, 505, and 530. dents and their families. Combines the use of lectures, Course Type(s): none discussion, experiential exercises, readings, and journal- ing to advance students’ knowledge and skills in group EDC 560 Cr. 3.0 counseling. Emphasis on working with diverse groups is Consultation Procedures for Counseling also integrated into the course. Students will explore Explores foundational concepts, theories, and models group leader and member roles through participation in fundamental to school-based practices. Multidimensional various group situations. approaches will be studied, including school-based con- Prerequisites: Educational Counseling 500, 505, and 530. sultation, case consultation, systems consultation, and Course Type(s): none consultation with a school counseling program. Consultation procedures are emphasized as a central part EDC 545 Cr. 3.0 of the school counselor competencies in a multicultural Career Development and Counseling environment. Includes consultation case conceptualiza- Designed to explore career counseling, development the- tion, role play, clinical demonstrations, reflections, and ory, and practices with consideration for life roles, diversi- course projects. ty issues, and nontraditional careers within the context of Prerequisites: Educational Counseling 500, 505, and 530. school and university settings. Theories, models, tech- Course Type(s): none niques, and resources including consultation relevant to decision making, assessment, career planning, and EDC 565 Cr. 3.0 placement are addressed with attention to computer- Supervision of Counselors based applications and Internet resources. Explore current foundational concepts, theories, and mod- Prerequisites: Educational Counseling 500, 505, and 530. els fundamental to the administration of supervision of Course Type(s): none school counselors, and student service professionals within an educational environment. Multidimensional EDC 550 Cr. 3.0 approaches to clinical supervision will be addressed using Counseling At-Risk Children and Families supervision models, including practical experience for Counseling, intervention, and referral techniques for at- counseling professionals who have responsibility directing risk children, adolescents and their families with intensive the personal and professional development of school practice in family counseling and crisis intervention skills. counselors. Critical analysis of theories of counselor Family theory and applications for practical skills in the supervision, techniques associated with theories, and school environment are emphasized through various assessment of supervision models will be examined. Also experiential learning activities. The school counselor’s explores the benefits and shortcomings of individual ver- role as an advocate and direct service provider for stu- sus group supervision, with particular focus on character- dents and their families with multiple risk factors is istics that make for a competent supervisor and effective emphasized. supervisory relationships. Further explores the role of Prerequisites: Educational Counseling 500, 505, and 530. both supervisor and supervisee, ethical and legal consid- Course Type(s): none erations, evaluative criteria, cultural and gender issues, research, and social justice. EDC 555 Cr. 3.0 Course Type(s): none School Counseling Program Planning and Consultation EDC 570 Cr. 3.0 A comprehensive data-driven overview of the theory and Alcohol and Drug Abuse Programs and Services practice for designing, implementing, and evaluating a A comprehensive study of alcohol and drug programs and comprehensive school counseling program P-12. services in the school and community including research- Consultation within a school setting will be emphasized in based prevention and intervention programs, chemical this course. Multidimensional approaches will be studied, health curricula, policy, and staff development. Emphasis including school-based consultation, case consultation, on the role of the substance awareness coordinator in systems consultation, and consultation with a school organizing and coordinating intervention and referral serv- counseling program. Empirical research will be utilized in ices and multidisciplinary intervention teams. conjunction with school counseling programs based on Course Type(s): none national standards.
Monmouth University A33 Appendix A: Course Descriptions
EDC 575 Cr. 3.0 individual and group supervision is provided through Alcohol and Drug Assessment and Counseling videotaped and/or audio-taped sessions. A comprehensive approach to assessment and treatment Prerequisites: Educational Counseling 500, 505, 530, and planning with alcohol and drug-affected students, includ- completion of twelve credits. ing the intake interview, clinical assessment, and adminis- Course Type(s): none tration and interpretation of formal and informal instru- ments. Attention is given to the roles of the substance EDC 601A Cr. 3.0 awareness coordinator and the counselor in assessment, Internship in Counseling I: School Counseling referral, and intervention. An intensive supervised 300-hour field-based experience, Course Type(s): none which allows students who have completed the practicum to participate in a range of professional experiences expected EDC 580 Cr. 3.0 of a school counselor or student affairs professional. Behavioral Issues in Counseling Includes a requirement of documented supervised work as Designed to explore the contemporary behavioral issues a student school counselor under the supervision of a prac- that affect preschool through university level students and ticing school counselor/student affairs professional and their families. Emphasis will be placed on a comprehen- intensive individual and group supervision in the university sive understanding of commonly encountered behavioral seminar through videotaped and/or audio taped sessions. issues such as ADD/ADHD, Persuasive Development Students in the school counseling track should register for Disorders, and Mood Disorders. Students will learn the EDC 601A and students in the student affairs/college coun- process of identification, assessment, intervention, and seling track should register for EDC 601B. follow-up of working with students with such issues. Prerequisites: Educational Counseling 525, 540, and 600, Course Type(s): none and completion of twenty-four credits. Corequisite: EDC Comprehensive Exam. EDC 598 Cr. 3.0 Course Type(s): none Special Topics in Educational Counseling The subject matter varies with the interest of the students EDC 601B Cr. 3.0 and the professor. The exact nature of the topic covered in Internship in Counseling I: Student Affairs/College any given semester is indicated on the student’s transcript. Counseling Course Type(s): none An intensive supervised 300-hour field-based experience, which allows students who have completed the practicum EDC 599 Cr. 3.0 to participate in a range of professional experiences expected of a school counselor or student affairs profes- Independent Study in Educational Counseling sional. Includes a requirement of documented supervised Independent research in education in an area not sub- work as a student school counselor under the supervision stantially treated in a regular course offering, under the of a practicing school counselor/student affairs professional supervision of a counseling faculty member. Written eval- and intensive individual and group supervision in the uni- uation of the research is required. For students with supe- versity seminar through videotaped and/or audiotaped ses- rior ability. Prerequisites: Prior permission of the directing sions. Students in the school counseling track should regis- professor and department chair. Application must be filed ter for EDC 601A and students in the student affairs/college before registration. counseling track should register for EDC 601B. Course Type(s): none Prerequisites: Educational Counseling 525, 540, and 600, and completion of twenty-four credits. EDC 600 Cr. 3.0 Corequisite: EDC Comprehensive Exam. Practicum in Counseling Course Type(s): none An intensive supervised 100-hour, field-based experience in the school or university, which provides an orientation EDC 602A Cr. 3.0 to the school counselor’s role within a school counseling Internship in Counseling II: School Counseling program or student affairs program. Provides supervised An intensive supervised 300-hour field-based experience, opportunities to practice individual and group counseling which allows students who have completed the practicum skills along with day-to-day tasks of the school coun- to participate in a range of professional experiences selor/student affairs professional. Additionally, intensive expected of a school counselor or student affairs profes-
A34 Monmouth University Appendix A: Course Descriptions
sional. Includes a requirement of documented supervised EDC 605 Cr. 3.0 work as a student school counselor under the supervision Clinical Practice with Families and Children of a practicing school counselor/student affairs professional Provides a historical perspective on family-centered prac- and intensive individual and group supervision in the uni- tice. Introduces major theories and intervention types that versity seminar through videotaped and/or audiotaped ses- are the foundation for clinical work with diverse families. sions. Students in the school counseling track should regis- Also listed as Social Work 605. ter for EDC 602A and students in the student affairs/college Course Type(s): none counseling track should register for EDC 602B. Prerequisite: Educational Counseling 601A or 601B. EDC 610 Cr. 3.0 Corequisite: EDC Comprehensive Exam. Course Type(s): none SAC Internship A supervised three-credit, 300-hour, field-based, super- vised experience in the school, which allows students to EDC 602B Cr. 3.0 intern as a student assistance coordinator. This is the cul- Internship in Counseling II: Student Affairs/College minating activity of the student assistance coordinator Counseling program in which students will apply what they have An intensive supervised 300-hour field-based experience, learned in a school setting. which allows students who have completed the practicum Prerequisites: Psychological Counseling 540, Psychological to participate in a range of professional experiences Counseling 515 or Educational Counseling 510 or Social expected of a school counselor or student affairs profes- Work 509; Psychological Counseling 542 or Educational sional. Includes a requirement of documented supervised Counseling 604 or Social Work 604; and Psychological work as a student school counselor under the supervision Counseling 510 or Social Work 518; Educational of a practicing school counselor/student affairs professional Counseling 555 and permission of the instructor. and intensive individual and group supervision in the uni- Course Type(s): none versity seminar through videotaped and/or audiotaped ses- sions. Students in the school counseling track should regis- EDC CPE Cr. 0.0 ter for EDC 602A and students in the student affairs/college Counseling Preparatory Comprehensive Examination counseling track should register for EDC 602B. A comprehensive examination to demonstrate the knowl- Prerequisite: Educational Counseling 601A or 601B. edge of counseling in terms of CACREP professional Corequisite: EDC Comprehensive Exam. standards of 1)Human Growth and Development, 2)Social Course Type(s): none and Cultural Foundations, 3)Helping Relationship, 4)Group Work, 5)Career and Lifestyle Development, 6) EDC 604 Cr. 3.0 Appraisal, 7) Research and Program Evaluation, and Clinical Practice in Addiction 8)Professional Orientation and Ethics. Must be taken dur- Evaluates the clinical implications of substance use and ing Internship 1 and 2. abuse at three levels of social work practice. On the Course Type(s): none micro level, clinical implications including symptomatol- ogy, etiology, and physiology of substance use will be EDUCATION – EDUCATIONAL LEADERSHIP addressed. Assessment and treatment theory and tech- niques will be explored, implemented, and evaluated. On a mezzo level, the effects of the extended family and sys- EDL 502 Cr. 3.0 temic community of those who use substances are Development and Learning in Early Childhood addressed. Strategies for meeting those needs will be Studies designed to foster understanding of the dynamic researched and evaluated. Lastly, on the macro level, continuum of development and learning in children from existing resources available and active policy regarding birth through age eight. Typical and atypical development substance abuse will be critically studied, and potential of young children is addressed through a multicultural proposed changes will be discussed. Also listed as Social perspective. Developmental factors that impact learning in Work 604. preschool and the primary grades are emphasized. Course Type(s): none Approaches to learning grounded in developmental theory are presented with an emphasis on developmentally appropriate practice. Course Type(s): none
Monmouth University A35 Appendix A: Course Descriptions
EDL 503 Cr. 3.0 toms, and remediation of organic and neurogenic disor- Literacy Instruction ders of speech, language, and hearing. Provides an Content focuses on principles, methods, and materials overview of various speech, language, and hearing disor- applicable to teaching, reading, and writing to the begin- ders; the factors related to the causes and severity of ning and skilled reader. Topics will include current these disorders and roles of professionals associated with approaches for developing literacy within a diverse popu- the diagnosis and treatment, specifically speech language lation of learners. Comprehension, content, and vocabu- pathologists and audiologists. lary strategies are presented. The writing process and Course Type(s): none writer’s workshop are explored. Prepares students for participation in school-based experience. Fieldwork is EDL 508 Cr. 3.0 required. Introduction to Language Development Course Type(s): none Provides an overview of language development in typical- ly developing individuals from birth to maturity. Provides EDL 504 Cr. 3.0 introduction to the normal acquisition of language includ- Introduction to Educational Leadership and ing the components of language, as well as the physical, Supervision for Student Learning P-12 social, and cognitive basis for language. Theories of lan- An introduction to the conceptual, theoretical, and practi- guage development and how language evolves from cal foundations of educational administration and supervi- infancy to adulthood will be discussed. Cultural influences sion. Examines the knowledge and research base of on language development will also be explored. learning theory and the role of administrators and supervi- Course Type(s): none sors as instructional leaders in transferring theory into best practices to enhance student learning and sustain EDL 509 Cr. 3.0 professional learning communities. Introduction to Speech and Hearing Science Course Type(s): none Provides instruction in the anatomy and physiology of the interrelated movements and acoustics of the speech and EDL 505 Cr. 3.0 hearing mechanisms. Anatomy and Physiology of Speech and Hearing Course Type(s): none Mechanism Provides an understanding of the anatomical structures, EDL 510 Cr. 3.0 as well as the physiological and functional mechanisms Introduction to Phonetics essential for speech production. Specifically, the anatomy Provides students with the skills needed to produce, tran- and physiology of respiration, phonation, articulation, res- scribe, and describe, in articulatory terms, the individual onation, and hearing will be covered in depth. sounds used in speech. Provides an introduction to sound Course Type(s): none patterns, phonetic transcriptions using the International Phonetic Alphabet, acoustic aspects of phonetics, and the EDL 506 Cr. 3.0 application of these skills to clinical practice. Dialects and Neuroscience in Speech and Hearing derivations of the English language will be explored. Course Type(s): none Students will learn the neuroanatomical and neurophysio- logical underpinnings of speech, language, and hearing and will study how the nervous system controls behavior. EDL 515 Cr. 3.0 Examines the intrinsic properties of neurons, and the cir- Advanced Literacy Instruction cuits underlying higher-order phenomena such as senso- Focuses on pedagogy and theories that are applicable to ry perception, motor action, and cognition. teaching literacy to beginning, struggling, and skilled Course Type(s): none readers. Topics include approaches for teaching literacy to a diverse population of learners in a literate environ- EDL 507 Cr. 3.0 ment and assisting and supporting colleagues and para- Introduction to Communication Disorders professionals. Word identification, vocabulary, compre- hension, and content strategies will be presented. Provides an overview to the fields of speech pathology, Course Type(s): MAT audiology, and education of the hearing impaired. Provides information regarding the nature, etiology, symp-
A36 Monmouth University Appendix A: Course Descriptions
EDL 516 Cr. 3.0 involvement. Literacy Strategies for All Learners I Course Type(s): none Explores word identification and vocabulary research and instructional strategies for all learners including those EDL 525 Cr. 3.0 from culturally diverse backgrounds. Individual and group Multicultural Literature and Literacy instructional techniques in the area of phonemic aware- Focuses on multicultural literature and how it is integrated ness, phonics, word recognition, vocabulary, and fluency into a classroom and/or school-wide literacy program. A are explored in environments that promote collaboration wide array of multicultural literature and other genres for and self-regulation. Instructional teaching strategies and children and young adults will be presented, studied, and techniques for coaching colleagues and paraprofessionals integrated into a Teacher Work Sample. Coaching col- are practiced in real settings. leagues and paraprofessionals is emphasized. Course Type(s): none Prerequisite: Educational Leadership 515. Course Type(s): none EDL 517 Cr. 3.0 Literacy Strategies for All Learners II EDL 526 Cr. 3.0 Addresses comprehension research and instructional Strategies for Teaching Writing, K-12 strategies for all learners including those from culturally Provides an in-depth study of strategies for teaching vari- diverse backgrounds. Individual and group comprehen- ous types of writing to elementary and secondary stu- sion strategies, metacognition, and student self-evaluation dents. It involves assessing and instructing students who are explored and practiced in collaborative education set- require assistance with the development of written tings. Instructional teaching strategies and techniques for expressive language under the direction of a university coaching colleagues and paraprofessionals are practiced supervisor. in real settings. Course Type(s): none Course Type(s): none EDL 527 Cr. 3.0 EDL 521 Cr. 3.0 Literacy Trends and Issues Early Childhood Family, School, and Community Focuses on issues, problems, and trends in the field of lit- Collaboration in a Diverse Society eracy. The content includes the study of divergent view- Focuses on the process of family assessment and inter- points and research regarding theories, instructional vention, issues of family and professional collaboration strategies, assessment, classroom environment, and pro- and diversity, and methods of promoting adult communi- fessional development. cation and management strategies. It applies the knowl- Prerequisite: Educational Leadership 515. edge of cultural and linguistic diversity and the signifi- Course Type(s): none cance of socio-cultural and political contexts as they relate to the family, culture, and society. It identifies the EDL 530 Cr. 3.0 members of teams designed to support and optimize chil- School Law and Policy dren’s health, growth, and development and the network A study of court decisions addressing the legal principles of community services to individuals, families, and groups affecting education, schools, and school professionals. handicapped by social, environmental, health, and related Constitutional, statute, and administrative laws related to problems. education are examined and analyzed through case stud- Course Type(s): none ies and Socratic methods. Course Type(s): none EDL 522 Cr. 3.0 Early Literacy and Language Development EDL 531 Cr. 3.0 Focuses on the early literacy and language development Economics and School Business Leadership of regular and special education children, ages three Should be thought of as an applied economics course. It through eight. The content includes the study of the theo- will focus on the topics that are of the greatest interest ries and acquisition of language, the interrelated nature of and importance to school business administrators. reading and writing, the appropriate development and Applies topics in economic theory to administrative deci- assessment of early literacy, methods for engaging and sion making. This course is concerned with the relation- motivating young learners, and the importance of family
Monmouth University A37 Appendix A: Course Descriptions
ships between schools, consumers, and the economic use of technology to provide instructional and administra- environment in which they operate. tive support of the learning community. Course Type(s): none Course Type(s): none
EDL 532 Cr. 3.0 EDL 539 Cr. 3.0 Human Resource Management and School Finance Instructional Theory and Leadership for Student Provides combined theory and practice of human Learning resource management and public school finance in rela- Examines the knowledge and research base of learning tion to expenditures and resources, and state and federal theory and the role of the instructional leader in transfer- support of education in local school districts. ring theory into best practices to enhance student learn- Course Type(s): none ing and sustain professional learning communities. Course Type(s): none EDL 533 Cr. 3.0 Community Relations EDL 541 Cr. 3.0 Examines the theoretical and practical approaches for Administration in Higher Education establishing effective school/community relations and the Provides theoretical and practical foundation of manage- role of the educational leader in promoting the success of ment and administration as applied to institutions of high- all students by collaborating with families and other com- er education. Designed to give students the analytical and munity members. behavioral skills necessary to manage on this level. Course Type(s): none Course Type(s): none
EDL 534 Cr. 3.0 EDL 551 Cr. 3.0 Principles of Accounting for School Business The In’s and Out’s and Do’s and Don’ts of Administrators Embracing Technology Tools in the Classroom Provides the candidate with a basic understanding of the Focuses on the use of educational technology in class- Generally Accepted Accounting Principles (GAAP) used in room settings and the strategies, resources, planning, the School Business Administrator’s office. The topics of and assessment of an effective program. Addresses col- tax levies, budgeting, purchasing, bidding, and referenda laboration with colleagues regarding the ethical bound- will also be discussed. aries of excursions, ways to fit in technology that saves Course Type(s): none time, and provides meaningful experiences to learners at all levels and curricular areas. Students will become EDL 535 Cr. 3.0 familiar with relevant text materials and participate in an School Facilities Planning and Management exploration of resource options for utilizing technology for Provides school district administrators the fundamental various purposes during instructional planning and execu- concepts of planning, designing, and constructing new tion of plans. Materials, methods, and strategies will be educational facilities and/or the rehabilitation, remodeling prepared and ready to utilize for authentic purposes, upon or modernization of existing facilities. Additionally, the completion of this course. course includes operation and maintenance programs. Course Type(s): none Course Type(s): none EDL 552 Cr. 3.0 EDL 536 Cr. 3.0 Creative Technology: Utilizing Technology to Ignite Curriculum Development and Design a Passion for Learning Examining models of curriculum development, candidates Through graphic design and the integration of digital pho- evaluate, design, and develop effective curricula to sup- tography, Flip Video, software such as PowerPoint, the Print port the instructional process and enhance student learn- Shop, and multimedia projection devices, the opportunity to ing experiences. use technology for stimulating, engaging, and motivating Course Type(s): none students will be explored. Enables students to explore and develop exciting learning experiences. Includes ways to uti- EDL 537 Cr. 3.0 lize resources in routine lesson planning and to make tech- nology an exciting aspect of all lesson plans. Technology for School Leaders Course Type(s): none Focuses on the practical applications and the authentic
A38 Monmouth University Appendix A: Course Descriptions
EDL 553 Cr. 3.0 ment measures will be provided. Techniques for analysis Technology Integration: Methods for Successfully of students’ literacy strengths and weaknesses and tech- Meeting Diverse Learning Needs Within a niques for coaching colleagues and paraprofessionals will Classroom be addressed. Individual and group literacy strategies are explored and practiced in public school classrooms and a Expands further upon the various forms of technology clinical setting. available for classroom use. Students will develop engag- Course Type(s): none ing learning activities designed to meet the diverse learn- ing needs within a classroom. Opportunities will be pro- vided to explore the various possibilities for modifications EDL 565 Cr. 3.0 and adaptations made possible via specific technology Assessment and Instruction in Literacy II tools. Helps students maximize learning opportunities Focuses on assessment and instructional literacy strate- through the use of Podcasts, instant messaging, text-to- gies for assisting all learners, including those with diverse speech capabilities, WebQuests, and more. backgrounds. The content includes the theory and prac- Prerequisites: Educational Leadership 551 and 552. tice of portfolio assessment and varied instructional Course Type(s): none strategies as well as the integration of technology. Individual and group literacy and coaching strategies are EDL 554 Cr. 3.0 explored and practiced in public school classrooms and a A Proactive Approach to Technology clinical setting. Prerequisite: Educational Leadership 564. Implementation Across the Curriculum Course Type(s): none Focus is on helping students infuse teaching with mean- ingful technology across the curriculum. Students will have the opportunity to create, share, demonstrate, and show- EDL 566 Cr. 3.0 case a portfolio of resources, strategies, methods, and Diagnosis and Remediation of Literacy Problems I, varied options for technology integration through the cre- Secondary ation of an authentic classroom technology plan. Through Involves a field-based component, which focuses on collaboration, guidance practice, then independent work, assessing and evaluating secondary students’ reading students will embrace all aspects of technology integration and writing. Strategies to select appropriate standardized, and work step-by-step to create a ready-to-use plan. criterion-referenced, and informal assessment measures Prerequisites: Educational Leadership 551 and 552. will be provided. Techniques for the analysis of literacy Course Type(s): none difficulties and the formulation of remediation plans will be addressed. EDL 560 Cr. 4.0 Course Type(s): none Early Childhood Curriculum Assessment for Inclusive Environments EDL 569 Cr. 3.0 Curriculum and assessment for early childhood programs Public School Supervision and Communication serving children in preschool through age eight. Aspiring supervisors and principals will develop a greater Multidimensional, ongoing, and performance-based understanding of the knowledge, interpersonal skills, and assessment strategies are addressed. Characteristics of technical processes necessary to provide developmental developmentally appropriate curricula are explored. supervision and professional growth experiences for staff Development of learning environments that respect diver- members. sity and create opportunities for active participation of all Prerequisite: Educational Leadership 536 or 565. children are emphasized. Course Type(s): none Course Type(s): none EDL 572 Cr. 3.0 EDL 564 Cr. 3.0 Current Topics in Educational Psychology Assessment and Instruction in Literacy I Several important contemporary theoretical, applied, and Focuses on the principles of on-going assessment and methodological issues in various areas of educational instruction of K-12 students’ reading and writing develop- psychology are selected by the instructor for inclusion in ment. Strategies to select, use, and interpret appropriate the course. Seminar discussions focus on the critical standardized, criterion-referenced, and informal assess- evaluation of the recent literature in the areas selected. Course Type(s): none
Monmouth University A39 Appendix A: Course Descriptions
EDL 575 Cr. 3.0 EDL 589 Cr. 3.0 Methods of Teaching Language Arts and Content Practicum in School Leadership and Supervision Literacy at the Elementary Level P-12 II Provides candidates with the knowledge of language as a Principles, problems, and techniques relative to the duties medium for teaching and learning. Candidates will be intro- and responsibilities of the elementary and secondary duced to strategies that facilitate an integrated approach to school administrator will be discussed in conjunction with language arts and content literacy instruction. The use of the ELCC Standards. Practical application of these con- literature in all content areas will be explored, leading to a cepts through internship will be the primary focus of the better understanding of the interdisciplinary approach to course and the course assessments. The mentor is learning at the elementary level. Fieldwork is required. expected to extend and involve the intern in more admin- Prerequisites: Education 510, 550, 552 and Educational istrative experiences now that he or she has had one Leadership 503. semester of practicum. Prerequisite: Educational Course Type(s): none Leadership 588. Course Type(s): none EDL 582 Cr. 3.0 Practicum in Supervision and Curriculum P-12 EDL 593 Cr. 3.0 Application of duties and responsibilities of the supervisor Administration and Supervision of Literacy and/or curriculum specialist to an in-school supervised Practices and Professional Development for School practicum project. Leaders Prerequisite: Educational Leadership 569 or 565. Focuses on the principles, methods, and materials applica- Course Type(s): none ble to the administration, organization, and supervision of literacy programs as well as the coaching of staff and col- EDL 585 Cr. 3.0 leagues. Students are involved in observation, supervision, Practicum in Literacy and a long-term staff development program in schools. Concentrates on the clinical assessment and instruction of Prerequisite: Educational Leadership 569. students who have difficulty with reading and writing. The Course Type(s): none practicum involves instructional sessions, observing col- leagues tutoring, and being observed during a seamless EDL 598 Cr. 3.0 assessment and instruction cycle. In addition, self-assess- Special Topics in Educational Leadership ment is encouraged via the use of videotaped teaching The subject matter varies with the interest of the students sessions and in-depth, collaborative case discussions. and the professor teaching the course. The exact nature Prerequisites: Educational Leadership 515, 564, and 565. of the topic covered in any given semester is indicated in Course Type(s): none the student’s transcript. Prerequisite: Permission of the program director is EDL 588 Cr. 3.0 required. Practicum in School Leadership, Supervision, and Course Type(s): none Curriculum P-12 I Principles, problems, and techniques relative to the duties EDL 599 Cr. 3.0 and responsibilities of the elementary and secondary Independent Study in Education school administrator will be discussed in conjunction with Independent research in education in an area not sub- the ELCC Standards including curriculum review and revi- stantially treated in a regular course offering, under the sions. Practical application of these concepts through supervision of an Education faculty member; written eval- internship will be the primary focus of the course and the uation of the research is required. For students with supe- course assessments. rior ability. Prerequisite: Educational Leadership 569. Prerequisites: Prior permission of the directing professor Course Type(s): none and department chair. Application must be filed before registration. Course Type(s): none
A40 Monmouth University Appendix A: Course Descriptions
EDL 600 Cr. 3.0 EDL 604 Cr. 3.0 Practical and Contemporary Issues in Speech Clinical Methods in Speech-Language Pathology Language Pathology Introduction to therapeutic methodologies in preparation Explores assessment and intervention of communication for participation in clinical practicum. Provides advanced disorders in a culturally and linguistically diverse environ- instruction in evidence-based therapeutic methods and ment. Consideration is given to cultural differences, social documentation in speech-language pathology. Students dialect, and limited English proficiency as well as the will be prepared to engage in informative clinical decision influence of other languages on spoken and written making and intervention. Includes instruction of therapy English. Additional topics will include teletherapy, techniques and procedures, as well as the development advances in augmentative communication, and transgen- of professional goal and report writing skills. der voice therapy. Course Type(s): none Course Type(s): none EDL 606 Cr. 3.0 EDL 601 Cr. 3.0 Research-Based Program Evaluation and Decision Research Methodology and Applications I Making Designed to provide the students with a basic understand- Examines key concepts, methods, and approaches in the ing of the practical and theoretical applications of educa- field of evaluation research. Students will be exposed to tional research methodology. Beginning with an examina- the basic principles and practices in educational program tion of the role of research in education, students will be evaluation as well as the process of using evaluations to guided through the process of reviewing and analyzing make decisions on the implementation of new programs information and data from a variety of sources, comparing or on the continuation of existing programs. Research of and contrasting the different types of research designs, best practices, data-driven assessment that is unique to understanding the role of descriptive and inferential statis- each student’s particular school, statistical analysis, com- tics, and the development of a research project. bined with a comprehensive range of activities involved in Course Type(s): none designing and implementing educational programs will be the primary focus of the course. Presents students with EDL 602 Cr. 3.0 the larger political, administrative, and financial issues Research Methodology and Applications II that occur in program evaluation. This course is designed to extend students’ understand- Prerequisite: Educational Leadership 569. ing of research methodological knowledge and tech- Course Type(s): none niques presented in Educational Leadership 601 Research Methodology and Applications I. Beginning with EDL 610 Cr. 3.0 an in-depth examination of the various types of quantita- Neurological Language Disorders and Aphasia tive and qualitative research designs in education, the Addresses the nature, etiology, and clinical management course will present students with inferential statistical pro- of adults with acquired language disorders, with primary cedures, experimental vs. non-experimental studies, and emphasis on aphasia and related cognitive disorders as an analysis of results and their implications. Students will well as Traumatic Brain Injury (TBI). Students study the use the information garnered through this course, along structures and functions of the central and peripheral with their completed research proposal, to gather, ana- nervous system as they relate to human speech, lan- lyze, and present their data and findings in the form of a guage, and cognition. research thesis. Course Type(s): none Prerequisite: Educational Leadership 601. Course Type(s): none EDL 614 Cr. 3.0 Assessment and Treatment of Dysphagia EDL 603 Cr. 3.0 Examines assessment and intervention for feeding and Individual Research Study swallowing disorders in children and adults. Addresses Techniques of educational research including: types of the implementation of clinical examination procedures research, problem definition, variables and controls, data and interpretation of instrumental diagnostic procedures. collection, data analysis, and communication of results. Instructional strategies for rehabilitation and compensa- Course Type(s): none tory feeding strategies will be provided. Course Type(s): none
Monmouth University A41 Appendix A: Course Descriptions
EDL 620 Cr. 3.0 dation knowledge of the speech-language pathology stu- Practicum in Executive Leadership dent relevant to the nature of cleft palate and assists the Issues, principles, and responsibilities of the executive student with acquisition of knowledge about the develop- leader at the district level are focused on. Using the ment, assessment, and treatment of cleft palate and other ELCC Standards as a guide, the practical applications of disorders of the head and neck. contemporary principles of educational leadership through Course Type(s): none a 150-hour internship experience are explored. Prerequisite: Educational Leadership 589. EDL 644 Cr. 3.0 Course Type(s): none Audiology and Aural Rehabilitation Examines techniques employed in assessing hearing EDL 625 Cr. 3.0 function in adults and children and studies the patholo- Assessment Procedures in Speech-Language gies of the auditory and related systems. Provides an Pathology introduction to the impact of hearing loss on speech and An overview of diagnostic tests and procedures used in language development, communication, education, and assessment of speech and language disorders. Students psycho-social development. Students gain practical expe- learn the principles of measurement including reliability rience, developing aural rehabilitation/habilitation pro- and validity, the calculation and interpretation of standard- grams using technological aids for the hearing impaired. ized test results, and standard deviations and informal Examines techniques employed in assessing hearing measures to assess communication skills. function in adults and children and studies the patholo- Prerequisite: Educational Leadership 615. gies of the auditory and related systems. Provides an Course Type(s): none introduction to the impact of hearing loss on speech and language development, communication, education, and psycho-social development. Students gain practical expe- EDL 630 Cr. 3.0 rience developing aural rehabilitation/habilitation pro- Pediatric Language Disorders grams using technological aids for the hearing impaired. Examines the communicative behaviors of infants, tod- Course Type(s): none dlers, and preschoolers at risk for or diagnosed as having a communication disorder. Students learn etiologies, characteristics, assessment, and intervention strategies EDL 645 Cr. 3.0 that are appropriate for treating children with language Disorders of Articulation and Phonology disorders. Emphasis will be placed on academic and cog- Examines both typical and disordered phonetic and nitive aspects of language use in classroom context. phonological development in children, the nature of nonor- Course Type(s): none ganic articulation and phonological disorders, the evalua- tion process, and appropriate intervention strategies. EDL 636 Cr. 3.0 Course Type(s): none Communication in Pervasive Development and EDL 650 Cr. 3.0 Autism Spectrum Disorders Fluency Disorders Provides students with information regarding the types of Reviews stuttering and dysfluency behaviors; historical Autism Spectrum Disorders and the unique communica- and etiological description and treatment; current theories tion skills of individuals with Pervasive Development of stuttering; contemporary research in the field; and Disorder and Autism Spectrum Disorders. Students learn treatment of stuttering. therapy techniques and alternative communication meth- Course Type(s): none ods. This course will use a life-span perspective. Course Type(s): none EDL 655 Cr. 3.0 EDL 642 Cr. 3.0 Laryngectomy and Voice Disorders Craniofacial Disorders and Cleft Palate Examines the nature and etiology of a variety of vocal pathologies, laryngectomies, and disorders of resonance Provides a study of the etiology, assessment, and treat- including transgender voice therapy and vocal therapy for ment of the oral cleft and other craniofacial anomalies. singers. Students learn diagnostic and treatment strate- Includes discussion of the roles of various specialists rep- gies for remediation as well as the evaluation and analy- resented on an interdisciplinary team. Extends the foun- sis of normal and abnormal voice and resonance. Case
A42 Monmouth University Appendix A: Course Descriptions
studies and guided observations will be used. with advanced clinical applications for work with children. Course Type(s): none Assessment and intervention skills are used with children and adolescents with special emphasis on expressive EDL 660 Cr. 3.0 therapies such as art, play, sand tray, and music. Motor Speech Disorders Also listed as Psychological Counseling 671 and Social Examines the neurological basis of acquired and congeni- Work 671. tal motor speech disorders including dysarthria and Course Type(s): none apraxia as well as the accompanying communication dis- orders that result from damage to the central nervous and EDL 672 Cr. 3.0 peripheral nervous systems. Students learn the principles Advanced Theory in Play Therapy and procedures for the assessment and remediation of Provides an in-depth understanding of the history and motor speech disorders. theories of play therapy. Emphasis is placed on the Course Type(s): none understanding of the roles of therapists and parents through the play process. Diversity and multicultural con- EDL 664 Cr. 3.0 siderations for theoretical perspectives are highlighted. Audiology and Aural Rehabilitation Also listed as Psychological Counseling 672 and Social Examines techniques employed in assessing hearing Work 672. function in adults and children and studies the patholo- Course Type(s): none gies of the auditory and related systems. Provides an introduction to the impact of hearing loss on speech and EDL 673 Cr. 3.0 language development, communication, education, and Advanced Techniques in Play Therapy psycho-social development. Students gain practical expe- Provides students with the opportunity to develop tech- rience developing aural rehabilitation programs using niques and methods of play therapy. Emphasis is placed technological aids for the hearing impaired. Exa on working with children, adolescents, and adults through mines techniques employed in assessing hearing function individual, group, and family play therapy. Major topics in adults and children and studies the pathologies of the include group play therapy, family play therapy, short-term auditory and related systems. Provides an introduction to play therapy, and sand tray/sand play therapy. the impact of hearing loss on speech and language devel- Additionally, diversity and multicultural considerations are opment, communication, education, and psycho-social highlighted. development. Students gain practical experience develop- Also listed as Psychological Counseling 673 and Social ing aural rehabilitation/habilitation programs using techno- Work 673. logical aids for the hearing impaired. Course Type(s): none Course Type(s): none EDL 674 Cr. 3.0 EDL 670 Cr. 3.0 Play Therapy for Children at Risk Speech-Language Pathology in the Schools Focus is on play therapy with vulnerable and high-risk Teaches students the design, organization, and adminis- children. Emphasis on working with children, adolescents, tration of a school speech pathology program. Students and adults using play therapy in trauma and crisis situa- will learn the unique needs of a school program, IEP tions are highlighted. Special attention is given to social development, service delivery models, and the application issues that can lead to or exacerbate trauma or crisis. of federal and state regulations to determine eligibility for Also listed as Psychological Counseling 674 and Social services. Work 674. *NOTE: This course is required for New Jersey Course Type(s): none Department of Education Certification as a Speech Language Specialist. EDL 679 Cr. 3.0 Course Type(s): none Diagnostic Practicum in Speech-Language Pathology EDL 671 Cr. 3.0 Provides clinical practicum hours in the assessment of Advanced Practice with Children speech and language in children and adults. Students will Designed for play therapy students; builds upon the foun- plan, carry out, and report diagnostic assessments. dation courses on individual, family, and group counseling, Course Type(s): none
Monmouth University A43 Appendix A: Course Descriptions
EDL 680 Cr. 3.0 supervision of an Education faculty member; written eval- Research Methods uation of the research is required. For students with supe- Addresses research methodologies and problem solving rior ability. Prerequisite: Prior permission of the directing related to speech pathology and audiology and its litera- professor and department chair. Application must be filed ture with an emphasis on application. before registration. Course Type(s): none Course Type(s): none
EDL 681 Cr. 3.0 EDL CPE Cr. 0.0 Clinical Practicum I Comprehensive Examination Provides supervised clinical practicum hours in therapeu- Students will complete a comprehensive project demon- tic management of speech and language disorders in strating their clinical and research skills. Monmouth University’s off-campus Center for Prerequisite: Educational Leadership 680. Communication, Literacy, and Learning located within the Course Type(s): none Long Branch Public Schools. Prerequisite: Twenty-five hours of supervised clinical EDUCATION – SPECIAL EDUCATION observation. Course Type(s): none EDS 500 Cr. 3.0 Integrated Approach to Foundations of Special EDL 682 Cr. 3.0 Education Clinical Practicum II Focuses on topics related to Special Education as a pro- Provides supervised clinical practicum hours in therapeu- fession; the study of legal, social, and educational issues tic management of speech and language disorders in related to diverse students across the life span; research- Monmouth University’s off-campus Center for based approaches for assessment, intervention, and Communication, Literacy, and Learning located within the remediation for students with disabilities; and technology Long Branch Public Schools. applications in the classroom guided by the Council for Prerequisite: Educational Leadership 681. Exceptional Children Code of Ethics and the Professional Course Type(s): none Practice Standards for Teachers of Exceptional Learners, and the New Jersey Professional Teaching Standards. EDL 683 Cr. 3.0 Course Type(s): MAT External Clinical Practicum I Provides supervised clinical practicum at an off-campus EDS 502 Cr. 3.0 facility serving a variety of populations. Examples of place- Autism: Characteristics, Etiology, and Current ment sites include acute-care hospitals, rehabilitation cen- Issues ters, long-term care facilities, and private practices. Content includes an overview of various characteristics Prerequisite: Educational Leadership 682. and learning traits of students who are served within the Course Type(s): none category of autism spectrum disorders. Candidates will examine definitions, eligibility criteria, incidence rates, eti- EDL 684 Cr. 3.0 ology, and historical perspectives on autism. Perspectives External Clinical Practicum II on the roles and responsibilities of students, families, Provides supervised clinical practicum at an off-campus educational professionals, community personnel, and facility serving a variety of populations. Examples of place- employers in relation to individuals with autism are also ment sites include acute-care hospitals, rehabilitation cen- explored. ters, long-term care facilities, and private practices. Course Type(s): none Prerequisite: Educational Leadership 683. Course Type(s): none EDS 522 Cr. 3.0 Accommodating Learners with Special Needs in EDL 699 Cr. 1.0 - 3.0 Inclusive Settings Independent Study in Educational Leadership Designed to explore the concept of inclusion, discuss it Independent research in education in an area not sub- from a theoretical and practical perspective, and present stantially treated in a regular course offering under the strategies necessary for inclusion to be successful.
A44 Monmouth University Appendix A: Course Descriptions
Included will be an emphasis on instructional strategies, EDS 537 Cr. 3.0 differentiated instruction, accommodations and modifica- Collaborating with Families, Students, and tions, and communication and consultation techniques for Professionals in Community and Educational Settings co-teaching and professional collaboration. A study of social, legal, and educational issues related to Course Type(s): none diverse students across the life span, research-based approaches for assessment, intervention, and remediation EDS 530 Cr. 3.0 for students with disabilities, and technology applications Research Issues and Trends in Special Education in the classroom; the impact of disability on the family An appraisal of current practices and issues in the field of system; communication skills needed for collaborating special education is conducted through discussion and with diverse families; identifying and researching commu- review of the research literature. Candidates explore the nity resources for persons with disabilities and their fami- code of ethics and standards of practice in the field and lies; and strategies for involving the families in the referral are encouraged to become critical consumers of research and evaluation and development process of transition and as a foundation for practice. The ability to critically ana- career planning as well as the selection of transition lyze, synthesize, and evaluate the research base in spe- resources and services. cial education is emphasized. Course Type(s): none Course Type(s): none EDS 542 Cr. 3.0 EDS 532 Cr. 3.0 Communication and Social Competence Skills Physiological Aspects of Learning Focuses on the development and improvement of speech, Extends candidates’ knowledge of various applications of language, and social competence skills for individuals with the physiological model of learning and learning disorders autism. Also included are research-based approaches to to various aspects of assessment and training of students assessment, intervention, and remediation of communica- with various learning, medical, and behavioral problems. tion disorders for individuals with autism. The functional Emphasis is placed on Learning Disorders (both right and relationship between communication skills and behavior is left brain), ADHD (both inattentive and hyperactive), also examined. (Field experience is required.) Social and Emotional Disorders, Autism Spectrum Course Type(s): none Disorder, and other disorders under the category of Other Health Impaired (Tourette Syndrome and other chronic EDS 550 Cr. 3.0 disorders). Learning Theories and Applications in Educational Course Type(s): none Settings Covers various classical and contemporary philosophies, EDS 534 Cr. 3.0 aspects and models of learning. Emphasis will be placed Classroom Management in Inclusive Settings upon such topics as multiple intelligences, learning styles, Includes the study of the principles of behavior and a teaching styles, information processing, critical thinking focus on the practical application strategies for teachers skills, brain-based learning, and other learning theories. in inclusive settings. Factors that influence the behavior of Students will review and critique general learning theo- students with disabilities and research-based techniques ries, as well as investigate how people organize, encode, to facilitate positive teacher-student and peer relation- process, transform, utilize, and articulate information pre- ships in a classroom environment are discussed. sented in an instructional environment. Fieldwork is required. Course Type(s): none Prerequisite: Special Education 572. Course Type(s): MAT EDS 552 Cr. 3.0 Methods of Teaching Students with Disabilities EDS 535 Cr. 3.0 Methods in the field of special education are emphasized. Technology and Students with Disabilities Focus on identifying and creating accommodations and Focus is on instructor-centered and learner-centered inte- modification to meet the needs of all students in special gration of technology to provide a technological, support- education and inclusive settings. (Field experience is ive environment to meet the special needs of students. required.) Prerequisites: Special Education 500, 535, 537, Course Type(s): MAT and 572. Course Type(s): none
Monmouth University A45 Appendix A: Course Descriptions
EDS 566 Cr. 3.0 EDS 570 Cr. 3.0 Assessment and Interventions for Individuals with Assessment and Curricula Interventions and Autism I Strategies Assessment processes such as screening, diagnosis, and A supervised clinical course where candidates develop identification of developmental skills for individuals with assessment plans and conduct assessments of students autism are included. Focus is on assessment of specific (P-12) who are at risk or who have learning problems. skills in developmental domains, such as sensory, oral, Content includes: evaluation of sound assessment; relia- motor, play, and communication and practical strategies bility and validity; formal and informal assessment tech- detailing what to teach based on assessment data. niques; administration of norm-referenced and informal Research-based interventions that promote progress in tests; analysis of data; and the interpretation of assess- the areas of communication, social, academic, behavior, ment for educational intervention and instructional plan- and sensory motor skills for students with autism are ning. The knowledge and skills of the educational diag- examined. An overview of numerous curricula approaches nostician are also emphasized. and materials for individuals with autism are also includ- Course Type(s): none ed. Methods for monitoring the impact of interventions are explored in a variety of service-delivery models. (Field EDS 571 Cr. 3.0 experience is required.) Management of Challenging Behaviors Course Type(s): none An overview of the use of applied behavior analysis (ABA) for individuals with autism is the main focus of the EDS 567 Cr. 3.0 course. Included are methods to increase behaviors, Assessment and Interventions for Individuals with decrease behaviors, maintain behaviors, and generalize Autism II behaviors. Observation skills, data collection, and moni- Various assessment processes such as screening, diagno- toring effectiveness of interventions are practiced. (Field sis, and identification of specific skills for individuals with experience is required.) autism are included. Focus is on using assessment data Course Type(s): none from various developmental domains to plan, choose, and implement appropriate intervention strategies based on EDS 572 Cr. 3.0 specific needs of an individual with autism. An overview of Assessment Strategies and Applications in the numerous curricula approaches and materials for individu- Classroom als with autism is included in this course. (Field experience Focuses on the educational assessment of students P-12 is required.) Prerequisite: Special Education 566. who may be at risk or who have been identified as having Course Type(s): none learning problems. Course content includes a discussion of assessment processes and concerns, importance of EDS 568 Cr. 3.0 early intervention and procedural considerations. The Advanced Instructional Methods in Special course also includes an emphasis on educational interven- Education tions and strategies necessary to create an environment A focus on the physical and instructional dimensions of that leads to success for all learners with special needs. teaching to include research-based strategies and tech- Further topics that are presented include accommodations niques for learners with special needs; effective instruc- and adaptations; technology across the curriculum; and tion for students with disabilities across the content area; learning implications of classroom assessments, class- accommodations and adaptations; technology across the room organization, and planning. Candidates must demon- curriculum; as well as the learning implications of class- strate that they are able to create informal assessments, room organization and planning. This course requires analyze data and structure, and collaborate about instruc- demonstration that enrollees are able to evaluate, design, tional techniques and curriculum adaptations for students structure, and implement instructional techniques and cur- with learning problems. (Field experience is required.) riculum adaptations for students with learning problems. Course Type(s): none (Field experience is required.) Prerequisite: Special Education 500. EDS 580 Cr. 3.0 Course Type(s): none Research Seminar in Autism Research in the field of autism is emphasized. An overview of various types of research and methodologies
A46 Monmouth University Appendix A: Course Descriptions
is included in the course. Candidates will locate, interpret, EDS 602 Cr. 3.0 analyze, and synthesize the research base on autism. Applied Behavior Analysis: Reinforcement, Candidates will prepare and implement a comprehensive Punishment, and the Development of the New research project and share the results. (Field experience Behavior is required.) Includes detailed information on types of reinforcement Course Type(s): none and reinforcement schedules, punishment by stimulus presentation and removal, and antecedent variables. EDS 590 Cr. 3.0 Developing new behaviors by utilizing imitation, shaping, Diagnosis and Correction of Learning Disabilities and chaining is also discussed. Focuses on the legal and ethical foundations for assess- Prerequisite: Special Education 601. ment of school-age students. Strategies for the selection, Course Type(s): none administration, and scoring of formal and classroom- based educational and social assessments are EDS 603 Cr. 3.0 addressed. Assessing students’ levels of performance, Applications of Applied Behavior Analysis (ABA) interpreting results to enhance learner functioning, and Principles identifying service and programming options are explored. Includes detailed information on decreasing behavior uti- Collaboration with families and other professionals to lizing nonpunishment procedures, verbal behavior, self- assist in writing Individual Education Plans (IEP) is management, contingency contracting, and generalization addressed. of behavior. Ethical considerations for behavior analysts Prerequisites: Special Education 568, 570, and comple- and functional behavior assessments are also discussed. tion of eighteen graduate credits. Field experience required. Course Type(s): none Prerequisites: Special Education 601 and 602; and stu- dents must be enrolled in the Applied Behavior Analysis or EDS 598 Cr. 3.0 the Basics of Applied Behavior Analysis certificate program. Special Topics in Special Education Course Type(s): none The subject matter varies with the interest of the students and the professor teaching the course. The exact nature EDS 604 Cr. 3.0 of the topic covered in any given semester is indicated in Assessment and Analysis of Behavior Change the student’s transcript. Includes detailed information on conducting functional Prerequisite: Permission of the program director is required. behavior assessments (FBA) and choosing the appropri- Course Type(s): none ate treatment package based on the results of the FBA. Emphasis is also placed on identification of appropriate EDS 599 Cr. 3.0 replacement behaviors based on the function of the Independent Study in Special Education behavior and intervention development. (Field experience Independent research in education in an area not substan- is required.) Prerequisites: Special Education 601, 602, tially treated in a regular course offering, under the supervi- and 603. sion of an Education faculty member; written evaluation of Course Type(s): none the research is required. For students with superior ability. Course Type(s): none EDS 605 Cr. 3.0 Research and Advanced Topics: in Autism and ABA EDS 601 Cr. 3.0 Includes detailed information on evidence-based practices Applied Behavior Analysis: Selecting, Defining, and associated with autism spectrum disorders. Emphasis is Measuring Behavior and Evaluating Behavior Change also placed on interpretation/analysis of peer-reviewed Includes an overview of basic concepts associated with journal articles associated with autism interventions. applied behavior analysis. Candidates will examine (Field experience is required.) selecting, defining, and measuring target behaviors, as Prerequisites: Special Education 601, 602, 603, and 604. well as learning to evaluate and analyze behavior Course Type(s): none change. Ethical considerations for behavior analysts and interpreting research related to behavior analytic princi- ples are also explored. Course Type(s): none
Monmouth University A47 Appendix A: Course Descriptions
EDS 606 Cr. 3.0 EN 511 Cr. 3.0 Ethics and Professionalism for Behavioral Analysis The English Renaissance Content focuses on ethical considerations and profession- Intensive study of the major genres and authors of alism within the field of behavior analysis. Emphasis is English literature from 1550-1660, the age of Spenser, placed on interpretation/analysis of case studies in order Johnson, and Milton. Lyric and epic poetry, drama, prose to identify ethical and best practices within the field. Skills fiction, and the essay are represented. in collaboration, feedback, goal setting, termination, and Course Type(s): EN.1, EN.LT follow-up are discussed, and integration of ethical and legal procedures into behavioral analytic practice with EN 513 Cr. 3.0 individuals and families is emphasized. Shakespeare, His Contemporaries, and Prerequisites: Special Education 601, 602, 603, 604, and Renaissance Society 605. Study of selected Shakespeare plays along with works by Course Type(s): none Marlowe, Webster and others in order to place Shakespeare’s achievement within aesthetic, critical, and EDS 610 Cr. 3.0 historical contexts. Internship in Learning Disabilities Teacher-Consultant Course Type(s): EN.1, EN.LT Teacher consultation in a public or private agency as part of a Child Study Team under the supervision of a certified EN 523 Cr. 3.0 LDTC and a faculty member. Novel in English Prerequisites: Special Education 570 and 590; and The development of long prose fiction from the eighteenth approval of the program director. century to the present with consideration of criticism that Course Type(s): none defines the novel as a genre. Course Type(s): EN.2, EN.LT ENGLISH EN 525 Cr. 3.0 EN 500 Cr. 3.0 Eighteenth-Century British Literature Critical Theory Intensive study of selected works of prose, poetry, and Introduction to a variety of critical approaches to litera- drama, which represent the Ages of Dryden, Pope, ture. Theories will be applied to texts: poetry, fiction, and Johnson, and Hume. drama, and the interpretation developed from these theo- Course Type(s): EN.1, EN.LT ries will be considered. Course Type(s): EN.4, EN.RW EN 528 Cr. 3.0 Foundations of World Literature EN 502 Cr. 3.0 The oral and written traditions of the foundation of the Seminar in Literary Research non-Western world: Africa, the African Diaspora, Asia, and Methods and materials for composing and presenting the Middle East. graduate research centered upon selected texts chosen Course Type(s): EN.3, EN.LT by the instructor; bibliography, reference resources, criti- cal analysis, and evaluation of sources; techniques, EN 530 Cr. 3.0 forms, and formats for research projects and papers. Course Type(s): none Contemporary World Literature Major literary texts from three broad areas of the non- Western world (African Diaspora, Asia, and the Middle EN 509 Cr. 3.0 East) will be critically examined, including literary trends, Middle English Literature theories, and criticism. Selections will be drawn from Study of selected works from the twelfth through the fif- poetry, fiction, non-fiction, and drama. teenth centuries in the context of contemporary cultural Course Type(s): EN.3, EN.LT and literary developments. Course Type(s): EN.1, EN.LT
A48 Monmouth University Appendix A: Course Descriptions
EN 533 Cr. 3.0 EN 544 Cr. 3.0 Literature of Immigration Irish Literary Studies Examines literature written by first- or second-generation Ireland’s literary tradition in English from the eighteenth- immigrants, about the experiences of emigration and century to today. Different semesters may focus on a par- immigration to North America; it combines close analysis ticular period, genre, or theme within Irish literature, such with historical contextualization, and includes discussion as Irish drama, the eighteenth-century tradition, W.B. of critical and theoretical works on immigrant identities Yeats and his circle, or James Joyce and Irish and subjectivities. Focuses on narratives of immigration Modernism. from areas outside Western Europe. Course Type(s): EN.2, EN.LT Course Type(s): EN.3 EN 546 Cr. 3.0 EN 537 Cr. 3.0 Historical Persuasion and Argumentation British Romanticism Examines important texts in the history of persuasion and Investigation of British Romanticism as a self-consciously argumentation. Covers the era when Rhetoric - the study defined movement in literature. Will also consider how and practice of persuasion and argumentation - was one “Romanticisms” have been read and defined historically. of the fundamental disciplines (the Trivium) that every Course Type(s): EN.2, EN.LT educated person had to learn. Course Type(s): EN.4, EN.RW EN 538 Cr. 3.0 Victorian Novel EN 547 Cr. 3.0 Through a close thematic and formal analysis, this course Definitions of Contemporary Rhetoric will study how British Victorian novels responded to the Examines the use of language in a number of key momentous social, political, and intellectual changes of spheres of human communication with the ultimate objec- their time. tive of constructing a usable definition of modern rhetoric. Course Type(s): EN.2, EN.LT Work in the course is especially concerned with defining more precisely the boundaries of contemporary rhetoric EN 540 Cr. 3.0 and language theories to gain a deeper understanding of Modernism in Britain the richness and dangers of language in our own written Study of British modernism in the context of twentieth- expression. century culture and history. Course Type(s): EN.4, EN.RW Course Type(s): EN.2, EN.LT EN 548 Cr. 3.0 EN 541 Cr. 3.0 Rhetoric of Science and Society Utopias Examination of how language-using agents (corporate, The significance of utopian proposals and attempts to governmental, educational, journalistic, and scientific) out- create utopian communities in the history of ideas. From side the activities of a professional scientific community the utopias of Plato and More to dystopian visions of the (and sometime within it) rely on the dominance and force Brave New World to 1984 and science fiction as a utopian of scientific language and its symbol systems to influence genre. the society we live in. Course Type(s): EN.LT Course Type(s): EN.4, EN.RW
EN 542 Cr. 3.0 EN 550 Cr. 3.0 Contemporary American/British Literature Feminist Theory and Criticism This course will explore American and/or British literature Examines the theories and strategies developed and written in English from the contemporary period. These used by feminist theorists and literary critics to explore a works will be critically examined via close readings and range of visual and written texts. Includes focus on gen- discussions within a literary, historical, cultural, and/or der-related experiences in literature and culture. theoretical framework. Course Type(s): EN.4, EN.RW Course Type(s): EN.2, EN.LT
Monmouth University A49 Appendix A: Course Descriptions
EN 558 Cr. 3.0 EN 581 Cr. 3.0 Teaching Composition Women in Literature The scholarship and methods of teaching composition Investigates the role of women in literature as writers, with a focus on the collaboration experience of the writing readers, and subjects. Includes theoretical consideration process, one-on-one conferencing, and integration of lan- of gender. Topics vary by semester. guage skills. Course Type(s): EN.LT Course Type(s): EN.RW EN 598 Cr. 3.0 EN 560 Cr. 3.0 Special Topics in English Early American Literature The subject matter varies with the interest of the students The development of American literature in various genres and of the professor teaching the course. The exact through the Colonial, Revolutionary War, and Early nature of the topic covered in any given semester is indi- Republic periods. cated in the student’s transcript. Course Type(s): EN.1, EN.LT Course Type(s): none
EN 561 Cr. 3.0 EN 599 Cr. 3.0 Nineteenth-Century American Literature Independent Study in English Major works of American literature from 1830 to World War Reading and research under the direction of a member of I will be critically examined to place them in their literary the English faculty. Prerequisite: Prior permission of the context and discover the techniques used by their authors. directing professor and department chair. Course Type(s): EN.2, EN.LT Course Type(s): none
EN 563 Cr. 3.0 EN 607 Cr. 3.0 Linguistics and the English Language Seminar in Creative Writing: Non-Fiction Includes grounding in the structural aspects of general lin- Students will analyze, in a workshop setting, readings in guistics: morphology, syntax, semantics, phonology, and creative non-fiction to understand and become aware of pragmatics. Examines the structure of the English lan- the variant forms, techniques, and approaches used. As guage, including nouns and noun classes, ways of talking workshop participants, students will write and analyze about actions and states, how ideas are combined into their own creative nonfiction pieces. This course may be complex sentences, and how context and purpose affect retaken for credit. how we use language. Also considers differences Course Type(s): EN.CW, EN.RW between learning a first and second language. Course Type(s): EN.4, EN.RW EN 609 Cr. 3.0 Seminar in Creative Writing: Poetry EN 565 Cr. 3.0 Students analyze in a workshop setting readings in con- New Jersey’s Literary Heritage temporary poetry to observe techniques in craft, and The development of New Jersey’s literary heritage in vari- present their own poetry for intensive examination by ous genres from the Colonial period to the present, workshop participants. The course may be retaken for through analyses of representative works from different credit. regions of the state, with emphasis on their local signifi- Course Type(s): EN.CW cance and their relationship to national literary trends. Course Type(s): EN.2, EN.LT EN 611 Cr. 3.0 Seminar in Creative Writing: Fiction EN 571 Cr. 3.0 Students will analyze in a workshop setting readings in Modern American Literature both American and World fiction to observe techniques in Major works of American literature written between 1910 craft and present their own short stories for intensive and 1945 will be critically examined and placed within a examination by workshop participants. This course may literary context in order to discuss techniques used by be retaken for credit. their authors. Course Type(s): EN.CW Course Type(s): EN.2, EN.LT
A50 Monmouth University Appendix A: Course Descriptions
EN 613 Cr. 3.0 annotations and twenty pages of manuscript. A students Seminar in Creative Writing: Playwriting who wishes to complete Manuscript Seminar I in the In a workshop format, students will write, critique, and Summer must register in Session C, and then only with a perform stage readings of their classmates’ plays. This Manuscript Mentor in residence for the majority of the course may be retaken for credit. term and with permission of the Graduate Program Course Type(s): EN.CW Director. This course is only available in Fall, Spring, and Summer Session C. EN 615 Cr. 3.0 Prerequisites: Completion of twelve credits in English and a minimum GPA of 3.00. Seminar in Creative Writing: Writer’s Craft Course Type(s): none An in-depth study of the creative writing process. Students may develop a craft workbook that focuses on both traditional and contemporary literary forms and EN 645 Cr. 3.0 strategies. Students write by assignment and develop Manuscript Seminar II techniques of reviewing in order to compare and contrast Completion of the writing of the manuscript, and revision, major authors’ aesthetics with their own creative gestures. under the continuing direction of a thesis advisor in con- This course may be retaken for credit. sultation with another full-time faculty member, at least Course Type(s): EN.CW one of whom must be a member of the Graduate Faculty in the Monmouth University Department of English. The EN 617 Cr. 3.0 completed manuscript must comprise of at least forty pages of poetry, fiction, creative non-fiction, or drama, Advanced Academic Writing and will be accompanied by a brief aesthetic statement. Designed for the graduate student interested in sharpen- Once the manuscript has been judged as satisfactory by ing his or her writing skills for the purpose of developing both readers, the Graduate Program will schedule an oral publication-quality articles. Content and assignments are defense to be attended by both readers as well as the structured in such a way as to provide practice in acceler- Graduate Program Director. Students may not register for ated academic prose and, ideally, to produce a publica- Manuscript Seminar II (EN 645) in a Summer session. tion-quality article by the end of the course. Taught in a Prerequisites: English 644 or permission of the Graduate lecture/discussion and workshop format. Program Director; completion of twenty-one credits in Course Type(s): EN.RW English, and a minimum GPA of 3.00. Course Type(s): none EN 619 Cr. 3.0 Writing and the World Wide Web EN 691 Cr. 3.0 A study of theories and concepts of writing and rhetoric in English Thesis Development digital media with emphasis on the uses of verbal and An intensive and rigorous study of an author, topic, or visual media in digital spaces, such as Web sites, blogs, theme developed under the direction of and evaluated by and wikis. Topics examined include authorship, narrative, a thesis advisor in consultation with another full-time fac- and multimedia participation, design, and creation. ulty member, at least one of whom must be a member of Course Type(s): EN.RW the Graduate Faculty in the Monmouth University Department of English. The thesis may be based upon a EN 644 Cr. 3.0 paper completed in a course taken in a previous semes- Manuscript Seminar I ter and further developed under the direction of the pro- The writing of a manuscript of poetry, or fiction, or cre- fessor in that course. By the end of the semester, stu- ative non-fiction, developed under the direction of and dents will submit a twenty-five-item annotated bibliogra- evaluated by a manuscript mentor in consultation with phy and a ten-page review of recent scholarship. another full-time faculty member, at least one of whom Prerequisites: Completion of twelve credits and a mini- must be a member of the Graduate Faculty in the mum GPA of 3.00. A student who wishes to complete Monmouth University Department of English. The empha- Thesis Development in the Summer must register in sis will be on the manuscript as an integral unit, themati- Session C, and then only with a Thesis Advisor in resi- cally and stylistically, rather than on individual works. The dence for the majority of the term and with permission of manuscript may contain work, substantially revised, com- the Graduate Program Director. pleted in previous graduate creative writing courses. By Course Type(s): none the end of the semester, students will submit twenty
Monmouth University A51 Appendix A: Course Descriptions
EN 692 Cr. 3.0 FS 511 Cr. 3.0 English Thesis Writing Intensive Study: Spanish Completion of the writing of the thesis under the continu- Readings and research on an area or topic in the field of ing direction of a thesis advisor. The thesis must comprise Spanish, chosen under the guidance of the instructor; between thirty and sixty pages (not including works cited) weekly conferences and written reports. and will be evaluated by the thesis advisor in consultation Prerequisites: Undergraduate major in Spanish and the with another full-time faculty member, at least one of permission of the department. whom must be a member of the Graduate Faculty in the Course Type(s): TPS Monmouth University Department of English. Once the thesis has been judged as satisfactory by both readers, FS 512 Cr. 3.0 the Graduate Program will schedule an oral defense to be Intensive Study: Spanish attended by both readers as well as the Graduate Readings and research on an area or topic in the field of Program Director. Spanish, chosen under the guidance of the instructor; Prerequisites: Satisfactory completion of Thesis weekly conferences and written reports. Development (EN 691), completion of twenty-one credits, Prerequisite: Spanish 511. and a minimum GPA of 3.00. Students may not register Course Type(s): TPS for Thesis Writing (EN 692) in a summer session. Course Type(s): none FS 599 Cr. 3.0 FOREIGN LANGUAGE STUDIES Independent Study in Spanish Development and execution of a relevant reading and research project leading to significant written work FF 511 Cr. 3.0 designed by the student in consultation with the research Intensive Study: French director. Subject chosen for study should be related with Readings and research on an area or topic in the field of any area of Spanish or Spanish American literature of French, chosen under the guidance of the instructor; special interest to the student. Students applying must weekly conferences and written reports. demonstrate their knowledge of research techniques and Prerequisites: Undergraduate major in French and the their ability to apply them to the specific area of studies permission of the department. chosen. It is also required that the students should be Course Type(s): none able to present the results of their research in appropriate written and oral form. FO 598 Cr. 3.0 Prerequisites: Permission of the program director, chair, Special Topics in Foreign Languages and research director. Student must be within last twelve Students study text in the original language at an credits of graduation and have a GPA of at least 3.00. advanced level. Course content will vary from semester to Course Type(s): TPS semester. Course Type(s): none GEOGRAPHIC INFORMATION SYSTEMS
FO 599 Cr. 3.0 GO 500 Cr. 3.0 Independent Studies in the Teaching of World Theories and Methods of Geographic Information Languages Systems Curriculum development in foreign languages at the ele- Provides students with a solid foundation in the theories mentary and secondary level; the study and application of and methods of Geographic Information Systems. teaching methods and materials. Students gain knowledge of important applications as well Course Type(s): none as the acquisition, accuracy, formatting, management, analysis and manipulation of data. When students com- FO LTIOPI Cr. 0.0 plete this course, they are expected to know: what GIS is, Oral Proficiency Interview what GIS can and cannot do, how data is stored, and Language Testing International Examination for graduate how data in GIS is manipulated and analyzed to satisfy a students; requires one-hour preparation a week. project’s goals. Course Type(s): none Course Type(s): none
A52 Monmouth University Appendix A: Course Descriptions
GO 501 Cr. 3.0 Systems (GIS). A multidisciplinary integration of theories Advanced GIS Applications and Project and applications pertinent to both natural and social sci- Implementation ence research. Lectures and discussions will introduce Enables students to deepen their understanding of the the conceptual and methodological platform that is neces- software, theory, and applications of GIS. Upon comple- sary to design, implement, and interpret GIS research. tion of the course, students will have developed two proj- Weekly lab exercises will develop problem-solving skills ects as part of their portfolio: one in GIS implementation and emphasize common research techniques in GIS. and one in project design and analysis within their partic- Students will also learn field techniques of spatial data ular area of study. collection. In sum, demonstrates how both GIS tools and Prerequisite: Geography 500. a geographic perspective may be applied to a broad Course Type(s): none range of social and ecological research problems. Also listed as Anthropology 524. GO 510 Cr. 3.0 Course Type(s): TL Cartography in GIS Introduction to the study of cartography within Geographic GO 530 Cr. 3.0 Information Systems. Topics will include map types, the Advanced Techniques and Technology in GIS content and structure of maps, map interpretation, the Covers current topics within the field of Geographic history of mapping, map propaganda, the use of maps in Information Systems. The topics will change each semes- society, and sources of data. Students will learn to make ter depending on the changes within the discipline and maps using GIS software. the needs of students. Such areas of study will include Course Type(s): none ArcInfo, Geomedia, Avenue Programming, Visual Basic for GIS, and Arcview extensions. Prerequisite: Geography 500. GO 515 Cr. 3.0 Course Type(s): none Visual Basic for GIS Visual Basic is becoming the primary programming tool for developing Windows applications in most GIS environ- GO 540 Cr. 3.0 ments. Students will learn fundamental programming Spatial Analysis techniques and advanced methodologies, including com- Focuses on methods of spatial analysis and various kinds ponent programming and object-oriented data structures. of modeling within GIS. Included are such topics as 3-D They will have hands-on experience and at the end of the terrain visualization and analysis, locational and network semester will be able to customize and expand GIS func- modeling, map algebra, and spatial statistics. tions for different GIS applications. Prerequisite: Geography 500. Prerequisite: Geography 500. Course Type(s): none Course Type(s): none GO 559 Cr. 3.0 GO 520 Cr. 3.0 Remote Sensing and GPS Spatial Database Design and Management in GIS Students will learn the principles of remote sensing, digi- Spatial databases make up the foundation for Geographic tal image processing, and image analysis. Students will Information Systems. This course focuses on proper also learn the basic principles of GPS, how to integrate design, implementation, and management of spatial data- GPS data with other GIS data sets, and how quality can bases. Students will consider both logical and physical affect problem solving and decision making. design. Students will get the theoretical training as well as Course Type(s): none hands-on experience. Prerequisite: Geography 500. GO 580 Cr. 3.0 Course Type(s): none GIS and Society Examines the political, economic, legal, ethical, and social GO 524 Cr. 3.0 implications of GIS. Students will learn how GIS influ- Introduction to Geographical Information Systems ences policy decisions. Topics include societal effects of (GIS) GIS including issues of privacy, representation, and access to technology. Provides both the theoretical and methodological back- Course Type(s): none ground for proficient use of Geographical Information
Monmouth University A53 Appendix A: Course Descriptions
GO 595 Cr. 3.0 HS 502 Cr. 3.0 Geographic Information Systems Internship Seminar The Great Writings of History Provides the capstone experience for the GIS Certificate, Analysis and appraisal of representative writings and in which students undertake an internship and participate philosophies of great historians from Classical Antiquity to in a seminar. Through the internship, students will get modern times, reflecting the development of history as hands-on experience in a field related to their academic scholarly discipline. and career interests, working ten to fifteen hours per Course Type(s): none week in public, private, or non-profit agencies. Students will maintain a journal of their intern experience and pro- HS 503 Cr. 3.0 vide a portfolio of their work and project(s) prepared dur- Introduction to the Study of World History ing the internship. The seminar component will provide Introduces students to the growing field of World History, students with academic support and a framework to criti- surveying the developments in the field since the nine- cally examine theoretical as well as practical aspects of teenth century. Examines key concepts and methods, and their research and internship experience. explores major themes and categories of analysis, includ- Prerequisite: nine credits in Geography. ing empire, nationalism, gender, and law. Required of all Course Type(s): none students in the World History specialization. Course Type(s): HSNW, HSWLD GO 599 Cr. 1.0 - 3.0 Independent Study in Geography HS 504 Cr. 3.0 Reading and research under the direction of a member of Ancient Civilizations of Native America the Geography faculty. Cultural developments in Mesoamerica and the Central Prerequisite: Prior permission of the directing professor Andes from the development of agriculture to the Spanish and department chair. conquest, focusing on Inca and Aztec civilizations; theo- Course Type(s): none retical exploration of developmental similarities between the two regions. Also listed as Anthropology 504. HEALTH STUDIES Course Type(s): HSNW
HE 584 Cr. 3.0 HS 505 Cr. 3.0 Curriculum and Instruction in Health Education U.S. Women’s History Examination of theoretical bases for health education Explores U.S. Women’s History and focuses on how including program development and implementation, edu- women of different socioeconomic backgrounds, races, cational strategies, behavioral objectives, learner charac- and ethnic groups have experienced cultural transforma- teristics, instructional assessment, and classroom man- tions and political change. Emphasis will be on the signifi- agement. Students must earn a minimum of a B in the cance of citizenship, political agency, the cultural con- course. Students who receive less than a B will be struction of race and gender, and reproductive rights. required to repeat the course. Students will be allowed to Course Type(s): HSUS repeat the course no more than once. A second grade below a B will make students ineligible to continue in pro- HS 506 Cr. 3.0 grams requiring this course. Historical Archeology Course Type(s): none An intensive introduction to historical and industrial arche- ology (c. 1492+). Topics covered include exploration, HISTORY imperialism, colonization, industrialization, and urbanism. Archeological field methods and the interpretation of mate- HS 501 Cr. 3.0 rial culture are also introduced. Also listed as AN 506. Historical Criticism Course Type(s): HSUS History as a scholarly discipline, with emphasis on histori- cal interpretation and philosophy since Classical Antiquity, HS 510 Cr. 3.0 the evaluation of sources, and the rules of critical analy- Seminar in American History sis. A research paper will be required. Selected topics in American history, with emphasis on Course Type(s): none techniques of independent historical research and writing. Course Type(s): HSUS
A54 Monmouth University Appendix A: Course Descriptions
HS 511 Cr. 3.0 HS 518 Cr. 3.0 Readings on American Colonial History United States Family History Readings in recent writings in monographs and periodi- This seminar explores United States Family History and cals devoted to social, economic, and political aspects of the social construction of the family, its many diverse American colonial history. forms, and the relationship between society and the fami- Course Type(s): HSUS ly. Analyzing issues of race, class, ethnicity, gender, and sexuality will further enable us to consider the history of HS 512 Cr. 3.0 the family form. We will cover such diverse topics as the American Revolution and Constitutional Issues, history of adoption, courtship, and divorce. 1763-1789 Course Type(s): HSUS Problems of Empire; the causes, course, and conse- quences of the American Revolution; the continuing revo- HS 520 Cr. 3.0 lution within the states and under the Articles of Field Methods Arch Confederation; and postwar struggles resulting in the An introduction to archaeological field methods: survey adoption of the Constitution. and excavation. Students will also learn excavation proce- Course Type(s): HSUS dures, descriptive note writing, and drawing, and be intro- duced to archaeological photography, mapping, reporting, HS 514 Cr. 3.0 conservation, and curation. Supervised fieldwork will be Readings on the Jacksonian Era conducted on archaeological sites. Also listed as Anthropology 520. The meaning of Jacksonian democracy; political, eco- Course Type(s): none nomic, and social reforms; labor in transition from mer- cantile to industrial capitalism; humanitarian, communitari- an, and anti-slavery movements; Manifest Destiny; the HS 521 Cr. 3.0 Mexican War and its aftermath. All the Livelong Day: The Meaning of Work in Course Type(s): HSUS Modern America Examination of content changes in the meaning of work in HS 515 Cr. 3.0 America through the twentieth century. The Civil War and Reconstruction Course Type(s): HSUS The economic, social, and political forces in the United States during the years 1850-1877 relating to the onset, HS 522 Cr. 3.0 nature, and impact of the Civil War and Reconstruction, History Urbanization in America and the Black Revolution. Provides an interdisciplinary study of the history of urban- Course Type(s): HSUS ization and industrialization in the United States from the mid-nineteenth century to the early twentieth century. HS 516 Cr. 3.0 Using the themes of community, technology, public policy, Readings on Populism and Progressivism in and immigration, students will examine the development America and changes in the social, physical, political, and econom- ic urban landscape. Also listed as Political Science 522. A critical analysis of the reform impulses of the late nine- Course Type(s): HSUS teenth and early twentieth centuries with an emphasis on the various schools of interpretation. Course Type(s): HSUS HS 523 Cr. 3.0 Studies in Mexican History and Culture HS 517 Cr. 3.0 The development of Mexican nationalism in the fusion of Readings on Modern America, 1933-Present Indian and Spanish Catholic cultures; the chaos of inde- pendence; Mexico and the United States; the Reform; the Readings of pertinent historical literature (monographs Diaz dictatorship; Positivism, the search for order and and journal articles) dealing with United States history progress; the Revolution of 1910; and Reconstruction. since the administration of F.D. Roosevelt. Course Type(s): HSNW Course Type(s): HSUS
Monmouth University A55 Appendix A: Course Descriptions
HS 524 Cr. 3.0 analysis of the history of consumerism. Twentieth-Century United States Political History Course Type(s): HSUS Examines the twentieth-century evolution of liberalism and conservatism, campaigns and elections, and con- HS 529 Cr. 3.0 gress and the presidency; considers critical elections, History of Sexuality in America consensus and dissent, and the status of political rights A seminar that explores the cultural history of sexuality in through the progressive period, the Republican ascen- the United States. We will consider how race, class, and dancy, the New Deal, the Second World War, the Cold gender have influenced ideas about sexuality, morality, War, and Post-Cold War period. and power. Major topics include prostitution; reproduction; Course Type(s): HSUS gay, lesbian, and transgender sexualities; sexually trans- mitted diseases; and sexual representation and censor- HS 525 Cr. 3.0 ship. Working with monographs, scholarly articles, and World War II primary sources that come from throughout American his- Considers the military, economic, and political characteris- tory, we will explore the ways in which sexuality has both tics of the Allied and Axis powers and the strategies they shaped and been affected by this nation’s history. produced; examines the military campaigns, the wartime Course Type(s): HSUS economics, life on the home fronts, the experience of combat, the dynamics of occupation, and the roles of HS 530 Cr. 3.0 morality and immorality in the conduct of the war. New Jersey History Course Type(s): HSEU, HSUS A study of New Jersey history especially as a venue for exploring general trends in American history. Topics cov- HS 526 Cr. 3.0 ered include New Jersey’s Native Americans, colonial set- The Cold War tlement, the proprietary government, agricultural unrest, Examines the rivalry between the United States and the the American Revolution, Federalism, slavery, industrial- Soviet Union that organized global politics for forty-five ization, urbanization, and suburbanization. years; the roles of ideology, economy, and security that Course Type(s): HSUS fueled it; the diplomacy, propaganda, and armed might use to wage it; and the impact it had on participants’ poli- HS 531 Cr. 3.0 tics and culture. Studies in Ancient History Course Type(s): HSEU, HSUS, HSWLD Readings and discussion of principal aspects of Graeco- Roman culture, with emphasis on the contribution of HS 527 Cr. 3.0 Classical Antiquity to Western Civilization and recent United States Military History research in the field. Surveys the American experience of war, from the first Course Type(s): HSEU Native American-European contact through the military interventions at the dawn of the twenty-first century; HS 532 Cr. 3.0 examines not only the major conflicts in this period, but Native American History and Prehistory also the evolution of strategy, military institutions, civil-mil- Examines North America’s native people in the area north itary relations, and the American way of war. of the Rio Grande. It combines North American prehistory Course Type(s): HSUS with a historical overview of Native American experiences since contact. Evidence from archaeology, oral histories, HS 528 Cr. 3.0 and written sources are all presented. Challenges facing History of Consumerism in America modern Native Americans are also examined. A seminar that explores the origins of the consumer cul- Also listed as Anthropology 532. ture and the multitude of ways in which it has shaped Course Type(s): HSNW, HSWLD American society. We consider both the reverence of and the critiques of consumerism, analyzing race, class, gen- HS 533 Cr. 3.0 der, ethnicity, and geography in our consideration of con- The History of Public Policy in the United States sumer ideology and practices. Advertising, marketing, The objective is to survey major issues in domestic public sales, and the consumer will all be considered in our policy. The emphasis is on changes in the process of poli-
A56 Monmouth University Appendix A: Course Descriptions
cy formation in both the public and private sectors. Also tlement imposed by Bismarck; the domestic crisis preced- listed as Political Science 533. ing World War I. Course Type(s): HSUS Course Type(s): HSEU
HS 535 Cr. 3.0 HS 545 Cr. 3.0 The Renaissance World War I Europe in transition from the fourteenth to the sixteenth The international and domestic causes of the Great War; century; the crisis of the church, humanism and art, poli- its political, economic, social, cultural, and psychological tics and diplomacy, exploration and discovery, and sci- consequences in Britain, France, and Germany; its role in ence and the occult. the birth of the modern age. Course Type(s): HSEU Course Type(s): HSEU
HS 536 Cr. 3.0 HS 546 Cr. 3.0 The Reformation The Weimar Republic, 1918-1933 A study of sixteenth and early seventeenth century reli- The foundation of the first German republic as an out- gious and political developments in Europe; causes of the come of revolution and defeat in war; its political and cul- Reformation, its political and social institutionalization, tural innovations; the causes of its collapse. ideas of reformers, wars of religion, and the counter- Course Type(s): HSEU Reformation. Course Type(s): HSEU HS 547 Cr. 3.0 The Third Reich HS 537 Cr. 3.0 The ideological origins of Nazism; the consolidation and Power and Enlightenment: Europe 1648-1789 character of Nazi rule; the relation of Hitler with the A study of European history from the Treaty of Westphalia German people; Nazism as revolution. to the French Revolution, emphasizing the contrast Course Type(s): HSEU between political and military developments and cultural and intellectual trends. Special emphasis on the develop- HS 551 Cr. 3.0 ment of absolutism in France, Prussia, Austria, Spain, Graduate Seminar in British History and Russia, the struggle against absolutism in Britain, Selected topics in modern English and British history, with Sweden, and the Netherlands; and the ideals and goals emphasis on techniques of historical research. of the European enlightenment, developing social and Course Type(s): HSEU political tensions, and enlightened despotism. Course Type(s): HSEU, HSPRE HS 553 Cr. 3.0 HS 541 Cr. 3.0 Tudor-Stuart England The political, religious, social, and cultural history of Graduate Seminar in European History England in the sixteenth and seventeenth centuries: Selected topics in European history, with emphasis on Tudor absolutism, the English Reformation, the rise of techniques of independent historical research and writing. Puritanism, social and economic change, the conflict Course Type(s): HSEU between crown and Parliament, the English Civil War, and the Revolution of 1688. HS 542 Cr. 3.0 Course Type(s): HSEU French Revolution The causes of the Revolution; its relationship to the HS 561 Cr. 3.0 Enlightenment; the political, economic, social, and cultural Twentieth-Century Russia and the Soviet Union consequences of the moderate phase and of the Terror. Studies in the transformation of Russian society, with Course Type(s): HSEU emphasis on the revolutionary movements and the eco- nomic, social, and political institutions of Soviet Russia. HS 544 Cr. 3.0 Course Type(s): HSEU The German Empire, 1871-1914 The unification of the Empire; the political and social set-
Monmouth University A57 Appendix A: Course Descriptions
HS 562 Cr. 3.0 quest to contemporary peasant society. The evolution and History of Maps and Mapping nature of pre-Columbian civilizations, focusing on Chavin, Students will study the historical developments in carto- Paracas-Nazca, Huari-Tiahuanaco, Chimor, and the Inca. graphic technique, the development of mapping in different The social and political organization of the Inca empire. parts of the world, and the future of mapping in the com- The Spanish conquest and its impact on native culture. puter age. Students will focus on the ways the events and Contemporary social changes; rural migration and the ideology of a time period influence maps and mapping, transformation of contemporary Andean society. and how in turn mapping influences history and ideology. Theoretical exploration of the developmental trajectory of Also listed an Anthropology 562. Andean civilization. Also listed as Anthropology 575. Course Type(s): HSEU, HSNW, HSWLD Course Type(s): HSNW, HSWLD
HS 563 Cr. 3.0 HS 580 Cr. 3.0 Twentieth Century East Central Europe Themes and Variations in Cultural History The political, economic, and social development of the The exploration of symbol, style, and value in six histori- lands between Germany and Russia, emphasizing the cal periods from classical Greece to the end of the nine- breakdown of the Ottoman and Hapsburg empires, the teenth century through art, literature, and philosophy. rise of the independent successor states between the Course Type(s): HSEU wars, the Soviet takeover in the post-war era, and the development of national communism and polycentrism. HS 581 Cr. 3.0 Course Type(s): HSEU Seminar in East Asian History A study of selected topics in Chinese or Japanese history, HS 572 Cr. 3.0 with emphasis on techniques of historical research. The History of Tourism Course Type(s): HSNW Students will study the history of tourism in different parts of the world from political, social, cultural, geographic, and HS 583 Cr. 3.0 economic perspectives. This will include an examination of China, Japan, and the Modern World historical differences in tourist attractions, tourist behav- Experiences of China and Japan with Europe and iors, and impacts on tourist destinations and their people. America, and pressures to modernize in the nineteenth Students will also study how historical memory and inter- and early twentieth centuries. Emphasis is on contacts, pretation shapes the contemporary tourist experience, as exchanges, conflicts, and images of one another across well as questions concerning authenticity and tourism. space and time. Areas explored include traditional cultural Also listed as Anthropology 572. patterns and ways of thinking, systems of foreign rela- Course Type(s): HSEU, HSWLD tions, the role of technology, and comparative successes and failures with modernization. HS 573 Cr. 3.0 Course Type(s): HSNW, HSWLD Ecological Imperialism Ecological History will examine the relationship between HS 585 Cr. 3.0 human society(ies) and the natural world over recorded time. Seminar in African History As an interdisciplinary exercise this class will draw on the Analysis and appraisal of colonialism in Africa, reflecting natural sciences, anthropology, and history to better under- on the political, economic, and sociocultural transforma- stand the biological, cultural, imperial, ethical, economic, reli- tions which occurred in Africa between 1880 and 1960. gious, political, and global ramifications of the relationship Also listed as Anthropology 585. between humanity and humanity’s natural surroundings. Course Type(s): HSNW Also listed as Anthropology 573. Course Type(s): HSWLD HS 587 Cr. 3.0 Nationalism in Africa HS 575 Cr. 3.0 Examines a major episode that transformed the political Civilization of the Andes history of Africa in the twentieth century. It discusses how Survey of Andean history from the beginning of human nationalism became an instrument of political change that settlement through the Inca Empire and the Spanish con- led to the independence of African states. Begins by
A58 Monmouth University Appendix A: Course Descriptions
examining the concept of nationalism in Europe, how it HS 595 Cr. 3.0 was applied in Africa, and how it contributed to the strug- History Internship/Practicum gle for independence. Provides graduate students with the opportunity to gain sub- Course Type(s): HSNW, HSWLD stantive career experience and build specific applied skills by working in outside programs, institutions, agencies, and HS 588 Cr. 3.0 firms engaged in the fields of public history, historical arche- Decolonization in Africa 1940-1960 ology and anthropology, and regional geography. Examines the process of transfer of power from colonial Prerequisite: Completion of twelve graduate credits. powers to Africans; the emergence of education elites; Course Type(s): none the rise of nationalism; implications of decolonizations; and African expectations of independence. HS 598 Cr. 3.0 Course Type(s): HSNW, HSWLD Special Topics in History Allows students to study a specific aspect of history. The HS 589 Cr. 3.0 subject matter varies from semester to semester, and Formation of the Global System: Fifteenth to depends on the professor who teaches the course. Sixteenth Centuries Course Type(s): none Formation of the early global system that changed the world in the fifteenth and sixteenth centuries. Brief survey HS 599 Cr. 3.0 of the Euro-African and American worlds prior to the fif- Independent Study in History teenth century. Transformations resulting from transat- Reading and research leading to significant written work lantic trade and the colonial order; conceptual changes under the direction of a member of the History faculty. about life, the biological order, and religion; exchanges of Prerequisite: Prior permission of the directing professor crops, animals, and disease; depopulation and migration; and department chair. African slavery and the plantation system; the forging of Course Type(s): none labor as capital; the transfer of American gold, silver, and other wealth to Europe and its impact on class formation HS 691 Cr. 3.0 and capitalism; and interactions with Asia. Roots of the History Master’s Thesis I contemporary world. Also listed as Anthropology 589. Reading and research leading to significant written work Course Type(s): HSNW, HSWLD, under the direction of a member of the history faculty. Course Type(s): none HS 590 Cr. 3.0 Paris, 1919: A World History HS 692 Cr. 3.0 Offers an examination of the Paris Peace Conference fol- History Master’s Thesis II lowing World War One, taking into account the ideologies Reading and research leading to significant written work and global themes of the time. Of particular interest, the under the direction of a member of the history faculty. course will examine nationalism, imperialism, state forma- Course Type(s): none tion, militarism, and racism. Course Type(s): HSWLD HS CPE Cr. 0.0 HS 591 Cr. 3.0 History Comprehensive Exam Graduate Seminar in the Modern History of Islamic History Comprehensive Exam Course Type(s): none Peoples Selected topics in Islamic history in the Middle East, North Africa, and some areas of the Balkan Peninsula; HS THD Cr. 0.0 political, social, and intellectual change, the rise of nation Thesis Defense states, and cultural interaction with the West. Course Type(s): none Course Type(s): HSNW
Monmouth University A59 Appendix A: Course Descriptions
HOMELAND SECURITY ty domain that provide the architecture for the nation’s preparedness strategy. Provides an understanding of how HLS 610 Cr. 3.0 the law, Constitution and interaction between the various disciplines of homeland security and defense, in theory Foundations of Homeland Security and practice, affect the development and execution of Overview of homeland security basic management con- homeland security operations, strategies, and policies in cepts, issues contributing to terroristic acts, and critical general. Explores the collaborative efforts of multiple dis- analysis of terrorist activities. ciplines drawn from all levels of the public and private Course Type(s): none sectors, how they integrate with one another, and how they collectively factor into the prevention of, response to, HLS 620 Cr. 3.0 and recovery from major events. Conversely, it will Terrorism: Causes and Consequences: enhance the students understanding of the various disci- The Unconventional Threat plines associated with homeland security including law Provides students with an in-depth examination of the enforcement, fire services, emergency management, unconventional threat of terrorism and its impact on the infrastructure custodians, the military, public health, and Homeland Security enterprise by exploring the overall government administrators. phenomena of terrorism as well as the complex motiva- Course Type(s): none tions, ideologies, goals, and tactics of various domestic and international groups. Cultural, religious, and econom- HLS 650 Cr. 3.0 ic influences on terrorism, and media impact, will be con- Cyber Security sidered. Students will analyze these groups in light of his- Examines current and emerging cyber threats and vulner- torical, contemporary, and potential future acts of terror- abilities. Focuses on policies and practices that govern ism in order to understand the causes, consequences, cyberspace. Information systems technologies impact and impact terrorism has on our society. Balances out every aspect of twenty-first century society and gover- topical issues related to state terrorism, political terrorism, nance. At the same time, cyber capabilities hazard per- religious and apocalyptic violence, the media and terror- sonal liberties, privacy, and homeland security. Students ism, weapons of mass destruction, terrorist tactics and will explore emerging technologies that can facilitate and targeting, and the operational and organizational dynam- strengthen capability-specific national priorities to secure ics of terrorism. our cyberspaces and the homeland. Course Type(s): none Course Type(s): none
HLS 630 Cr. 3.0 HLS 660 Cr. 3.0 Homeland Security Intelligence Psychology of Fear Management and Terrorism Acquaints students with the concepts and practices Discusses the psychology of fear and provides students involved in the process of collecting, analyzing, and eval- with an in-depth examination of the psychological conse- uating intelligence and in managing the intelligence func- quences of terrorism on a community. Students will be tion, as well as the influence of intelligence in shaping exposed to the neurobiology of fear including predicators homeland security decision making at the federal, state, of maladaptive/pathological response. and local levels. It examines the structures, roles, and Prerequisites: Homeland Security 610, 620, 630, and 640. interactions of the foreign and domestic intelligence com- Course Type(s): none munities, the intelligence gathering and analysis of capa- bilities of criminal justice and private sector entities, and the use of intelligence processes to support homeland HLS 665 Cr. 3.0 security investigations, planning, and intelligence applica- Emergency Management for Homeland Security tions to support strategic decision making. Examines the core principles of emergency management: Course Type(s): none prevention, mitigation, communication, response, and recovery. Focuses on the Federal Emergency HLS 640 Cr. 3.0 Management Agency’s 2011 Whole Community approach to emergency management. Will assess emergency man- Interdisciplinary Approach to Homeland Security agement’s civil defense legacy to the current all-hazards Acquaints students with the concepts and practices role applied at the federal, state, and local levels. among the various disciplines within the homeland securi- Students will examine the role of emergency managers in
A60 Monmouth University Appendix A: Course Descriptions
the homeland security framework through case studies. Prerequisites: Homeland Security 610, 620, 630, and 640. Incorporates real-world catastrophes that may occur Course Type(s): none immediately prior to/during the course semester. Course Type(s): none HLS 685 Cr. 3.0 Strategic Plan for Homeland Security HLS 670 Cr. 3.0 Provides students with an in-depth examination of strategic Constitutional Issues in Homeland Security planning, especially as it relates to the homeland security Provides students with an in-depth examination of the U.S. enterprise. Students will explore how organizations identify, Constitution and statutory authorities in the Homeland plan, and implement their strategy objectives. Students will Security Era. Students will analyze the manner in which analyze past, current, and future homeland security strategy the U.S. Government balances public security and individ- objectives and identify both lessons learned and not learned. ual rights during homeland security crises. Balances out Students will develop a comprehensive strategic homeland topical issues related to national security threats and security strategy to make safe and secure the Nation. Constitutional and statutory authorities that impact funda- Prerequisites: Homeland Security 610, 620, 630, and 640. mental freedoms in the Homeland Security Era. Course Type(s): none Prerequisites: Homeland Security 610, 620, 630, and 640. Course Type(s): none HLS 690 Cr. 3.0 Policy Analysis and Research Methods in HLS 675 Cr. 3.0 Homeland Security Technology for Homeland Security Requires students to construct an original research pro- Provides students with an overview of myriad technolo- posal that critically analyzes one aspect of the Homeland gies that have helped to shape the homeland security Security field within the United States of America. To do enterprise. Students will examine critical infrastructure so, the course begins with a review of the tenets of sound and key resources threats and vulnerabilities that charac- research in the social sciences and proceeds with the terize the homeland security operational environment. development of a research proposal that includes the for- Students will explore how past, present and emerging mulation of a research question and subsequent hypothe- technologies have been used and how they might be sis, a review of the pertinent literature, and the develop- used in the future. Balances out topical issues related to ment of a detailed methodology with which to conduct the risk, perception of risk, technological capabilities, security, research. Additional attention is devoted to the practical, cyber-attacks, health issues, and legal issues that impact ethical, and political issues that arise when conducting homeland security. Students will explore elements of research and evaluation within the agencies, organiza- cyber terrorism and emerging technologies that can facili- tions, practices, and policies that fall under the auspices tate and strengthen capability-specific national priorities in of the Department of Homeland Security. order to improve national preparedness. Course Type(s): none Prerequisites: Homeland Security 610, 620, 630, and 640. Course Type(s): none HLS 695 Cr. 3.0 Knowledge Into Practice: Homeland Security HLS 680 Cr. 3.0 Capstone Course Comparative Government for Homeland Security Provides students with a synthesis and an evaluation of Provides students with an in-depth examination of other Monmouth University’s Masters in Homeland Security countries homeland security governance and policies with core curriculum functions and competencies: (1) Political, a focus on counterterrorism laws, security, law enforce- legal, and managerial context of homeland security, (2) ment, emergency response, and public health. Students Technology and its applications in homeland security, (3) will analyze other countries traditions, political and Research, program evaluation, and needs assessment bureaucratic institutions and policies that might inform the and their application to homeland security, and (4) U.S. homeland security enterprise. Designed to provide Current and emerging homeland security threats. students with homeland security-related lessons learned Students prepare an evidence-based research paper that and smart practices employed by other countries that, if applies the core curriculum functions and competencies adapted, scaled, and measured to the vision, mission, to a related homeland security issue. Prerequisite: and purpose of a U.S. jurisdiction/organization, might Homeland Security 690. make safe and secure the Nation. Course Type(s): none
Monmouth University A61 Appendix A: Course Descriptions
HLS 699 Cr. 3.0 Liberal Arts program. Independent Study in Homeland Security Course Type(s): LA Provides students the opportunity to focus on a specific area of interest within Homeland Security. Research, MARINE SCIENCES reading, and faculty-student communications will result in a significant written project. The supervising faculty mem- MS 598A Cr. 1.0 - 3.0 ber will meet weekly with the student to monitor progress Special Topics in Marine Sciences and provide feedback. Marine science education in the K-12 classroom. A brief Prerequisite: Prior permission of the selected faculty history of marine science and education is followed by a member, program director, and chair. review of current marine education projects. Course Type(s): none Course Type(s): none
INFORMATION TECHNOLOGY MATHEMATICS
IT 500 Cr. 3.0 MA 501 Cr. 3.0 Information Technology C++ for Numerical Applications Introduction to computer-based information management Teaches C++ in the UNIX/Cygwin development environ- concepts that provide an integrated approach to personal ment. It specializes on practicalities of coding large appli- computer software in a Windows environment. These cations utilizing software libraries containing numerical include: word processing, spreadsheet, database, presen- methods such as LAPACK/TNT/GSL and data structures tation graphics, and electronic communication applica- such as STL. Prerequisite: Permission of the director of tions; information retrieval from the Internet and online the MSFM or department chair. library resources; fundamental computer literacy; and the Course Type(s): none ethical and societal implications of computer technology. Hands-on experience with a microcomputer in a net- worked environment is provided for completion of individ- MA 510 Cr. 3.0 ual and group projects. This course is appropriate only for Numerical Methods for Financial Mathematics students from non-technology areas of study. Teaches numerical methods aimed at implementing the Course Type(s): none mathematics developed in financial engineering. This includes practical implementation in C++ of numerical methods used in finance such as tree-based methods, IT 510 Cr. 3.0 finite differences, and Monte Carlo simulation. Internet Technology Prerequisite: Mathematics 501, passed with a grade of C- Introduction to integrated application software used for or higher. authoring and publishing Web sites. Applications include pre- Course Type(s): none programmed software, markup programming and Internet scripting languages used to create Web pages. Network technologies and the fundamental concepts involved in cre- MA 520 Cr. 3.0 ating a network and in facilitating network operation will also Introduction to Financial Mathematics be introduced. Hands-on experience with a microcomputer An introduction that combines the topics of finance to math- on a networked system is provided for completion of individ- ematics. Topics include: introduction to pricing of derivative ual and group projects. This course is appropriate only for securities markets; futures, swaps, options and bonds. students from non-technology areas of study. Prerequisite: Permission of the director of the MSFM or Prerequisite: Information Technology 500. department chair. Course Type(s): none Course Type(s): none
LIBERAL ARTS MA 530 Cr. 3.0 Stochastic Calculus LA 691 Cr. 3.0 Exposes students to some of the techniques from sto- Liberal Arts Advanced Paper/Project chastic analysis that are employed in mathematical finance. This includes the importance in the revolution Independent project investigating an area of special inter- that has taken place in the financial markets over the last est to the student, based on previous course work in the
A62 Monmouth University Appendix A: Course Descriptions
twenty-five years. Topics include developing the relation- ics, prior permission of the chair of graduate studies in ship between Brownian motion and stochastic calculus. that program must also be obtained. Prerequisite: Permission of the director of the MSFM or Course Type(s): none department chair. Course Type(s): none MA 599 Cr. 3.0 Independent Study in Mathematics MA 540 Cr. 3.0 Independent study in a topic not substantially treated in a Statistical Theory in Finance and Economics regular graduate course; weekly consultation. Prior per- Covers topics related to multiple regression techniques, mission of directing professor and the chair of the depart- including testing the assumptions required for each to be ment is required. For the course to count for credit toward valid. This includes applications to yield curve smoothing, a particular graduate program outside mathematics, prior pricing, and investment models. Also covered are tech- permission of the chair of graduate studies in that pro- niques for the analysis and modeling of time series data, gram must also be obtained. forecasting, and market risk measures. In addition, factor Course Type(s): none analysis, structural equation modeling, and other multi- variate techniques will be covered. MUSIC Prerequisites: Mathematics 520 and 530, both passed with a grade of C- or higher. MU 599 Cr. 1.0 - 3.0 Course Type(s): none Independent Study in Music Reading and research on a selected topic under the MA 550 Cr. 3.0 direction of a Music department faculty member. Computation and Simulation in Finance Course Type(s): none Teaches the most fundamental aspect of financial mathe- matics and numerical implementation from a practical NURSING business. Topics include Black Scoles equations; tree- based and Monte Carlo methods. Prerequisites: Mathematics 520 and 530, both passed NU 508 Cr. 3.0 with a grade of C- or higher. Factors Affecting Healthcare I Course Type(s): none Examine models and contexts for health promotion and disease prevention; examine the influence of culture on MA 595 Cr. 3.0 health beliefs and practices; and ethical dilemmas. Investigate factors, such as access to care, health and Financial Mathematics Practicum social policy, healthcare finance and economics, and leg- Teamwork on substantial projects submitted by corporate islative influences on health. sponsors. Students address practical quantitative prob- Course Type(s): NU.EL, TPS lems from first formulation to final presentation, making full use of their modeling and computing skills. Projects will result in a final written report, formal defense, and NU 509 Cr. 3.0 presentation to corporate sponsor, faculty, and other stu- Health Informatics dents in the course. Prerequisites: Finance 511 and Introduction to the concept of informatics and its impact Mathematics 540, passed with a grade of C- or higher, on decision making in nursing and allied health sciences. and permission of the director of the MSFM or depart- Review of the methodology of analyzing, formalizing and ment chair. processing information applicable to all components of Course Type(s): none health and nursing practice: clinical practice, manage- ment, education, and research; and investigating determi- MA 598 Cr. 3.0 nants, conditions, elements, models and processes in order to design, implement, and test the effectiveness and Special Topics in Mathematics efficiency of computerized information as it relates to The subject matter varies with the interest of the students nursing and health practice. Includes (1) an overview of and the professor teaching the course. The exact nature the basic computer skills required to process electronic of the topic covered in any given semester is indicated in information, (2) identification of the nature and types of the student’s transcript. For the course to count for credit health, nursing and medical information available on the toward a particular graduate program outside mathemat-
Monmouth University A63 Appendix A: Course Descriptions
World Wide Web, (3) development of search skills associ- NU 521 Cr. 3.0 ated with finding health, nursing, and medical information Pathophysiology and Histology on the World Wide Web, and (4) linking electronic infor- Focuses on pathogenesis of selected diseases leading to mation to decision-making processes in nursing, medical, alterations of body structure and functions across the life and allied health sciences. span. Emphasizes the laboratory identification of verte- Course Type(s): NU.EL brate tissue. Students must earn a minimum of a B in the course. Students who receive less than a B will be NU 510 Cr. 3.0 required to repeat the course. Students will be allowed to Knowledge Development in Nursing repeat the course no more than once. A second grade History and philosophy of science and nursing science; below a B will make students ineligible to continue in pro- techniques for concept analysis and knowledge develop- grams requiring this course. ment; examination of nursing conceptual models used to Also listed as Biology 521. develop nursing knowledge, research, and practice; Course Type(s): none review and analysis of concepts and relational statements for the development of nursing knowledge. NU 524 Cr. 3.0 Course Type(s): none Pharmacology for Advanced Nursing Practice Historical perspective, legal regulations and standards, the NU 512 Cr. 3.0 Controlled Substances Act; pharmacokinetics; pharmaco- Nursing Research for Advanced Nursing Practice dynamics; choice and use of pharmacotherapeutics; nurs- Critical appraisal of the role of nursing research and ing responsibilities in drug prescription; client education research methods of inquiry in the development of nurs- with respect to drug-desired effects, side effects, interac- ing theory and practice. Qualitative and quantitative tions, toxicity, dependence, and addiction. Students must research methods; research designs; measurement theo- earn a minimum of a B in the course. Students who ry and strategies; methods of data analysis; read, critique receive less than a B will be required to repeat the course. and write research reports; ethics, application of research Students will be allowed to repeat the course no more techniques for outcomes evaluation and evidence-based than once. A second grade below a B will make students practice. ineligible to continue in programs requiring this course. Prerequisite: Nursing 509. Prerequisite: Nursing 521. Course Type(s): none Course Type(s): none
NU 514 Cr. 3.0 NU 535 Cr. 3.0 Data Management for Advanced Nursing Practice Advanced Health Assessment Planning for and collection of outcome data; preparation Theory and practice of health assessment skills, identifi- of data for hypothesis testing; use of the SPSS statistical cation of deviations from the normal, and documentation computer package for data management and analysis; of findings are refined. Advanced-level assessment selection and interpretation of appropriate parametric and includes the comprehensive history, physical, and psycho- nonparametric descriptive and inferential statistics for out- logical variations of the client. The client is viewed holisti- come evaluation. Quantitative and qualitative data analy- cally, incorporating cultural, nutritional, and developmental sis. Prerequisites: Nursing 509 and 512. variations. Application of techniques is practiced in the Course Type(s): none college laboratory and with clients in outside agencies. Students translate assessment data into differential diag- NU 518 Cr. 3.0 nosis and interpret laboratory and diagnostic data. Education and Motivation of Nursing Clients Relationship of health assessment to the role and respon- sibilities of the nurse is examined. Students must earn a Role of the nurse in fostering health promotion via educa- minimum of a B in the course. Students who receive less tion of clients, families, and professional colleagues. than a B will be required to repeat the course. Students Essential factors for successful teaching and learning. will be allowed to repeat the course no more than once. A Motivating the client to make behavioral changes to pro- second grade below a B will make students ineligible to mote health and development. Development, presenta- continue in programs requiring this course. tion, and evaluation of a formal teaching plan. Prerequisite: Biology or Nursing 521. Course Type(s): NU.EL Course Type(s): none
A64 Monmouth University Appendix A: Course Descriptions
NU 540 Cr. 3.0 and promotion and maintenance of health, disease pre- Pharmacology for Advanced Practice Nursing vention and treatment modalities for individuals are Historical perspective, legal regulations and standards, explored. Content is presented in weekly clinical case the Controlled Substances Act; pharmacokinetics; phar- studies related to common alterations in health. Factors macodynamics; choice and use of pharmacotherapeutics; influencing health care systems, patterns of human nursing responsibilities in drug prescription; client educa- responses, and cultural and epidemiological influences tion with respect to drug-desired effects, side effects, will be discussed in weekly clinical case studies. interactions, toxicity, dependence, and addiction. Students Performing assessments and screenings related to com- must earn a minimum grade of B in the course. Students mon alterations in health are also included in a weekly, who receive less than a B will be required to repeat the faculty-supervised clinical practice. Students must earn a course no more than once. A second grade below a B will minimum of a B in the course. Students who receive less make students ineligible to continue in programs requiring than a B will be required to repeat the course. Students this course. will be allowed to repeat the course no more than once. A Course Type(s): none second grade below a B will make students ineligible to continue in programs requiring this course. NU 541 Cr. 3.0 Prerequisites: Nursing 521, 524, and 535. Corequisite: Nursing 541. Primary Care Course Type(s): none Aspects of advanced health assessment, clinical reason- ing, and diagnostic skills necessary to manage common stable, chronic, and episodic alterations in health. Various NU 543 Cr. 3.0 advanced nursing practice roles in health care, ethical Diagnosis and Treatment of Psychopathology and legal issues in clinical practice, application of Provides the basic foundations of clinical management of research-based clinical outcomes, promotion and mainte- common psychiatric/mental health problems in adults. For nance of health, disease prevention,n and treatment students in Adult Psychiatric Mental Health APN track. modalities for individuals are explored. Content is pre- Students must earn a minimum of a B in the course. sented in weekly clinical case studies related to common Students who receive less than a B will be required to alterations in health. Factors influencing health care sys- repeat the course. Students will be allowed to repeat the tems, patterns of human responses, and cultural and epi- course no more than once. A second grade below a B will demiological influences will be discussed in weekly clini- make students ineligible to continue in programs requiring cal case studies. Performing assessments and screen- this course. ings related to common alterations in health are also Corequisite: Nursing 544. included in a weekly, faculty-supervised clinical practice. Course Type(s): none Students must earn a minimum of a B in the course. Students who receive less than a B will be required to NU 544 Cr. 1.0 repeat the course. Students will be allowed to repeat the Diagnosis and Treatment of Psychopathology course no more than once. A second grade below a B will Clinical Laboratory make students ineligible to continue in programs requiring Provides the basic foundations of clinical management of this course. common psychiatric/mental health problems in adults. The Prerequisites: Nursing 521, 524, and 535. student will deliver mental health care to adults with men- Corequisite: Nursing 542. tal health problems including collection of subjective and Course Type(s): none objective data using the techniques of interview; establish- ing a psychiatric diagnosis utilizing the DSMIV-TR classifi- NU 542 Cr. 1.0 cation system; and completing an initial psychiatric Primary Care Laboratory assessment and identifying psychopharmacologic inter- This clinical course is designed to be taken with the lec- ventions as appropriate. Establishment of collaborative ture component of NU 541. Aspects of advanced health role with other health care providers. Students must earn a assessment, clinical reasoning, and diagnostic skills nec- minimum of a B in the course. Students who receive less essary to manage common stable, chronic, and episodic than a B will be required to repeat the course. Students alterations in health. Various advanced nursing practice will be allowed to repeat the course no more than once. A roles in health care, ethical and legal issues in clinical second grade below a B will make students ineligible to practice, application of research-based clinical outcomes, continue in programs requiring this course.
Monmouth University A65 Appendix A: Course Descriptions
Corequisite: Nursing 543. NU 566S Cr. 3.0 Course Type(s): none Nurse Educator Seminar Provides a forum for reflection on student teaching expe- NU 562 Cr. 3.0 riences in the classroom and clinical settings. Through Tests and Measures discussion and sharing, students refine the application of Considers evaluation methods related to norm-referenced theory and research to practice as an educator. Topics and criterion-referenced evaluation methods in education. relevant to the academic faculty role and current issues in Students will investigate criteria used to develop reliable nursing education are explored. Students must earn a and valid evaluation measures. Current issues and minimum of a B in the course. Students who receive less research related to educational testing instruments, alter- than a B will be required to repeat the course. Students natives to standardized evaluation methods, and outcome will be allowed to repeat the course no more than once. A measurement in education will be discussed. Students will second grade below a B will make students ineligible to explore measurement theory and evaluate measures that continue in programs requiring this course. are used to identify cognitive, affective, and psychomotor Corequisite: Nursing 566P. domains as they relate to education. Students must earn a Course Type(s): none minimum of a B in the course. Students who receive less than a B will be required to repeat the course. Students NU 575 Cr. 3.0 will be allowed to repeat the course no more than once. A Issues in Forensic Nursing second grade below a B will make students ineligible to The principles of forensic science and forensic nursing continue in programs requiring this course. will be introduced. The advanced practice role of the Course Type(s): none forensic nurse and the use of nursing process in forensic decision making for the management of victims of crimes NU 564 Cr. 3.0 and their perpetrators are illustrated. The relationship Curriculum Development and Instruction in Nursing between various sociocultural factors and psychosocial Education issues related to violent crimes are analyzed. Additionally, The primary focus of this course is the process of curricu- philosophies of clinical forensics are identified. Roles of lum development in nursing. Factors influencing curricu- the nurse in forensic science and scopes and standards lum development, the process of curriculum development, of forensic nursing practice are discussed. Techniques in and evaluation methods are emphasized. Instruction and collection of forensic evidence and preservation are evaluation in didactic nursing courses and clinical experi- demonstrated. Ethical responsibilities of the forensic nurs- ences are addressed. Individuals completing this course es’ responsibilities in the identification, prevention, and will be prepared for the role of nurse educator in academ- treatment of victims of violent crime are recognized. ic settings. Students must earn a minimum of a B in the Students must earn a minimum of a B in the course. course. Students who receive less than a B will be Students who receive less than a B will be required to required to repeat the course. Students will be allowed to repeat the course. Students will be allowed to repeat the repeat the course no more than once. A second grade course no more than once. A second grade below a B will below a B will make students ineligible to continue in pro- make students ineligible to continue in programs requiring grams requiring this course. this course. Prerequisite: Nursing 518. Course Type(s): none Course Type(s): none NU 576 Cr. 3.0 NU 566P Cr. 3.0 Interpersonal Violence Nurse Educator Practicum Examines the various types and patterns of violence Focuses on the application of teaching and learning prin- related to cultural values, beliefs, biases, and societal ciples in academic and clinical settings. Instruction and issues, as well as the historical perspective of violence. evaluation in didactic nursing courses and clinical experi- Content includes: family, community, youth, and work- ences are applied in nursing programs providing generic place violence and child, domestic, elder, and sexual nursing education, in cooperation with a preceptor. abuse. Theories concerning gender violence, gangs, bias Corequisite: Nursing 566S. and hate crimes, and terrorism are challenged. Public Course Type(s): none health and health care issues related to violence, and pri- mary, secondary, and tertiary level interventions for vic-
A66 Monmouth University Appendix A: Course Descriptions
tims and offenders of violence are discussed. Individual scientific and conceptual knowledge of nursing, as well as responsibilities associated with identification and reporting forensic and criminal justice will assist students to recog- violence are identified. Health care measures to identify nize appropriate techniques for the identification, preven- and prevent violence are analyzed. Methods of treatment tion, and management of victims of violent crime, as well for victims and perpetrators of violence are evaluated. as collection, preservation, and documentation of evi- Students must earn a minimum of a B in the course. dence as identified in scopes and standards of forensic Students who receive less than a B will be required to nursing practice. Students will attend a one-hour weekly repeat the course. Students will be allowed to repeat the seminar and a weekly eight-hour clinical practicum. course no more than once. A second grade below a B will Students must earn a minimum of a B in the course. make students ineligible to continue in programs requiring Students who receive less than a B will be required to this course. repeat the course. Students will be allowed to repeat the Course Type(s): NU.EL course no more than once. A second grade below a B will make students ineligible to continue in programs requiring NU 578P Cr. 2.0 this course. Forensic Nursing Practicum Prerequisites: Nursing 521, 535, 543, 575, 576, and Students will work in an interdisciplinary team or with indi- Criminal Justice 585. viduals in forensic arenas as they apply forensic theory Corequisite: Nursing 578P. and research in forensic nursing practice. Appropriate Course Type(s): none techniques for identifying, collecting, and documenting pertinent data will be reinforced through clinical practice NU 585 Cr. 3.0 in a forensic arena. Under the supervision and guidance School Nursing I of a clinical preceptor, students will identify outcomes and Examines and analyzes the role of the school nurse as plans of action for effective coordination and communica- health care provider, health educator, health counselor, tion among professionals and clients as a means to learn child advocate in the school community, and interdiscipli- appropriate techniques for the identification, prevention, nary team member. Explores financial, legal, and adminis- and management of victims of crime and trauma. trative issues as they relate to school nursing. Reviews Students will develop expertise in the collection, preserva- normal growth and developmental patterns. Describes tion, and documentation of evidence as identified in common health problems, special needs, and interven- scopes and standards of forensic nursing practice. tions appropriate for school nurses. Students must earn a Individual experiences are arranged in conjunction with minimum of a B in the course. Students who receive less students’ goals for practice. Students will attend a one- than a B will be required to repeat the course. Students hour weekly seminar and a weekly eight-hour clinical will be allowed to repeat the course no more than once. A practicum. second grade below a B will make students ineligible to Prerequisites: Nursing 521, 535, 543, 575, 576, and continue in programs requiring this course. Criminal Justice 585. Course Type(s): none Corequisite: Nursing 578S. Course Type(s): none NU 586 Cr. 3.0 School Nursing II NU 578S Cr. 1.0 A continuation of the examination and analysis of the role Forensic Nursing Seminar of the school nurse as healthcare provider, health educa- Explores forensic theory and research and their applica- tor, health counselor, and interdisciplinary team member. tion to forensic nursing practice. Forensic nurses practice An expansion of the role of the nurse as child advocate in as sexual assault examiners, educators, nurse coroners, the community and as public health nurse. Explores death investigators, correctional nurses, and clinical spe- external and internal environmental influences that impact cialists in pediatrics, gerontology, and domestic violence. on the health of children. Students must earn a minimum Issues addressing systematic analysis of pertinent data, of a B in the course. Students who receive less than a B and the physical/psychological issues related to forensic will be required to repeat the course. Students will be nursing and pathology will be discussed in seminar and allowed to repeat the course no more than once. A sec- reinforced in clinical practicum. Identification of outcomes ond grade below a B will make students ineligible to con- and plans of action that provide effective coordination and tinue in programs requiring this course. communication in managing clients will be addressed. A Course Type(s): none
Monmouth University A67 Appendix A: Course Descriptions
NU 587P Cr. 2.0 Corequisite: Nursing 588P. Practicum: School Nurse I Course Type(s): none Introduction to the clinical experience for the school nurse. The student has his/her clinical experience in the NU 598 Cr. 3.0 school nurse’s office where he/she takes an active part in Special Topics in Nursing school health services, physical assessments, organiza- Allows students to study a specific aspect of nursing. The tion and administration of the school health program as subject matter varies from semester to semester and outlined in NJAC 6A:9 Professional Licensure and depends on the professor who teaches the course. Standards of the NJ Board of Education Standards. Course Type(s): none Prerequisite: Nursing 585. Corequisite: Nursing 587S. NU 599 Cr. 1.0 - 4.0 Course Type(s): none Independent Study in Nursing Independent study (theory and/or practica) in a special- NU 587S Cr. 2.0 ized area of interest to the student. Weekly consultations Seminar: School Nurse I with supervising faculty member. Discusses the school nurse’s role as a health care Course Type(s): none provider, health counselor, administrator and member of the interdisciplinary school team. Students who are NU 621 Cr. 3.0 employed as a school nurse should take this two- credit Advanced Practice Nursing I: Adult Gerontology seminar to fulfill the New Jersey Board of Education’s Detailed case study analysis of common health problems requirement of a minimum six semester-hour credits in of adult and geriatric clients including pathophysiology, school nursing, including school health services, physical epidemiology, strengths and weaknesses of assessment assessments, organization, and administration of the of data collection, diagnostic process, planning, interven- school health program. Students must earn a minimum of tion, and evaluation. Interview and perform physical a B in the course. Students who receive less than a B will examination techniques for collecting subjective and be required to repeat the course. Students will be allowed objective data in primary, acute, and long-term care set- to repeat the course no more than once. A second grade tings; deriving differential diagnoses; planning care for below a B will make students ineligible to continue in pro- acute and chronic illness in culturally diverse populations grams requiring this course. utilizing community resources; using communication for Prerequisite: Nursing 585. health teaching and counseling and to motivate clients for Corequisite: Nursing 587P. positive health-maintenance will be explored. Expansion Course Type(s): none of traditional nursing role to the advanced practice nurse (APN) role through the incorporation of evidence-based NU 588P Cr. 2.0 practice, personal knowledge, and ethics will be dis- Practicum: School Nurse II cussed. The course is process driven and will require A continuation of the clinical experience for the school extensive reading in the student’s specialty area. nurse. The student functions in the role of the school Students must earn a minimum of a B in the course. nurse as a health educator. Students who receive less than a B will be required to Prerequisites: Nursing 586, 587S, and Health 584. repeat the course. Students will be allowed to repeat the Corequisite: Nursing 588S. course no more than once. A second grade below a B will Course Type(s): none make students ineligible to continue in programs requiring this course. NU 588S Cr. 2.0 Prerequisites: Nursing 521, 524, 535, 541, and 542. Seminar: School Nurse II Corequisites: Nursing 622P and 622S. Discusses the school nurse’s role as a health educator. Course Type(s): none Students must earn a minimum of a B in the course. Students who receive less than a B will be required to repeat NU 622P Cr. 3.0 the course. Students will be allowed to repeat the course no Advanced Practice Nursing Practicum I: more than once. A second grade below a B will make stu- Adult-Gerontology dents ineligible to continue in programs requiring this course. Delivery of primary health care to adults and geriatric Prerequisites: Nursing 586, 587S, and Health 584. clients with common health problems including collection
A68 Monmouth University Appendix A: Course Descriptions
of subjective and objective data using the techniques of grams requiring this course. interview and physical examination; deriving differential Prerequisite: Nursing 621. diagnoses; planning care for acute and chronic illness Corequisites: Nursing 624P and 624S. using community resources; use of communication for Course Type(s): none health teaching, counseling, and motivating clients for positive health maintenance. Establishment of interdisci- NU 624P Cr. 3.0 plinary practice with other health care providers. Advanced Practice Nursing Practicum: Corequisites: Nursing 621 and 622S. Adult-Gerontology Course Type(s): none Delivery of primary health care to adult/gerontological and adolescent clients with common health problems includ- NU 622S Cr. 1.0 ing collection of subjective and objective data using the Advanced Practice Nursing Seminar I: techniques of interview and physical examination; deriv- Adult-Gerontology ing diagnoses; planning care for acute and chronic illness Delivery of primary health care to adults and geriatric using community resources; communication for health clients with common health problems including collection teaching, counseling, and motivating clients for positive of subjective and objective data using the techniques of health maintenance. Establishment of interdisciplinary interview and physical examination; deriving differential practice with other health care providers. diagnoses; planning care for acute and chronic illness Prerequisites: Nursing 621, 622S, and 622P. using community resources; use of communication for Corequisites: Nursing 623 and 624S. health teaching, counseling, and motivating clients for pos- Course Type(s): none itive health maintenance. Establishment of interdisciplinary practice with other health care providers. Students must NU 624S Cr. 1.0 earn a minimum of a B in the course. Students who Advanced Practice Nursing Seminar II: receive less than a B will be required to repeat the course. Adult-Gerontology Students will be allowed to repeat the course no more Delivery of primary health care to adult/gerontological and than once. A second grade below a B will make students adolescent clients with common health problems includ- ineligible to continue in programs requiring this course. ing collection of subjective and objective data using the Corequisites: Nursing 621 and 622P. techniques of interview and physical examination; deriv- Course Type(s): none ing diagnoses; planning care for acute and chronic illness using community resources; use of communication for NU 623 Cr. 3.0 age-appropriate health teaching, counseling, and motivat- Advanced Practice Nursing II: Adult-Gerontology ing clients for positive health maintenance. Establishment A continuation of Nursing 621. Detailed case study analy- of collaborative role with other health care providers. sis of health problems including pathophysiology, epi- Students must earn a minimum of a B in the course. demiology, strengths and weaknesses of assessment Students who receive less than a B will be required to data collection, diagnostic process, planning, intervention, repeat the course. Students will be allowed to repeat the and evaluation. Interview and physical examination tech- course no more than once. A second grade below a B will niques for collecting subjective and objective data in pri- make students ineligible to continue in programs requiring mary, acute and chronic illness in culturally diverse popu- this course. lations utilizing community resources; using communica- Prerequisites: Nursing 621, 622S, and 622P. tion for health teaching and counseling and to motivate Corequisites: Nursing 623 and 624P. clients for positive health maintenance. Expansion of the Course Type(s): none traditional nursing role to the advanced practice nurse (APN) role through the incorporation of evidence-based NU 631 Cr. 3.0 practice, personal knowledge, and ethics. A process-driv- Advanced Practice Nursing I: Family en course which will require extensive reading in the stu- Detailed case study analysis of health problems, including dent’s specialty area. Students must earn a minimum of a pathophysiology, strengths and weaknesses of assess- B in the course. Students who receive less than a B will ment of data collection, diagnostic process, planning, be required to repeat the course. Students will be allowed intervention, and evaluation. Interview and physical exam- to repeat the course no more than once. A second grade ination techniques for collecting subjective and objective below a B will make students ineligible to continue in pro- data in the primary care setting; deriving nursing diag-
Monmouth University A69 Appendix A: Course Descriptions
noses; planning care for acute and chronic illness in cul- allowed to repeat the course no more than once. A sec- turally diverse populations utilizing community resources; ond grade below a B will make students ineligible to con- use of communication for health teaching and counseling tinue in programs requiring this course. and to motivate clients for positive health maintenance Corequisites: Nursing 631 and 632P. with be explored. Expansion of traditional nursing role to Course Type(s): none the advanced practice nurse (APN) role through the incor- poration of evidence-based practice, personal knowledge, NU 633 Cr. 3.0 and ethics will be discussed. A process-driven course Advanced Practice Nursing II: Family which will require extensive reading in the student’s spe- Detailed case study analysis of health problems, including cialty area. Students must earn a minimum of a B in the pathophysiology, epidemiology, strengths and weakness- course. Students who receive less than a B will be es of assessment of data collection, diagnostic process, required to repeat the course. Students will be allowed to planning, intervention, and evaluation. Interview and repeat the course no more than once. A second grade physical examination techniques for collecting subjective below a B will make students ineligible to continue in pro- and objective data in primary, acute, and long-term care grams requiring this course. settings; deriving nursing diagnoses; planning care for Prerequisite: Nursing 521, 524, 535, 541, and 542. acute and chronic illness in culturally diverse populations Corequisites: Nursing 632P and 632S. utilizing community resources; using communication for Course Type(s): none health teaching and counseling and to motivate clients for positive health maintenance. Expansion of traditional NU 632P Cr. 3.0 nursing role to the advanced practice nurse (APN) role Advanced Practice Nursing Practicum I: Family through the incorporation of evidence-based practice, per- Delivery of primary health care to adults with common sonal knowledge, and ethics. A process-driven course health problems, including collection of subjective and which will require extensive reading in the student’s spe- objective data using the techniques of interview and phys- cialty area. Students must earn a minimum of a B in the ical examination; deriving nursing diagnoses; planning course. Students who receive less than a B will be care for acute and chronic illness using community required to repeat the course. Students will be allowed to resources; use of communication for health teaching, repeat the course no more than once. A second grade counseling, and motivating clients for positive health below a B will make students ineligible to continue in pro- maintenance. Establishment of collaborative role with grams requiring this course. other health care providers. Students must earn a mini- Prerequisite: Nursing 631. mum of a B in the course. Students who receive less than Corequisites: Nursing 634P and 634S. a B will be required to repeat the course. Students will be Course Type(s): none allowed to repeat the course no more than once. A sec- ond grade below a B will make students ineligible to con- NU 634P Cr. 3.0 tinue in programs requiring this course. Advanced Practice Nursing Practicum II: Family Corequisites: Nursing 631 and 632S. A continuation of NU 632. Delivery of health care to the Course Type(s): none child, pregnant couple, and adults with complex health problems, including collection of subjective and objective NU 632S Cr. 1.0 data using the techniques of interview and physical exam- Advanced Practice Nursing Seminar I: Family ination; deriving nursing diagnoses; planning care for Discuss the delivery of primary health care to adults with acute and chronic illness using community resources; use common health problems, including collection of subjec- of communication for health teaching, counseling, and tive and objective data using the techniques of interview motivating clients for positive health maintenance. and physical examination; deriving nursing diagnosis; Establishment of collaborative role with other health care planning care for acute and chronic illness using commu- providers. Students must earn a minimum of a B in the nity resources; use of communication for health teaching, course. Students who receive less than a B will be counseling, and motivating clients for positive health required to repeat the course. Students will be allowed to maintenance. Establishment of collaborative role with repeat the course no more than once. A second grade other health care providers. Students must earn a mini- below a B will make students ineligible to continue in pro- mum of a B in the course. Students who receive less than grams requiring this course. a B will be required to repeat the course. Students will be Prerequisites: Nursing 631, 632S, and 632P.
A70 Monmouth University Appendix A: Course Descriptions
Corequisites: Nursing 633 and 634S. NU 635P Cr. 1.0 Course Type(s): none Advanced Practice Nursing Pediatrics Practicum Deliver primary care to pediatric clients with common NU 634S Cr. 1.0 health problems including collection of subjective and Advanced Practice Nursing Seminar II: Family objective data using the techniques of interview and phys- This course is a continuation of NU 632. Discussion of ical examination; diagnose and plan care for acute and delivery of health care to the child, pregnant couple, and chronic illness in culturally diverse pediatric populations adults with complex health problems that include collection utilizing community resources; use communication skills of subjective and objective data using the techniques of for health teaching and counseling and to motivate pedi- interview and physical examination; deriving nursing diag- atric clients and their families for positive health mainte- noses; planning care for acute and chronic illness using nance. Expand the traditional nursing role to the community resources; use of communication for health advanced practice nurse (APN) role through the incorpo- teaching, counseling, and motivating clients for positive ration of evidence-based practice, personal knowledge, health maintenance. Establishment of collaborative role and ethics. Establish collaborative relationships with other with other health care providers. Students must earn a health care providers for comprehensive care. minimum of a B in the course. Students who receive less Corequisite: Nursing 635. than a B will be required to repeat the course. Students Course Type(s): none will be allowed to repeat the course no more than once. A second grade below a B will make students ineligible to NU 661 Cr. 3.0 continue in programs requiring this course. Nursing Administration I Prerequisites: Nursing 631, 632S, and 632P. Students are socialized into the middle-level management Corequisites: Nursing 633 and 634P. and administration roles by examination of the administra- Course Type(s): none tive process in a variety of health care organizations. Students are expected to assess, plan, develop, evaluate, NU 635 Cr. 2.0 and refine their effectiveness as managers and leaders of Advanced Practice Nursing Pediatrics nursing and patient-care services. By synthesizing infor- Detailed case study analysis of health problems including mation from previous coursework, management theories, pathophysiology, epidemiology, strengths and weakness- and relevant research, students will be able to apply es of assessment of data collection, diagnostic process, themselves to the management/administration roles. planning, intervention, and evaluation. Interview and Students must earn a minimum of a B in the course. physical examination techniques for collecting subjective Students who receive less than a B will be required to and objective data in pediatric care; both acute and repeat the course. Students will be allowed to repeat the chronic illness in culturally diverse pediatric populations course no more than once. A second grade below a B will utilizing community resources; using communication for make students ineligible to continue in programs requiring health teaching and counseling and to motivate clients for this course. positive health maintenance. Expansion of traditional Corequisites: Nursing 662P and 662S. nursing role to the advanced practice nurse (APN) role Course Type(s): none through the incorporation of evidence-based practice, per- sonal knowledge, and ethics. The course is process driv- NU 662P Cr. 2.0 en and will require extensive reading in the student’s spe- Nursing Administration I Practicum cialty area. Students must earn a minimum of a B in the Students observe and participate in the middle- level course. Students who receive less than a B will be management/administrative process in a variety of health required to repeat the course. Students will be allowed to care organizations. For the required practicum, the stu- repeat the course no more than once. A second grade dent selects a nursing service compatible with the stu- below a B will make students ineligible to continue in pro- dent’s individual goals. Socialization into the middle man- grams requiring this course. agement and administrative roles permits students to Corequisite: Nursing 635P. assess, plan, implement, and refine their skills as begin- Course Type(s): none ning practitioners as managers and leaders of nursing and patient-care services. Corequisites: Nursing 661 and 662S. Course Type(s): none
Monmouth University A71 Appendix A: Course Descriptions
NU 662S Cr. 1.0 NU 664S Cr. 1.0 Nursing Administration I Seminar Nursing Administration II Seminar Students analyze the middle level-management/adminis- Students analyze the human resource role and the nurs- trative process in a variety of health care organizations. ing case management role and their relationship to nurs- Socialization into the middle management and administra- ing administration. Students build on the information tive roles permits students to assess, plan, implement, and obtained in Nursing Administration Seminar I. Students refine their skills as beginning practitioners as managers assess, plan, and implement their effectiveness as admin- and leaders of nursing and patient-care services. Students istrative-level nursing personnel and delve into the knowl- must earn a minimum of a B in the course. Students who edge required to comprehend the role of case manage- receive less than a B will be required to repeat the course. ment and human resources and their relation to nursing Students will be allowed to repeat the course no more administration. Students must earn a minimum of a B in than once. A second grade below a B will make students the course. Students who receive less than a B will be ineligible to continue in programs requiring this course. required to repeat the course. Students will be allowed to Corequisites: Nursing 661 and 662P. repeat the course no more than once. A second grade Course Type(s): none below a B will make students ineligible to continue in pro- grams requiring this course. NU 663 Cr. 3.0 Prerequisites: Nursing 661, 662S, and 622P. Nursing Administration II Corequisites: Nursing 663 and 664P. Students are prepared to practice in the role of middle- Course Type(s): none level administration and nursing case manager. Students will build on the information obtained in Nursing NU 669 Cr. 3.0 Administration I. In addition, nurses will learn the role of Psychiatric Mental Health Nursing I: Practice with the nursing case manager. Students learn how to provide Children and Adolescents quality health care along a continuum, decrease fragmen- Examines psychological theories, assessment techniques tation of care across multiple settings, enhance the and psychopharmacologic interventions for working client’s quality of life, and address issues concerning cost directly with children, adolescents, and their caretakers. containment. Communication and collaboration tech- Emphasizes evidence-based interventions that address niques are utilized to assess, plan, implement, coordinate, diverse groups of children or adolescents within their monitor, and evaluate the options and services available social contexts(e.g., peer group, school, family, neighbor- to meet individual health needs. Students must earn a hood). Special attention will be given to issues of diversity minimum of a B in the course. Students who receive less as it relates to building therapeutic relationships and inter- than a B will be required to repeat the course. Students vening with children, adolescents and their families. will be allowed to repeat the course no more than once. A Treatment planning and specific methodologies for work- second grade below a B will make students ineligible to ing therapeutically with children and adolescents will be continue in programs requiring this course. evaluated. Students will be placed in clinical sites concur- Prerequisites: Nursing 661, 662S, and 662P. rently with this course (NU 670). Students must earn a Corequisites: Nursing 664P and 664S. minimum of a B in the course. Students who receive less Course Type(s): none than a B will be required to repeat the course. Students will be allowed to repeat the course no more than once. A NU 664P Cr. 2.0 second grade below a B will make students ineligible to Nursing Administration II Practicum continue in programs requiring this course. Students observe and participate in the human resources Prerequisites: Nursing 521, 524, 535, 543, and 544. and the nursing case management roles. Students build Corequisites: Nursing 670P and 670S. on the information obtained in Nursing Administration I. Course Type(s): none Students investigate the integration of the nursing admin- istrator role and human resource elements and observe NU 670P Cr. 2.0 the relationship through direct observation of the HR staff Psychiatric Mental Health Nurse Practitioner and the Executive Team. Nursing I: Practice with Children and Adolescents Prerequisites: Nursing 661, 662S, and 662P. Practicum Corequisites: Nursing 663 and 664S. Delivery of mental health care to children and adoles- Course Type(s): none cents with mental health problems including collection of
A72 Monmouth University Appendix A: Course Descriptions
subjective and objective data using the techniques of repeat the course no more than once. A second grade interview; deriving psychiatric diagnoses; deriving nursing below a B will make students ineligible to continue in pro- diagnoses; planning care for acute and chronic mental grams requiring this course. health issues using community resources; use of inter- Prerequisites: Nursing 521, 535, 543, and 544. ventions including short-term problem-focused psy- Corequisites: Nursing 672P and 672S. chotherapy, group therapy and psychopharmacologic Course Type(s): none modalities. Establishment of collaborative role with other health care providers. NU 672P Cr. 3.0 Prerequisites: Nursing 521, 524, 533, 543, and 544. Advanced Practice Psychiatric/Mental Health Corequisites: Nursing 669 and Nursing 670S. Practicum I Course Type(s): none Delivery of mental health care to adults with mental health problems, including collection of subjective and objective NU 670S Cr. 1.0 data using the techniques of interview; deriving psychi- Psychiatric Mental Health Nursing I: Practice with atric diagnoses; deriving nursing diagnoses; planning Children and Adolescents Seminar care for acute and chronic mental health issues using Delivery of mental health care to children and adoles- community resources; use of interventions including cents with mental health problems including collection of short-term problem-focused psychotherapy, group therapy subjective and objective data using the techniques of and psychopharmacologic modalities. Establishment of interview; deriving psychiatric diagnoses; deriving nursing collaborative role with other health care providers. diagnoses; planning care for acute and chronic mental Corequisites: Nursing 671 and 672S. health issues using community resources; use of inter- Course Type(s): none ventions including short-term problem-focused psy- chotherapy, group therapy and psychopharmacologic NU 672S Cr. 1.0 modalities. Establishment of collaborative role with other Advanced Practice Psychiatric/Mental Health health care providers. Students must earn a minimum of Nursing Seminar I a B in the course. Students who receive less than a B will Delivery of mental health care to adults with mental health be required to repeat the course. Students will be allowed problems, including collection of subjective and objective to repeat the course no more than once. A second grade data using the techniques of interview; deriving psychi- below a B will make students ineligible to continue in pro- atric diagnoses; deriving nursing diagnoses; planning grams requiring this course. care for acute and chronic mental health issues using Prerequisites: Nursing 521, 524, 535, 543, and 544. community resources; use of interventions including Corequisites: Nursing 669 and NU 670P. short-term problem-focused psychotherapy, group thera- Course Type(s): none py, and psychopharmacologic modalities. Establishment of collaborative role with other health care providers. NU 671 Cr. 3.0 Students must earn a minimum of a B in the course. Advanced Practice Psychiatric/ Mental Health Students who receive less than a B will be required to Nursing I repeat the course. Students will be allowed to repeat the Focuses on advanced knowledge of psychiatric/mental course no more than once. A second grade below a B will health nursing. Assessment, treatment planning, and ther- make students ineligible to continue in programs requiring apeutic interventions with individuals, families, and groups this course. will be introduced. Offers various treatment models Corequisites: Nursing 671 and 672P. including the classic schools and current developments in Course Type(s): none individuals, families and groups. Each therapeutic modali- ty will be presented using key concepts, an explanation of NU 673 Cr. 3.0 the therapeutic process, and application of techniques. In Advance Practice Psychiatric/Mental Health view of the reliance on direct-practice experiences with Nursing 2 individuals, families, and groups, students will be placed Builds upon the foundation course NU 671. As clinicians in clinical sites concurrently with the courses Nursing there is an ever-pressing need to interpret theory and 672P and 672S. Students must earn a minimum of a B in engage in practice inclusively. Examines how clients’ lives the course. Students who receive less than a B will be are affected by larger societal structures. This course will required to repeat the course. Students will be allowed to examine modalities and ways to intervene with clients
Monmouth University A73 Appendix A: Course Descriptions
with a true sensitivity and understanding of issues of race, grams requiring this course. culture, gender, religion, and sexual orientation. Each Prerequisites: Nursing 671, 672S, and 672P. therapeutic modality will be presented using key con- Corequisites: Nursing 673 and 674P. cepts, an explanation of the therapeutic process, and Course Type(s): none application of techniques. In view of the reliance on direct-practice experiences with individuals, families, and NU SANE Cr. 0.0 groups, students will be placed in clinical sites concur- Sexual Assault Nurse Examiner rently with this course (NU 674). Students must earn a Provides basic theoretical and forensic principles to treat minimum of a B in the course. Students who receive less victims of sexual crimes by introducing standards of prac- than a B will be required to repeat the course. Students tice for the sexual assault nurse examiner (SANE) as out- will be allowed to repeat the course no more than once. A lined for SANE certification. Standards and principles of second grade below a B will make students ineligible to nursing practice will be applied to the practice of various continue in programs requiring this course. areas of expertise held by SANE nurses. Forensic evalua- Prerequisites: Nursing 671, 672P and 672S. tion may include victims of all ages and ethnic and socioe- Corequisites: Nursing 674P and 674S. conomic backgrounds within a framework of community Course Type(s): none and agency policies, procedures and protocols. Using the nursing process in the investigation of sexual assault and NU 674P Cr. 3.0 in the promotion and restoration of psychological, biologi- Advanced Practice Psychiatric Mental Health cal, and social health of survivors of sexual assault or Nursing Practicum II abuse will be introduced. History and physical examina- A continuation of NU 672P. Delivery of mental health care tion, crisis intervention, identifying and collecting evidence, to adults with mental health problems, including collection treating, and counseling victims will be discussed. of subjective and objective data using the techniques of Course Type(s): none interview; deriving psychiatric diagnoses; deriving nursing diagnoses; planning care for acute and chronic mental NU 701 Cr. 3.0 health issues using community resources; use of inter- Translating Evidence to Clinical Practice ventions including short-term, problem-focused psy- Components central to the concept of evidence-based chotherapy, group therapy, and psychopharmacologic practice are introduced and emphasis is placed on evalu- modalities. Establishment of collaborative role with other ating systematically, research, and evidence from multiple health care providers. sources. Critical appraisal of evidence utilizing clinical Prerequisites: Nursing 671, 672P, and 672S. informatics, databases, multidisciplinary best practices, Corequisites: Nursing 673 and 674S. and systematic reviews of randomized clinical trials will Course Type(s): none be included in an approach to a clinical question or prob- lem for a practice change. Strategies for creating a cul- NU 674S Cr. 1.0 ture of evidence-based practice for individuals and clinical Advanced Practice Psychiatric Mental Health systems will be explored. Tools for diffusing the change or Nursing Lab and Seminar II innovation are included. The concept of translational sci- A continuation of NU 672S. Delivery of mental health care ence will prepare students to begin formulation of a cap- to adults with mental health problems, including collection stone project. Students must earn a grade of B or higher of subjective and objective data using the techniques of in this course or it will have to be repeated. interview; deriving psychiatric diagnoses; deriving nursing Course Type(s): none diagnoses; planning care for acute and chronic mental health issues using community resources, use of inter- NU 702 Cr. 3.0 ventions including short-term, problem-focused psy- Health Promotion in Diverse Populations chotherapy, group therapy and psychopharmacologic Examines the influence of culture on nursing care deliv- modalities. Establishment of collaborative role with other ery. Explores the DNP’s role in providing culturally appro- health care providers. Students must earn a minimum of priate care for increasingly diverse populations. The focus a B in the course. Students who receive less than a B will of the course is on global health issues, factors affecting be required to repeat the course. Students will be allowed health, disparities in health care, and infrastructure of to repeat the course no more than once. A second grade populations. Student’s will utilize evidence-based below a B will make students ineligible to continue in pro- research to analyze various social, cultural, and economic
A74 Monmouth University Appendix A: Course Descriptions
factors that impact health, illness, and the improvement of health outcomes and ensured patient perceptions/behaviors of diverse ethnic and minority safety. Students are provided the tools to develop expert- groups as they relate to health promotion. Content ise in assessing the vision, mission, and organizational includes an examination of social, psychological, and cul- strategic plans. Emphasis is placed on executive decision tural theories, a review of current research about health making, leading change efforts, and instituting innovative and illness beliefs/behaviors, and the development of methodologies for system improvement. Organizational health-promotion strategies to improve care provided to behaviors directed towards quality improvement, negotia- individuals, aggregates, and populations. Students must tion, conflict resolution, performance evaluation, and ethi- earn a grade of B or higher in this course or it will have to cal conduct in a business environment. Enhances the stu- be repeated. dent’s ability to use power and influence to achieve goals, Course Type(s): none build teams and alliances, establish strong communica- tion channels, and empower others. Students must earn a NU 703 Cr. 3.0 grade of B or higher in this course or it will have to be Epidemiology and Genetics/Genomics repeated. Explores key features of epidemiological and genetic con- Course Type(s): none cepts and theories in relation to populations. Epidemiological principles will be examined in relation to NU 716 Cr. 3.0 public health issues to plan and evaluate strategies to Health Care Policy for Advocacy in Health Care prevent illness and study diseases. Provides investigation Examines healthcare economics, political and public into regional and national databases regarding health dis- health issues, and their relation to development and parities, disease entities, and genetic problems. Enables implementation of health policies at regional, national and the student to identify risk factors for genetic disease and international levels. Health policy influences multiple care- determine optimal treatment approaches to clinical prac- delivery issues, including health disparities, underserved tice utilizing evidence-based practice. The student will populations, cultural sensitivity, ethics, law, health care explore the influence of genetics and genomics on human financing, and issues of equity and social justice in the diseases as they relate to the ethical, legal, and financial delivery of health care. The DNP role will be discussed in responsibilities of the advanced practice nurse. Students the creation of such policies. Students must earn a grade must earn a grade of B or higher in this course, or it will of B or higher in this course or it will have to be repeated. have to be repeated. Course Type(s): none Course Type(s): none NU 717 Cr. 3.0 NU 704 Cr. 3.0 Emerging Health Care Risks Issues in Aging Provides an exploration of the risks health care personnel Explores concepts and principles of aging using a sys- deal with: environmental catastrophes, (chemical, biologi- tems approach to examine chronic disease, variations in cal, radiation), nuclear attacks, disease outbreaks, and presentation of the aged in disease, and evidence-based global conflicts. Focus is on identification/detection, practice implications for health promotion, education, impact on health and healthcare resources and principles health care interventions, and ethical, legal, and practice of remediation. The course analyzes local, regional, responsibilities of the nurse in advanced practice. national, and international response preparedness and Healthcare delivery systems and barriers to health care effectiveness, and the role of public health workers in the access among older adults will be examined. Leadership prevention and management of these threats. Students roles in creating change and implementing models of care must earn a grade of B or higher in this course or it will for aging populations are incorporated. Students must have to be repeated. earn a grade of B or higher in this course or it will have to Course Type(s): none be repeated. Course Type(s): none NU 718 Cr. 3.0 Health Care Economics and Financial Management NU 715 Cr. 3.0 Provides an in-depth exploration of economics and Organizational Leadership in Health Care finance, budget, reimbursement mechanisms and innova- Examines organizational systems and processes that tive business models for health care organizations and emphasize the demand for clinical practice leadership, practice settings. Students will have an opportunity to
Monmouth University A75 Appendix A: Course Descriptions
develop and review business plans and to evaluate cost- practice. DNP Essentials state that graduates should benefit analyses as they relate to the DNP role. The prac- have 1000 hours of combined clinical and experience tical application of management of financial resources, through the MSN and DNP studies. It is expected that all tools for decision making and communication strategies students in the DNP program complete 500 hours in addi- will be integrated. Students must earn a grade of B or tion to the 500 hours completed in their master’s level higher in this course or it will have to be repeated. program. Nurse Practitioners and Nurse Administrator Course Type(s): none students may continue to work in their work site, with the stipulation that the student, in collaboration with the NU 730 Cr. 2.0 school, will work with their employer and preceptor to Capstone Seminar I design a special experience, assume new responsibilities, The DNP Capstone culminates in a practice-immersion and complete a special project. It is expected that stu- experience that affords the student the opportunity to inte- dents will complete 250 hours in the fall semester and grate and synthesize information from a variety of areas 250 hours in the spring semester, for a total of 500 hours. and previous course work to exhibit mastery of an Weekly journals document the student’s progress. advanced specialty within nursing practice. Students will Students will keep a log of clinical hours. Students must demonstrate synthesis of their DNP education and earn a grade of B or higher in this course or it will have to advanced nursing practice specialty to evoke practice be repeated. improvement and change in a practice setting and/or an Prerequisites: Nursing 701, 702, 703, 704, 715, 716, 717, organizational system. Students will share their journey and 718, all passed with a grade of B or higher. toward developing their capstone project through class Corequisite: Nursing 730. discussion using a variety of communication modalities. In Course Type(s): none consultation with the DNP faculty advisor and clinical site preceptor, students will select an area of specialty prac- NU 732 Cr. 2.0 tice and propose a change project. The end result will be Capstone Seminar II a project based on the principles of evidence-based prac- The DNP Capstone II seminar builds on the content and tice. This will provide a foundation for continued scholar- processes developed in the Capstone I seminar for imple- ship while making significant contributions in the student’s mentation of the DNP project. Students will share their area of interest in practice or administration. Students journey of implementation and evaluation of their DNP must earn a grade of B or higher in this course or it will project through class discussion using a variety of com- have to be repeated. munication modalities. Weekly seminars are an integral Prerequisites: Nursing 701, 702, 703, 704, 715, 716, 717, part in the success of the project. In consultation with the and 718, all passed with a grade of B or higher. DNP faculty advisor and clinical site preceptor, students Corequisite: Nursing 731. will implement and evaluate their change project. This Course Type(s): none course is a continuation of Capstone Course I. Students will continue to integrate and apply information from a NU 731 Cr. 4.0 variety of areas to demonstrate expertise in an advanced Practicum I specialty within nursing practice. Students will continue to This course engages students in advanced nursing prac- demonstrate synthesis of the DNP education and tice in the clinical and administrative arenas to develop advanced nursing practice specialty to evoke practice their nursing specialty expertise at the highest level of improvement and change in their practice settings. complexity. Students will use scholarly evidence to devel- Students will gain an in-depth and integrative experience op and plan a DNP project for improvement or change in resulting in a practice-related written project outcome at their practice or administrative area. The final DNP project their clinical site which is subjected to peer and profes- will serve to advance nursing practice, improve patient or sional scrutiny. Students will disseminate the outcomes of population outcomes and enhance organizational system their project through peer-reviewed professional publica- change. The DNP practicum documents outcomes of the tion and presentations. Students must earn a grade of B student’s educational experiences and guides the direc- or higher in this course or it will have to be repeated. tion of the capstone project. It provides a measureable Prerequisites: Nursing 730 and 731, both passed with a medium for evaluating the immersion experience, and grade of B or higher. summarizes the student’s growth in knowledge and Corequisite: Nursing 733. expertise. It will serve as a foundation for future scholarly Course Type(s): none
A76 Monmouth University Appendix A: Course Descriptions
NU 733 Cr. 4.0 findings. Use of techniques in a university laboratory to Practicum II collect subjective and objective assessment data from a A continuation of Practicum I. Students continue to develop developmental, hereditary, environmental, and nutritional their advanced nurse practitioner and nursing administra- perspective. Relationship of health assessment to the role tive skills at the highest level of complexity while they and responsibilities of the professional nurse in applica- implement their project for improvement or change in a tion of the nursing process. Application of these skills is practice setting. Students will complete their project and expected in Nursing 415. evaluate outcomes. The DNP Practicum will continue to Course Type(s): none document outcomes of the student’s educational experi- ences, provide a measureable medium for evaluating the RN 500C Cr. 3.0 immersion experience, and summarize the student’s Human Sexuality growth in knowledge and expertise. Students will continue An introductory course designed to provide the student to apply and analyze evidence to improve practice with with a factual background as well as an in-depth under- patient and population health outcomes or system quality standing of his or her own and others’ sexuality and how improvement. Weekly journals show the progression of the it affects health. Focuses on developing an understanding student’s progress. Students need to keep a log of all their of the essential components of human sexuality and their hours. DNP Essentials state that graduates should have interrelationship with human development. Social, cultur- 1,000 hours of combined clinical and experience through al, and developmental determinants will be examined for the MSN and DNP studies. It is expected that all students their influence upon human sexuality. Examines the rela- in the DNP program complete 500 hours in addition to the tionship between human sexuality and professional nurs- 500 hours completed in their master’s level program. Nurse ing practice. Content will include: the use of a sexual his- Practitioners and Nurse Administrator students may contin- tory in the nursing assessment, sexually transmitted dis- ue to work in their own work site, with the stipulation that ease, effects of pregnancy and aging on sexuality, effects the student, in collaboration with the school, will work with of medical, surgical, and chronic health problems on an their employer and preceptor to design a special experi- individual’s sexual functioning and identity. The role of the ence, assume new responsibilities, or complete a special nurse as an educator/counselor is discussed. project. It is expected that students will complete 250 hours Course Type(s): none in the fall semester and 250 hours in the spring semester, for a total of 500 hours. Students must earn a grade of B or RN 500D Cr. 3.0 higher in this course or it will have to be repeated. Transcultural Health Prerequisites: Nursing 730 and 731, both passed with a Focus on African, Asian, Caribbean, South and Latin- grade of B or higher. American, Middle-East, and Indian beliefs, values and Corequisite: Nursing 732. health practices, physical and psychological threats to Course Type(s): none health, and ethical issues. Differences of cultural beliefs related to health, illness, and the impact on the delivery of RN 500A Cr. 3.0 healthcare will be examined. Issues and Trends in Professional Nursing Course Type(s): none Utilizing the Monmouth University philosophy of nursing, the course explores the role of the nurse as a profession- RN 500E Cr. 3.0 al practitioner and as a member of the health care team. Wisdom, Wellness, and Aging Content includes: trends and issues affecting health care Provides an understanding of the cross-cultural variations of consumers, nursing, nursing education, and the health in the status of aging and health in older adults. care delivery system, professional accountability, legal Examples of various cultures include examining older and ethical concerns, client advocacy, as well as political adults from non-English-speaking countries such as North and social issues related to health care. and South Korea, Iran, Mexico, China, and Brazil. Course Type(s): none Examines older adults from these diverse populations as well as other nations. Topics to be covered include exami- RN 500B Cr. 3.0 nations of health implications on aging populations in Individual Health Assessment non-English-speaking countries. Compare countries, such Theory and practice of health-assessment skills, identifi- as Japan, India, and Nigeria, to explore how their specific cation of deviations from normal, and documentation of culture influences caregiving, social support networks,
Monmouth University A77 Appendix A: Course Descriptions
and community. Specific, cultural views of love, intimacy, care, healthcare financing, quality-of-care issues, and and sexuality in older adults will be examined. social issues such as gender and culture and their impact Course Type(s): none on health and healthcare. The dynamics of the policy- making process at different levels (federal, state, and RN 500F Cr. 3.0 local) will be explored, along with policy analysis and how Community Health Nursing I: Nursing of the Young policy influences health care decisions. The complexities Family and challenges of health care reform will be identified. Course Type(s): none The family as the basic unit of care in the community: a developmental approach to the nursing care of expanding families from conception through adolescence; the con- RN 500K Cr. 3.0 cept of health, environmental, and genetic influences; Interpersonal Violence impact of political and economic policies, educational Examines the various types and patterns of violence principles, ethics, health promotion, illness prevention, related to cultural values, beliefs, biases, and societal and common deviations from health. issues, as well as the historical perspectives of violence. Course Type(s): none Course content includes family, community, youth, and workplace violence, child, domestic, elder, and sexual RN 500G Cr. 3.0 abuse. Theories concerning gender violence, gangs, bias Community Health Nursing II: Nursing of and hate crimes, and terrorism are challenged. Public health and health care issues related to violence, and pri- Communities mary-, secondary-, and tertiary- level interventions for vic- Care of groups and communities: a developmental tims and offenders of violence are discussed. Individual approach focusing on young adulthood through senes- responsibilities associated with identification and reporting cence; community health and public health theories, epi- violence are identified. Measures to identify and prevent demiology, health promotion, illness prevention, research, violence are analyzed. Additionally, methods of treatment ethics, palliative care, vulnerable populations, and com- for victims and perpetrators of violence are evaluated. mon deviations from health. Course Type(s): none Course Type(s): none PHILOSOPHY RN 500H Cr. 3.0 Community Health Nursing Laboratory PL 518 Cr. 3.0 The twelve-hour clinical laboratory for Community Health Nursing. The nursing process is applied in a variety of Religious Foundations of Contemporary Values community settings to clients from the formation of the Systematic study of major contemporary value themes family through senescence. Application of principles of and their derivation from religious, mythic, and quasi- health education, health promotion, and illness prevention philosophic roots. in a culturally sensitive manner. Course Type(s): none Course Type(s): none PL 529 Cr. 3.0 RN 500I Cr. 3.0 Personal Identity, Ethics, and Social Order Nursing for the Future An exploration of how the social formation of personal life The acquisition of knowledge and skills necessary for per- and moral character is represented in social science, fic- sonal and professional growth designed to address the tion, and philosophy. elements of successful leadership in a manner that is Course Type(s): none practical and relevant for today’s professional nurse. Course Type(s): none PL 532 Cr. 3.0 Professional and Organizational Ethics RN 500J Cr. 3.0 Applies ethical concepts and theories to moral issues in Health Policy professional and organizational life. Special attention is Delves into the core elements that define health policy. given to professional and corporate social responsibility. Describes factors such as the healthcare delivery sys- Course Type(s): none tems (public/nonprofits vs. private/for profits), access to
A78 Monmouth University Appendix A: Course Descriptions
PHYSICIAN’S ASSISTANT (THIS PROGRAM PHA 605 Cr. 3.0 IS EFFECTIVE FALL 2014) Health Promotion Designed to prepare students to provide health care and PHA 601 Cr. 5.0 patient education using a patient-centered approach. Human Anatomy Students will receive in-depth instruction in the principles Anatomy is a central focus of basic science education. of the patient-provider relationship, disease and the ill- During this course the student is introduced to gross ness experience, health promotion and disease preven- anatomy presented by the regional approach. The student tion. Includes an overview of basic nutrition standards becomes familiar with the back, chest, upper extremity, and guidelines, fundamentals of nutrition assessment, abdomen, pelvis, lower extremity, neck, head, the central nutrition throughout the lifecycle, and nutritional manage- nervous system, and internal viscera. Instruction is prima- ment of various disease states. The student will learn how rily in lecture and lab format. However, atlases, computer to diagnose and manage nutritional problems, order programs, and other visual aids are available. Student appropriate diet prescriptions, as well as learn when to performance is evaluated in both written and practical refer to the Registered Dietitian. examinations. Effective Fall 2014. Effective Fall 2014. Course Type(s): none Course Type(s): none PHA 606 Cr. 4.0 PHA 602 Cr. 3.0 Physical Diagnosis Human Physiology Continuation on the focus of Introduction to Patient Provides a basic understanding of human physiology, Assessment on developing physical examination skills conducted in a lecture format. and the process of clinical data collection. Introduces the Effective Fall 2014. process of clinical reasoning and decision making. Course Type(s): none Attention will be provided to the recognition and appropri- ate description of common abnormal physical findings. Emphasis will be placed on the analysis and interpreta- PHA 603 Cr. 5.0 tion of clinical data that occurs during the process of for- Introduction to Patient Assessment mulating a differential diagnosis. Effective Fall 2014. Students will be introduced to basic history-taking and phys- Course Type(s): none ical-examination techniques, psychosocial development and behavior, and the effective relationship between the physi- PHA 607 Cr. 5.0 cian assistant, other health professionals, and the patient. Techniques of physical examination and use of examining Diagnostic and Clinical Procedures equipment are introduced. Students are assigned to precep- Instruction in interpretation of and indications for clinical tors for the purpose of taking complete histories and per- laboratory tests, electrocardiography, and diagnostic radi- forming complete physical examinations on patients. ography. Identification and understanding of normal and Effective Fall 2014. abnormal results, and correlation with medical cases will Course Type(s): none be emphasized. The final exam emphasizes critical think- ing with case-based analysis. Effective Fall 2014. PHA 604 Cr. 2.0 Course Type(s): none Behavioral Medicine Provides an overview of psychiatric concepts and an PHA 608 Cr. 2.0 introductory approach to the evaluation of patients with behavioral issues. Includes a discussion of various psy- Pharmacology for Physician Assistants chiatric syndromes, with a review of casual factors and Covers the most common classes of medications and clinical presentation. Provides an overview of normal their use in a variety of medical conditions. The primary human behavior development over the life span. The focus of this course is the mechanism of actions of these impact that psychological problems have on the total drug classes and a description of different types of drug- health care of the patient will be emphasized. receptor interactions. This basic pharmacology course Effective Fall 2014. allows the physician assistant student to better under- Course Type(s): none stand the clinical use of drugs covered in Clinical Therapeutics (PHA 609). Effective Fall 2014.
Monmouth University A79 Appendix A: Course Descriptions
Corequisite: Physican Assistant 609. PHA 612 Cr. 1.0 Course Type(s): none Introduction to the Physician’s Assistant Profession Introduces the student to the physician assistant profes- PHA 609 Cr. 2.0 sion and professional practice issues. Includes the history Clinical Therapeutics of the Physician Assistant profession, significance of the Designed to demonstrate the practical application of phar- PA-Physician team, professional organizations, profession- maceutical science as utilized for the formulation of drug alism, and professional development. Effective Fall 2014. therapy decisions. Effective Fall 2014. Course Type(s): none Corequisite: Physician Assistant 608. Course Type(s): none PHA 621 Cr. 5.0 Topics in Medicine and Surgery PHA 610 Cr. 3.0 Instructs students in the various disease entities in prepa- Pathophysiology ration for clinical internships. Students will develop their Focuses on the fundamentals of the pathologic changes knowledge base in the etiology, clinical presentation, dif- that occur in different organs of the body. Gross and ferential diagnoses, and therapeutic approach to disease microscopic specimens are used to provide a clear under- processes. This course is composed of a series of lec- standing of the disease processes that affect the human tures provided by primary care practitioners and special- body. Conducted as a lecture series that is supplemented ists. Topics covered include a full range of adult and pedi- by readings, lecture notes that will be emailed to the stu- atric health problems. An introduction to the fields of dent, and a review of pathologic slides and specimens Obstetrics/Gynecology, Ophthalmology, and Surgery is when appropriate. Provides an understanding of the included. Attention is focused on data collection, problem pathologic process that leads to clinical signs and symp- solving, clinical decision making, and the importance of toms of diseases. Effective Fall 2014. incorporating patient education and preventive counseling Course Type(s): none in the clinical encounter. Effective Fall 2014. PHA 611 Cr. 3.0 Corequisite: Physician Assistant 622. Neuroscience Course Type(s): none Covers the basic structure, organization, and function of the central nervous system (CNS). Lectures and laborato- PHA 622 Cr. 2.0 ries focus on understanding localization of function within Clinical Management specific structures and pathways of the brain and spinal Using literature searches, critical analysis, and newly cord, and typical syndromes associated with vascular acquired medical information students study various clini- accidents, trauma, or diseases of the various parts of the cal patient scenarios and apply basic medical knowledge CNS. Neuroscience is a foundational course addressing in an effort to evaluate and recommend appropriate treat- basic anatomy and physiology of the nervous system. ment. Students will employ all the tools acquired in previ- Neuroscience incorporates the view that individuals ous courses to analyze these scenarios to develop realis- actively use their bodies in typical and adaptive strategies tic diagnoses, problem lists, and plans incorporating the to achieve mastery in life roles. Behaviors are learned proper ancillary clinical and diagnostic methods appropri- and generated through normal functioning of the nervous ate for supporting the diagnosis. The student will also be system. With damage to the central nervous system, required to recommend therapeutic measures as deemed behavior-and therefore function-is altered. The CNS has necessary. This is the first student effort to organize all of the capacity to adapt or compensate behaviorally. the knowledge gained to date and to exercise this knowl- Prepares students in programs of occupational therapy, edge in true patient management. physical therapy and physician assistant with knowledge Effective Fall 2014. about normal function, the effects of damage, and neural Corequisite: Physician Assistant 621. plasticity in preparation for clinical intervention. Course Type(s): none Effective Fall 2014. Course Type(s): none PHA 625 Cr. 2.0 Research Methods I An exploration in the fundamental concepts of research in the health sciences. Problem finding, formulation of a
A80 Monmouth University Appendix A: Course Descriptions
research question, research methodology, design, and activities outside of formal class sessions. Class sessions data collection and interpretation will be addressed. Ethical for the course are infrequent. These will be lecture-dis- considerations in research will be discussed. Published cussion sessions in which we will meet to discuss topics research articles will be critically analyzed. At the conclu- designed to facilitate the completion of the research study sion of the course, the students will have developed the and to enhance knowledge of medical research in gener- framework of an original study, which will be further devel- al. Reading assignments should be completed prior to oped in Physician Assistant 626. Effective Fall 2014. these meetings so that class discussions can be mean- Course Type(s): none ingful. Lecture notes, assignments and announcements will be posted on the e-Campus course site. Students PHA 626 Cr. 2.0 should check both class and Web-based discussions. Biostatistics for Physician Assistants Research Effective Fall 2014. The goal of this course is to enhance each student’s Prerequisite: Physician Assistant 625. understanding and effective use of the techniques used to Course Type(s): none describe and analyze data in health sciences. The inten- tion is not to produce the sophistication in statistics, com- PHA 636 Cr. 2.0 puter programming, or psychomotor application needed to Health Care Policy develop and carry out major research projects. Rather, it The overall goal of this course is to provide the student is an introductory level course with the objective of devel- with information regarding the various topics related to oping students’ competence in the application of the basic the U.S. health care delivery system. The student will also statistical techniques used to explore, describe, and ana- be made aware of the impact that health care policy and lyze information for research or evaluation purposes. managed care has on the total health of a patient. The Effective Fall 2014. course is given during the final semester of the third pro- Course Type(s): none fessional year so the student can incorporate clinical skills with an analytical perspective on those issues that drive PHA 632 Cr. 2.0 the current health care system. Classes will be conducted Biomedical Ethics as a series of group discussions supported by the The application of human and professional values, judg- required textbook readings, e-Campus posted articles, ments, and choices to selective ethical dilemmas that and small- group-led discussions on those articles with arise in clinical practice. Traditional and contemporary analysis focused on how each affects cost, quality and approaches to resolving professional dilemmas will be access to medical care. Attention will be given to the cur- discussed as well as ethics related to the delivery of rent events surrounding the issue of health care reform. health care. Effective Fall 2014. Additionally, the course will be augmented by occasional Course Type(s): none guest lecturers. Effective Fall 2014. PHA 633 Cr. 2.0 Course Type(s): none Epidemiology for Physician Assistants PHA 651 Cr. 5.0 Provides a basic understanding of the epidemiologic method of identifying disease-causing agents. Emphasizes Clinical Clerkships I the generation of hypotheses based on descriptive epi- Clinical Clerkship year 1 is the first of two years of clinical demiologic data, the testing of hypotheses by analytical clerkships providing the physician assistant student with epidemiologic research, the determination of casualty, and the real-time patient/clinician exposures across required the value of epidemiologic research in developing disease- core and elective clinical experiences. In all experiences prevention programs. Effective Fall 2014. the student will be a member of either a health care deliv- Course Type(s): none ery team and/or paired with a licensed practitioner in each medical discipline or service. Students are at all times held to the highest standards of professionalism and per- PHA 635 Cr. 1.0 sonal integrity. Research Methods II Effective Fall 2014. Many of the tasks of this course are related to the com- Course Type(s): none pletion of the research study which was begun in Research Methods I (PHA 625). Much of the work of this single-credit course is accomplished through small group
Monmouth University A81 Appendix A: Course Descriptions
PHA 652 Cr. 12.0 implementation, and policy evaluation. Clinical Clerkships II Course Type(s): TPS Clinical Clerkship year 2 is the second clinical clerkship providing the physician assistant student with the real- PS 514 Cr. 3.0 time patient/clinician exposures across required core and Public Opinion and Polling elective clinical experiences. In all experiences the stu- Students are taught how to use social science research dent will be a member of either a health care delivery methods to critique and create polling surveys. Particular team and/or paired with a licensed practitioner in each attention is paid to the data collection and sample design, medical discipline or service. Students are at all times survey research methods, questionnaire development, held to the highest standards of professionalism and per- and data collection and analysis. Students are taught how sonal integrity. to evaluate the quality of survey research methods. Effective Fall 2014. Students will also be expected to design, implement, and Course Type(s): none analyze an original polling survey. Course Type(s): none PHA 653 Cr. 10.0 Clinical Clerkships III PS 515 Cr. 3.0 Clinical Clerkship year 3 is the third clinical clerkship pro- Public Policy Research Design viding the physician assistant student with the real-time Introduces students to the different research techniques patient/clinician exposures across required core and elec- widely practiced in the field of public policy. Students will tive clinical experiences. In all experiences the student will learn about the research process, from conceptualization be a member of either a health care delivery team and/or to operationalization and measurement. Students examine paired with a licensed practitioner in each medical disci- the importance of writing the literature review and articulat- pline or service. Students are at all times held to the high- ing the research question; explore various research est standards of professionalism and personal integrity. designs such as experiments, survey research, and other Effective Fall 2014. methods for collecting data. Other issues such as sam- Course Type(s): none pling, validity, and reliability are addressed. Class discus- sions, exercises, readings, and other materials will equip PHA 654 Cr. 12.0 students with the skills to design a piece of policy research Clinical Clerkships IV to, for example, assess policy proposals and programs. Clinical Clerkship year 4 is the fourth clinical clerkship Course Type(s): none providing the physician assistant student with the real- time patient/clinician exposures across required core and PS 516 Cr. 3.0 elective clinical experiences. In all experiences the stu- Research Methods dent will be a member of either a health care delivery Introduces students to widely used analytical and data team and/or paired with a licensed practitioner in each presentation techniques in the field of public policy. medical discipline or service. Students are at all times Students will explore descriptive and inferential statistics. held to the highest standards of professionalism and per- Using Excel and Statistical Package for the Social sonal integrity. Sciences, students learn how to build a data set, how to Effective Fall 2014. acquire secondary data, and how to clean and analyze Course Type(s): none data. Students will learn about distributions and how to interpret findings. Determining whether research findings POLITICAL SCIENCE are capable of making inferences is examined through regression analysis. Data presentation techniques are PS 510 Cr. 3.0 addressed to strengthen the skills of students to translate Policy Analysis quantitative information to a broad audience. Course Type(s): none An overview of the field of public policy studies with par- ticular attention paid to the role of the policy analyst in the field of public policy. This course provides a solid founda- PS 518 Cr. 3.0 tion for the study of public policy analysis by concentrat- Theory, Policy, Ethics ing on the five stages of the policy process, including Seeks to enable students to develop a critical under- agenda setting, policy formulation, budgeting, policy standing of the moral and political values that come into
A82 Monmouth University Appendix A: Course Descriptions
play in public policy. Topics include the tensions between ronmental movement and public opinion on the environ- ethics and politics in the tradition of political theory as well ment; scientific, economic, political, and institutional as how they feature in contemporary public policy forces that shape policymaking and implementation; debates in American and global politics. Students gain an approaches to environmental policy analysis; and select- understanding of the role of ethics as a matter of social ed issues in environmental policy in the global community. justice as well as ethical issues and dilemmas in profes- In addition to the covering of certain ecological science sional ethics. terms, the interplay between international organizations, Course Type(s): none non-governmental organizations, and traditional states and the ways in which these actors seek diplomatic solu- PS 522 Cr. 3.0 tions to environmental problems is also covered. History of Urbanization in America Course Type(s): none Provides an interdisciplinary study of the history of urban- ization and industrialization in the United States from the PS 533 Cr. 3.0 mid-nineteenth century to the early twentieth century. The History of Public Policy in the United States Using the themes of community, technology, public policy, The objective is to survey major issues in domestic public and immigration, students will examine the development policy. The emphasis is on changes in the process of poli- and changes in the social, physical, political, and eco- cy formation in both the public and private sectors. Also nomic urban landscape. Also listed as History 522. listed as History 533. Course Type(s): none Course Type(s): HSUS
PS 524 Cr. 3.0 PS 553 Cr. 3.0 Public Opinion and the Media Gender, Family, and Policy An examination of the shifting nature of public opinion, Examines how policies affect a diverse spectrum of fami- the agenda-setting role of mass media, and the survey lies based on class, race, gender, sexuality, age, and methods that are employed to determine public opinion. nationality. It begins with a historical perspective on how The practices, values, and traditions of journalism that families have developed because of historical factors impact public opinion. Experience with the conduct of a such as changing economy and technology. It also exam- survey and analysis of case studies. ines how social structures such as race, class, gender, Course Type(s): none and sexuality have shaped families. It then focuses on current issues facing families and the policies that regu- PS 525 Cr. 3.0 late those issues, such as the balance between work and Political Communication family, welfare, reproductive issues, violence, healthcare, The study of traditional and contemporary theories of and educational issues. A comparative approach will be rhetoric as applied in research and analysis of political taken to examine policies both in the U.S. and within campaigns. The rhetorical creation, maintenance, applica- other countries. Also discussed will be family activism tion, and legitimization of symbolic power. A survey of aimed at affecting policy in the US. analytic models of political communication and application Course Type(s): none of the models to case studies. The role of the political communication specialist. Practicum in political communi- PS 563 Cr. 3.0 cation strategies and techniques. Global Policies and Issues Also listed as Communication 525. Adopting an interdisciplinary perspective, this course Course Type(s): none looks at the positive and negative effects of globalization. It also explores the national and international aspects of PS 530 Cr. 3.0 major global policies and issues that shape the interde- Environmental Policy pendent world of the twenty-first century. A survey of the process by which environmental politics, Course Type(s): none planning, and public policy is conducted in the United States and around the world. We will examine the nature PS 566 Cr. 3.0 and scope of environmental, energy, and natural resource Comparative Public Policy problems; contrasting perspectives on their severity and In the world in which terrorism and chaos threaten to policy implications; the goals and strategies of the envi- upset the policy-making capabilities. Through an exten-
Monmouth University A83 Appendix A: Course Descriptions
sive investigation of policy analysis across a broad spec- PS 598 Cr. 3.0 trum of states, the student will be able to better under- Special Topics/Special Projects stand the reasons for policy decisions around the world. Offered occasionally to match the interest of the students Democratic governments will be compared and contrast- and the professor teaching the course. The instruction will ed to non-democratic governments in an attempt to pro- follow classroom lectures and discussions on the topic. vide greater insight and answer questions of health, eco- The exact nature of the topic covered in any given nomic, environmental, and foreign policies. semester is indicated on the student’s transcript. Course Type(s): none Permission of program director required. Course Type(s): none PS 583 Cr. 3.0 The Causes of War PS 599 Cr. 3.0 A critical analysis of the general and recurring problems Readings and Research of war in human life; the course probes the direct and An independent research study based on relevant indirect causes of war by employing various analytical research and the writing of a substantial paper designed methods developed in political science as well as in sister and executed by the student in consultation with a super- disciplines of the social sciences. vising professor. The subject matter should cover public Course Type(s): none policy and related areas. Course Type(s): none PS 585 Cr. 3.0 American Foreign Policy PS 618 Cr. 3.0 Examines, analyzes, and evaluates the many dimensions Social Work Administration and issues of American foreign policy since 1945. It pro- Designed to deepen the student’s knowledge of the infor- vides an interpretative framework within which the mation and skills needed to organize and manage a mod- sources of American action abroad may be understood. ern human service not-for-profit organization. Except for Combines descriptive and explanatory material with those in private practice, most social workers function empirical evidence and makes a serious effort to distin- within an organization or agency environment - very often guish facts from inferences, hypotheses, and opinions. in the not-for-profit sector. Within five years many holding The post-Cold War and post-911 worlds are assessed, MSW degrees will hold management positions in those with a focus on American goals, capabilities, and relation- organizations. Allows students to gain some preparation ships around the world. for this future possibility, while at the same time providing Course Type(s): none them with the tools to understand administrative process- es in their organizations. Also listed as Social Work 618. PS 595 Cr. 3.0 Course Type(s): TPS Political Science Practicum An opportunity to apply classroom theory in practice PS 692 Cr. 3.0 through actual work experience. Students have the oppor- Public Policy Master’s Thesis tunity to apply the theories and concepts of public policy Students have the option of completing the comprehen- to actual work settings. sive exam or thesis to satisfy the program requirements. Course Type(s): none With the thesis, students design and implement an origi- nal research project. Students will select and work with a PS 597 Cr. 0.0 first and second reader from among graduate program or Portfolio affiliated faculty. The thesis involves writing the literature Enables students to complete their portfolios for the review, developing data collection instruments, data col- Master of Arts in Public Policy (MAPP). The portfolio dis- lection, and presentation of results. Results are presented plays academic and professional development and learn- at a thesis defense organized by the program director. ing gained from the MAPP program and related experi- Prerequisites: Political Science 515 and PS 516. ences. The portfolio contains collections of academic and Course Type(s): none professional goal statements, term papers, reflective essays and artifacts gathered in various classes and col- loquiums and connected work. Course Type(s): none
A84 Monmouth University Appendix A: Course Descriptions
PS CPE Cr. 0.0 ing services related to mental health programs. Public Policy Comprehensive Exam Limited to Psychological Counseling majors. Public Policy Comprehensive Exam Prerequisites: Course Type(s): none Political Science 510, 516, 518, and 691. Course Type(s): none PC 512 Cr. 3.0 Psychopathology PSYCHOLOGICAL COUNSELING Offers an intensive investigation of current thinking regarding the etiology and development of aberrant PC 505 Cr. 3.0 behavior; theory in the light of experimental findings and Mental Health Counseling clinical applications. Limited to Psychological Counseling majors. An overview of the profession of counseling, its ethical Course Type(s): none standards, literature, professional organizations, and the knowledge, skills, and abilities required for success in the field. Assists students in formulating a concept of the pro- PC 515 Cr. 3.0 fession that will allow them to enhance their growth and Human Development Through the Life Span professional identity as a counselor. In addition, the Provides students with an overview of human develop- opportunity for students to become aware of counseling ment, with comprehensive coverage of all major develop- career opportunities in the region is provided. mental stages (prenatal period and infancy, childhood, Must be taken during the first term of study in the MS in adolescence, early adulthood, middle adulthood, and late Mental Health Counseling and the MA in Psychological adulthood) and focuses on both normal and abnormal Counseling. physical, mental health, and social development. Limited to Psychological Counseling majors. Emphasis on the interaction of biological, psychological, Course Type(s): none and sociological forces that influence development. Limited to Psychological Counseling majors. PC 506 Cr. 3.0 Course Type(s): none Testing and Assessment in Counseling An overview of test administration and validity. Students PC 516 Cr. 3.0 will be introduced to tests of intelligence, personality, and Counseling and Sexuality interests. Introduction to human sexuality and related issues that Limited to Psychological Counseling majors. counselors may encounter in their work. Students will Course Type(s): none learn about normal and abnormal sexual functioning. Aims to desensitize students and provide introspection PC 508 Cr. 3.0 about diverse expression of sexuality; not designed to Psychological Counseling of Students train students as sex therapists. Course Type(s): none Provides students with an eclectic view of counseling the- ory and techniques. Students will practice skills of inter- vention, counseling, recognition of problems, and referral. PC 517 Cr. 3.0 Limited to Psychological Counseling majors. Counseling and Religion Course Type(s): none Counseling and Religion will explore the world religions with a focus on the religions as they function in the U.S. in PC 510 Cr. 3.0 a multicultural context. This will give the student a basic Community Mental Health understanding and respect for religious differences when counseling clients who have different religious values than An overview of mental health counseling within community the counselor. A historical perspective on the relationship and health/human services settings. Reviews prevention, between psychology and religion will be traced to contem- intervention, and needs assessment, as well as program porary practice. The student will be given the opportunity implementation and evaluation, in a comprehensive way. to develop a theory of how he or she would like to inte- Client advocacy, governmental policies, obtaining funding, grate his or her knowledge into his or her work as a coun- and other aspects of the delivery of human services are selor. Limited to Psychological Counseling majors. explored, with particular focus on the management and Course Type(s): none ethical standards of all administrative and clinical counsel-
Monmouth University A85 Appendix A: Course Descriptions
PC 518 Cr. 3.0 selor. It will explore many aspects of the personality, such Psychology of the Exceptional Child as need for power/control and compassion, which will The cognitive, social, and emotional growth, diagnosis, allow the student to become more fully aware. and potentials of the exceptional child; mental retardation, Limited to Psychological Counseling majors. language disorders, motor coordination disorders, blind- Course Type(s): none ness, and the gifted child; some fieldwork required. Counseling interventions for exceptional children will be PC 524 Cr. 3.0 covered. Counseling Children and Adolescents: Theories and Limited to Psychological Counseling majors. Techniques Course Type(s): none An exploration of psychotherapeutic counseling theories and techniques used with children and adolescents within PC 519 Cr. 3.0 the developmental psychopathological framework. Theories of Learning Limited to Psychological Counseling majors. Associationist theories, classical conditioning, operant Course Type(s): none conditioning, and major cognitive theories. Major princi- ples of learning will be explored as to their application to PC 525 Cr. 3.0 modern educational techniques and behavior change. Counseling Theory and Techniques Limited to Psychological Counseling majors. Study of the prominent theories that underlie the techniques Course Type(s): none of counseling psychology. Emphasis on the specific tech- niques utilized in the context of a therapeutic relationship. PC 520 Cr. 3.0 Limited to Psychological Counseling majors. Handling of Emotional Problems in the Classroom Course Type(s): none Analysis of emotional climate necessary for effective learning; recognition of some major causes of learning PC 526 Cr. 3.0 disability and disruptive classroom behavior; behavior Case Conceptualization modification techniques. Allows students to put into practice all aspects of case Limited to Psychological Counseling majors. conceptualization. Students will enter this class with the Course Type(s): none basic understanding of counseling theories, assessment, and psychopathology. Techniques and approaches for PC 521 Cr. 3.0 chosen theories, basic skills, and differential diagnosis will Spirituality and Counseling be reviewed and practiced. Students will develop an Students are given a basic understanding of philosophical approach or style, based on known theory and technique. and practical ways to integrate existential, mystical, or They will be able to identify how and why an intervention other inexplicable issues into the counseling process. The is chosen according to theory and knowledge in the field. student will look at different spiritual practices with a Limited to Psychological Counseling majors. respectful, multicultural lens. Spiritual practices will be Prerequisites: Psychological Counseling 505, 512, and 525. viewed as possible psychological techniques, pathology, Course Type(s): none and/or cognitive distortions. The student will be given the opportunity to develop a personal spiritual theory of how PC 528 Cr. 3.0 he or she would like to integrate, or not integrate, spiritu- Family Counseling: Theory and Technique ality into his or her work as a counselor. Enables students to examine the historical development, Limited to Psychological Counseling majors. theoretical foundations, and contemporary conceptual Course Type(s): none directions in the field of family counseling. Clinical con- cerns are interwoven with theoretical literature and coun- PC 522 Cr. 3.0 seling techniques. Self-Exploration: Body, Mind, Spirit Limited to Psychological Counseling majors. This experiential course will take the student through a Prerequisite: Psychological Counseling 525. self-exploration that will allow the student to explore the Course Type(s): none motivation, unconscious drives, anxieties, spiritual, and existential meaning that lead him or her to be a coun-
A86 Monmouth University Appendix A: Course Descriptions
PC 529 Cr. 3.0 PC 542 Cr. 3.0 Multicultural Counseling Treatment of Alcohol and Drug Abuse Examines counseling theories and techniques as they An examination of various treatment models within the relate to diversity in the client population. alcohol and drug treatment field. The basics of individual, Limited to Psychological Counseling majors. group, family, and couples counseling with alcoholic and Course Type(s): none addicted patients. Provides specific counseling tech- niques. This course can be used toward the Substance PC 530 Cr. 3.0 Awareness Coordinator Certificate. Crisis Intervention Prerequisite: Psychological Counseling 540. This graduate seminar reviews crisis intervention theory Course Type(s): none and techniques. Students learn and practice counseling intervention skills for clients in crisis. PC 544 Cr. 3.0 Limited to Psychological Counseling majors. Advanced Alcohol and Drug Counseling Course Type(s): none Covers advanced topics that are introduced in Psychological Counseling 542 and is therefore dedicated PC 533 Cr. 3.0 to addiction counselor skill building. Advanced topics Couples Counseling include skill building in areas of counselor ethics, motiva- Students are provided with an overview of the historical tional interviewing and motivational enhancement skills, development, theoretical framework, and conceptual group counseling skills, community and professional directions in the field of marriage and couples counseling. skills, counseling skills needed to work effectively with Also provides students with methods of marital/couples individuals impacted by HIV/AIDS, and counseling skills assessment and counseling techniques related to various needed to work with those impacted by gambling addic- clinical issues that are often encountered in counseling tions and clinical supervision skills. settings. Limited to Psychological Counseling majors. Limited to Psychological Counseling majors. Prerequisites: Psychological Counseling 540 and 542. Prerequisite: Psychological Counseling 525. Course Type(s): none Course Type(s): none PC 545 Cr. 3.0 PC 534 Cr. 3.0 Psychopharmacology Wellness and Counseling An overview of basic psychopharmacology as it pertains Exploration of the human condition from a strength-based to alcohol and mood-altering drugs (both licit and illicit). wellness perspective, to further enhance counselor identity. Information regarding drug action, interactions, adverse Through self-exploration, hands-on experiences, and inter- reactions, tolerance, dependency, and withdrawal. Focus active discussions, students explore human motivation, on biopsychosocial assessment and treatment. unconscious drives, anxieties, aspects of personality, and Limited to Psychological Counseling majors. spiritual and existential meaning within a wellness context. Prerequisite: Psychological Counseling 512. Allows students to become more aware of their own drives Course Type(s): none toward health and wellness and translate that understand- ing to the therapeutic relationship and counseling. PC 546 Cr. 3.0 For Psychological Counseling students only. Substance Awareness in the Schools Course Type(s): none A comprehensive study of the role of the Substance Awareness Coordinator (SAC) in the Schools K-12. The PC 540 Cr. 3.0 areas that will be included for study will be a review of Introduction to Alcohol and Drug Abuse research-based awareness and prevention programs as An overview of models of addiction: medical, socio-cultur- related to Alcohol, Tobacco and of Drugs (AToD) as seen al, familial, and psychological. Definitions and diagnostic in the school systems. School law, regulations, and poli- implications; an overview of basic treatment approaches. cies, as it relates to substance abuse in the schools, as Course Type(s): none well as how well/consistent it is followed based on the school culture and the dynamics in a particular district. Prevention and advocacy will be emphasized as a large part of the SAC position, as well as learning to work within
Monmouth University A87 Appendix A: Course Descriptions
the school culture. Curriculum planning and staff education sion. During class the students also review relevant pro- and development in chemical health will be an essential fessional, ethical and legal issues in counseling (for part of the course. Negotiating the systems to maximize example, assessment procedures, treatment planning, potential of the SAC position will be the main focus. best empirically proven interventions, confidentiality, etc.). Limited to Psychological Counseling majors. Limited to Psychological Counseling majors who have Prerequisite: Psychological Counseling 540. completed at least twenty-four credits, twelve of which Course Type(s): none include selected core courses (e.g. PC 505, PC 512, PC 525, and PC 550). PC 550 Cr. 3.0 Registration is by special application, requiring the signa- Group Counseling ture of the advisor and the Field Placement Coordinator. Didactic and experiential course that introduces students Course Type(s): none to group dynamics and theories/techniques of group counseling. Didactic component reviews, group counsel- PC 598 Cr. 3.0 ing theories/techniques, stages in group development, Special Topics in Psychological Counseling and salient characteristics of effective group facilitators. The subject matter varies with the interest of the students Experiential component facilitates understanding of one’s and the professor teaching the course. The exact nature own personality, biases, and impact upon others in pro- of the topic covered in any given semester is indicated in fessional interactions. Legal and ethical issues relevant to the student’s transcript. group counseling are also examined. Limited to Psychological Counseling majors only. Limited to Psychological Counseling majors. Course Type(s): none Course Type(s): none PC 599 Cr. 1.0 - 3.0 PC 570 Cr. 3.0 Independent Study in Psychological Counseling Career Counseling Reading and research leading to significant written work The psychology of careers and career counseling is a cor- under the direction of a faculty member. nerstone of the counseling profession and forms the his- Limited to Psychological Counseling majors only. torical basis of the profession’s emphasis on normal devel- Prerequisites: Prior permission of the directing professor opment, decision-making, and assessment. Career theo- and department chair. ries, life-span development, and assessment instruments Course Type(s): none used in career counseling are reviewed. Recognizing the particular career issues of minorities and women, attention PC 601 Cr. 3.0 will be afforded to such transcultural issues. Understanding Statistics in Counseling Research Limited to Psychological Counseling majors. An overview of common statistical methods used in coun- Course Type(s): none seling research. Students will read articles that utilize common statistical procedures (t-tests, ANOVA, correla- PC 574 Cr. 3.0 tion, etc.). Students will also learn to understand the Assessment and Treatment of Personality Disorders major differences between these techniques and the This course is designed to provide students with an research questions that these statistical techniques overview of current assessment tools and treatment tech- address. niques pertaining to various personality disorders as listed Limited to Psychological Counseling majors. in the DSM-IV. Course Type(s): none Limited to Psychological Counseling majors. Course Type(s): none PC 603 Cr. 3.0 Research Methods in Counseling PC 595 Cr. 3.0 Reviewing the literature, problem hypothesis research, Psychological Counseling Practicum naturalistic observation, survey and interview procedures, Students integrate theory and practice in the counseling and experimental methods are discussed. profession through an off-campus practicum. In addition Limited to Psychological Counseling majors. to the requirement of 100 hours of supervised field serv- Prerequisite: Psychological Counseling 601 or permission ice in an approved counseling agency, students also of the instructor. attend class each week, which consists of group supervi- Course Type(s): none
A88 Monmouth University Appendix A: Course Descriptions
PC 671 Cr. 3.0 will acquire experience using play therapy theories and Advanced Practice With Children techniques which can be used towards the requirements Designed for play therapy students, builds upon the foun- for RPT certification. Students will process the clinical dation courses on individual, family, and group counseling, experience of play with children and adolescents, with a with advanced clinical applications for work with children. review of advanced skills, assessment and treatment Assessment and intervention skills are used with children planning during individual and group supervision in the and adolescents with special emphasis on expressive university seminar through videotape sessions and dis- therapies such as art, play, sand tray, and music. cussion. The therapeutic relationship is emphasized. Also listed as Educational Leadership 671 and Social Limited to Play Therapy (C.P.SW.PT) program majors. Work 671. Students cannot enroll in SW/PC 676 at the same time. Course Type(s): none Also listed as Social Work 675. Prerequisite: Prior permission of the C.P.SW.PT. Program PC 672 Cr. 3.0 Coordinator. Course Type(s): none Advanced Theory in Play Therapy Provides an in-depth understanding of the history and the- ories of play therapy. Emphasis is placed on the under- PC 676 Cr. 3.0 standing of the roles of therapists and parents through the Play Therapy Practicum Seminar II play process. Diversity and multicultural considerations for Second of a two-course sequence focusing on the appli- theoretical perspectives are highlighted. Also listed as cation of the play therapy theories and techniques. Educational Leadership 672 and Social Work 672. Students will acquire experience using play therapy theo- Course Type(s): none ries and techniques which can be used towards the requirements for RPT certification. Students will process PC 673 Cr. 3.0 the clinical experience of play with children and adoles- cents, with a review of advanced skills, assessment, and Advanced Techniques in Play Therapy treatment planning during individual and group supervi- Provides students with the opportunity to develop tech- sion in the university seminar through videotaped ses- niques and methods of play therapy. Emphasis is placed sions and discussion. Legal and ethical issues, transfer- on working with children, adolescents, and adults through ence/countertransference, and working with parents/care- individual, group, and family play therapy. Major topics givers are emphasized. include group play therapy, family play therapy, short-term Limited to Play Therapy (C.P.SW.PT) program majors. play therapy, and sand tray/sand play therapy. Cannot enroll in SW/PC 675 at the same time. Additionally, diversity and multicultural considerations are Also listed as Social Work 676. highlighted. Also listed as Educational Leadership 673 Prerequisite: Prior permission of the C.P.SW.PT. Program and Social Work 673. Coordinator. Course Type(s): none Course Type(s): none
PC 674 Cr. 3.0 PC 680 Cr. 3.0 Play Therapy for Children at Risk Clinical Internship in Professional Counseling Focus is on play therapy with vulnerable and high-risk Designed to provide students intensive experience where children. Emphasis on working with children, adolescents, they can integrate their academic learning during clinical and adults using play therapy in trauma and crisis situa- experience. In addition to the requirement of 300 hours of tions is highlighted. Special attention is given to social supervised field service in an approved counseling issues that can lead to/or exacerbate trauma or crisis. agency, they also attend class each week. The weekly Also listed as Educational Leadership 674 and Social class consists of group supervision and a review of rele- Work 674. vant professional, ethical, and legal issues in counseling Course Type(s): none (for example, assessment procedures, treatment planning, best empirically proven interventions, confidentiality, etc.). PC 675 Cr. 3.0 Limited to Psychological Counseling majors who have Play Therapy Practicum Seminar I completed at least thirty graduate credits. First of a two-course sequence focusing on the applica- Prerequisites: Psychological Counseling 526 and 595, tion of the play therapy theories and techniques. Students and approval of the department. Registration is by special
Monmouth University A89 Appendix A: Course Descriptions
application, requiring the signature of the advisor and the er in this course or it will have to be repeated. Field Placement Coordinator. Course Type(s): none Course Type(s): none SW 505 Cr. 3.0 PC 691 Cr. 3.0 Social Welfare Policy and Services I Psychological Counseling Research Study The first of two required courses in social policy defines Empirical research under the supervision of a sponsoring social policy; examines the social, economic and political cir- faculty member to data collection and significant written cumstances that give rise to social problems and their policy work. Limited to Psychological Counseling majors. solutions; explores frameworks for analyzing these solutions; Prerequisite: Permission of the sponsoring instructor and and reviews a history of the profession of social work. departmental approval. Course Type(s): none Course Type(s): none SW 507 Cr. 3.0 PC 692 Cr. 3.0 Social Work Research Psychological Counseling Thesis Develops the student’s ability to use and engage in both Independent investigation of special topics related to quantitative and qualitative research in order to inform counseling, reflecting the research interests of the spon- and evaluate his or her own social practice. Addresses soring professor. Provides students with an opportunity to key research concepts and procedures, such as hypothe- do extended quantitative or qualitative research in collab- sis formulation, measurement, sampling, research design, oration with or under the supervision of a faculty member. and data collection. Limited to Psychological Counseling majors. Course Type(s): none Prerequisites: Psychological Counseling 501, completion of twenty-seven total credits within the program, permis- SW 509 Cr. 3.0 sion of the sponsoring instructor, and departmental Human Behavior in the Social Environment I approval. This is the first semester of a two-semester course Course Type(s): none sequence within which students use theory and empirical data to assess human behavior as it develops in a variety PC CPE Cr. 0.0 of sociopolitical environments. A strengths-based, empow- Psychological Counseling Comprehensive erment- focused paradigm is introduced to help students Examination conceptualize biological, psychological, cognitive, and Comprehensive Examination in Professional Counseling. social factors as they influence human growth and devel- Limited to Psychological Counseling majors. opment within families. Prerequisite: Successful completion of thirty-nine credits. Course Type(s): none Corequisite: PC 680. Course Type(s): none SW 510 Cr. 3.0 Field Practicum I SOCIAL WORK This is the first part of a yearlong seminar required of all first-year MSW students completing a field internship. The SW 503 Cr. 3.0 purpose of the seminar is to integrate experiences from Social Work Practice with Individuals and Families the field with course work, discussion, and personal This beginning practice course introduces students to the reflections. Students must earn a grade of B or higher in basic processes of social work and the roles and skills this course or it will have to be repeated. needed for foundation practice. Relevant theories of Course Type(s): none social work practice with individuals and families are explored in relation to interviewing skills and assessment SW 513 Cr. 3.0 strategies. The course integrates ethical/value standards, Social Work Practice in Groups multicultural and diverse contexts, and populations at risk. Builds on social work practice, knowledge, skills, and Effective practice methods, ethical issues, and the prob- techniques. Describes social work practice with groups. It lem-solving process are incorporated. begins by delving into the history of group work in social As of Fall 2013, students must earn a grade of B or high- work practice. Essentially, the course will explain the
A90 Monmouth University Appendix A: Course Descriptions
stages of group development, as well as concepts and empowerment- focused paradigm is developed to help theories related to group work treatment. In addition, dif- students conceptualize the interactions among social ferent styles of group leadership will be presented, as well identities, such as race, class, ethnicity, sexual orienta- as group member roles. Students will be expected to role- tion, and gender expression, as they influence human play various stages of group development. Group process behavior in larger sociopolitical entities, such as groups, will also incorporate an ecosystems perspective, with organizations, and communities. overall emphasis on empowerment utilizing a strengths Prerequisite: Social Work 509. perspective. Special attention will be given to human Course Type(s): none rights, social and economic justice, diversity, and cultural issues with respect to social work practice with groups. SW 520 Cr. 3.0 Students must earn a grade of B or higher or it will have Field Practicum II to be repeated. The second part of a yearlong seminar required of all Course Type(s): none first-year MSW students completing a field internship. The seminar is generalist in focus. Students must receive a SW 515 Cr. 3.0 grade of B or higher in this course or it will have to be Social Welfare Policy and Services II repeated. Prerequisite: Social Work 510 passed with a Theories and frameworks are used to analyze the devel- grade of B or higher. opment, operation, impact, and strategies for change in Course Type(s): none today’s social welfare policies and services. Students apply analytic skills, scientific knowledge, and research SW 598 Cr. 3.0 concepts to deepen their knowledge about different set- Special Topics in Social Work tings, populations, and issues that are influenced and The subject matter varies with the interest of the students shaped by social needs, social policy, ethical questions, and the professor teaching the course. The exact nature oppression, and concerns for social justice. of the topic covered in any given semester is indicated in Prerequisite: Social Work 505. the student’s transcript. Course Type(s): none Prerequisite: Permission of the department chair required. Course Type(s): none SW 518 Cr. 3.0 Global Community Practice SW 599 Cr. 3.0 Required of all graduate social work majors, this course Independent Study in Social Work focuses on the community as the unit of intervention. Reading and research under the direction of a member of Students will be introduced to the spectrum of macro the Social Work faculty. social work practice from a global perspective. Students Prerequisite: Prior permission of the directing professor will learn the skills necessary for conceptualizing and and department chair. facilitating social change, whether at the agency, neigh- Course Type(s): none borhood, state, federal, or international levels. Direct action (grassroots) organizing will be the framework for learning about social change. Examines international SW 602 Cr. 3.0 organizing movements and how these compare to organ- Domestic Violence izing efforts in the United States. Students must earn a Highlights the issues of power and control with respect to grade of B or higher in this course or it will have to be violence. The societal beliefs and mores of different cul- repeated. tures that condone violence will be examined. The pat- Prerequisite: Social Work 509. terns of domestic violence will be studied from the points Course Type(s): none of view of the victims as well as the abusers. Methods of social work practice with family violence as well as cur- SW 519 Cr. 3.0 rent treatment procedures with abusers and victims are included. Human Behavior in the Social Environment II Prerequisite: Must be an advanced-standing student or This is the second semester of a two-semester course equivalent. sequence within which students use theory and empirical Course Type(s): none data to assess human behavior as it develops within a variety of sociopolitical environments. A strengths-based,
Monmouth University A91 Appendix A: Course Descriptions
SW 603 Cr. 1.0 review of the historical, legal, and ethical issues provides Addictions Considerations students with enhanced personal and professional under- Deals with the practice of social work with substance- standing of the complexities of working with youth and abusing clients. It is meant to supplement material cov- families with multiple problems in the child welfare system. ered in SW 604 (Clinical Practice in Addictions) to fulfill Prerequisite: Must be an advanced-standing student or the obligations of licensure from the state of New Jersey. equivalent. Prerequisite: Must be an advanced-standing student or Course Type(s): none equivalent. Course Type(s): none SW 614 Cr. 3.0 Grant Writing SW 604 Cr. 3.0 Provides students with the opportunity to develop grant Clinical Practice in Addictions writing skills and to apply for a grant for their field intern- Evaluates the clinical implications of substance use and ship agency. Emphasis will be placed on writing skills, abuse at three levels of social work practice. On the concept development, program development, and budget micro level, clinical implications including symptomatol- preparation. Prerequisite: Must be an advanced standing ogy, etiology, and physiology of substance use will be student or equivalent. addressed. Assessment and treatment theory and tech- Course Type(s): TPS niques will be explored, implemented, and evaluated. On a mezzo level, the effects on, and needs of, the extended SW 615 Cr. 3.0 family and systemic community of those who use sub- Issues in International and Community Social Work stances, will be addressed. Strategies for meeting those This is the first course in the concentration on International needs will be researched and evaluated. Lastly, on the and Community Development. It is designed to introduce macro level, existing resources available and active policy the student to global arenas for social work activities. regarding substance abuse will be critically studied and Different perspectives on, and realities of, development and potential proposed changes will be discussed. underdevelopment; policies and practices of international Also listed as Educational Counseling 604. aid and humanitarian agencies; and the role of social work Prerequisite: Must be an advanced-standing student or in addressing human rights and needs are critically exam- equivalent. ined. Emphasis is to give the impact of social welfare policy Course Type(s): none decisions upon oppressed population groups, including their implications for human rights and social and economic SW 605 Cr. 3.0 justice. The relationship and tensions between Global Clinical Practice with Families and Children North and Global South development and practice are Provides a historical perspective on family-centered prac- explored. Policy areas for international and community tice. Introduces major theories and intervention types that development include: health care, income, social security are the foundation for clinical work with diverse families. and social welfare, housing, transportation, environment, Also listed as Educational Counseling 605. Students must education, social justice and corrections, employment (both earn a grade of B or higher in this course or it will have to formal and informal sectors), and peace and security. be repeated. Knowledge skills and awareness for community practice Prerequisite: Must be an advanced-standing student or work in multicultural and transnational settings are empha- equivalent. sized in this course. Understanding the generic community Course Type(s): none practice process is a critical component of learning to work in this field and to achieve socially just policies with individ- SW 606 Cr. 3.0 ual, families, organizations, and communities in a global context. Special attention is given to social diversity in com- Working with Trauma in Child Welfare munity development with oppressed populations, i.e., over- Develops clinical practice skills in child welfare, especially coming sexism, ageism, racism, abilism, ethnocentrism, related to trauma assessment and intervention. Prepares classism, and militarism. Students must earn a grade of B students by teaching them the latest theories, research, or higher or it will have to be repeated. and assessment and intervention strategies designed to Prerequisite: Must be an advanced-standing student or assist youth and their families recover from traumatic equivalent. experiences that may include sexual abuse, neglect, phys- Course Type(s): none ical abuse, poverty, and parental substance abuse. A
A92 Monmouth University Appendix A: Course Descriptions
SW 616 Cr. 3.0 SW 619 Cr. 3.0 Social Work Practice with the Aged Social Work Supervision Designed for students specializing in practice with the Familiarizes students with the basic concepts of supervi- aged and their families. Examines normative and patho- sion as a vital component of social work practice in three logical aging personality. Emphasis is placed on the areas: practice skills, administrative needs and evalua- development of specialized knowledge and skills for tion. Covers a historical and theoretical view of supervi- assessment, intervention, and evaluation of a variety of sion, techniques, styles, supervise counter transference, issues and needs common in later life. Discussions on authority, power, and the supervision process. Emphasis the applicability of certain interventions with the older is placed on the dynamics of supervision, ethical and adult and the family will be presented along with ethno- value principles, professional boundaries and supervision cultural and gender considerations. as a leadership function. Prerequisite: Must be an Prerequisite: Must be an advanced-standing student or advanced-standing student or equivalent. equivalent. Course Type(s): none Course Type(s): none SW 624 Cr. 3.0 SW 617 Cr. 3.0 Issues in International Care Seminar on Emerging Challenges in International An examination of the global impact of health care policy, and Community Social Work managed care, medical ethics, technology, limited Addresses some of the emerging challenges facing social resources and poverty on the provision of health care workers in international and community arenas. Many of services. Private and public services in developed and these challenges are related to the rapidly changing developing nations will be explored. nature of life in the twenty-first century. Focuses on these Prerequisite: Must be an advanced standing student or emerging challenges as they relate to the quality of life for equivalent. people around the world. Special attention will be made to Course Type(s): none conceptualize emerging challenges, themes, and issues using a social-justice and human-rights framework. Will SW 625 Cr. 3.0 run as a seminar in which students will be involved in the Program Planning and Evaluation generation of topics and discussions related to those top- Provides information about the techniques and proce- ics. Students must earn a grade of B or higher in this dures involved in the planning process and in the applica- course or it will have to be repeated. tion of research methods to social work practice at the Prerequisite: Must be an advanced standing student or community level. Focus will be on the conceptualization equivalent. of a social program and on process or planning and the Course Type(s): none outcome evaluation research. Different approaches to planning and evaluation from a strengths-based empow- SW 618 Cr. 3.0 erment perspective will be surveyed. Students will deal Social Work Administration with the theoretical and practical problems of planning Designed to deepen the student’s knowledge of the infor- and evaluating social welfare programs and services for mation and skills needed to organize and manage a mod- individuals and families in a global context. ern human service not-for-profit organization. Except for Prerequisite: Must be an advanced-standing student or those in private practice, most social workers function with- equivalent. in an organization or agency environment-very often in the Course Type(s): none not-for profit sector. Within five years many holding MSW degrees will hold management positions in those organiza- SW 626 Cr. 3.0 tions. Allows students to gain some preparation for this Evaluation of Practice Effectiveness future possibility, while at the same time providing them Provides information about the values, techniques, and with the tools to understand administrative processes in procedures involved in the application of research meth- their organizations. Also listed as Political Science 618. ods to social services and programming. The focus will be Prerequisite: Must be an advanced-standing student or on the conceptualization of a social program and on equivalent. process and outcome evaluation research. Students will Course Type(s): TPS deal with the theoretical and practical problems of evaluat- ing social work and social welfare programs and services.
Monmouth University A93 Appendix A: Course Descriptions
Prerequisite: Must be an advanced-standing student or at each stage of the direct-practice helping process and equivalent. with difficult practice situations, such as resistant and Course Type(s): none involuntary clients, divorced families, child abuse and neglect, and other serious social problems affecting indi- SW 627 Cr. 3.0 viduals, client groups, dyads, and family systems. Case Implications of Social Justice and Human Rights examples representing complex client situations are for Social Work drawn from the populations served by students in their fieldwork placements with a specific emphasis placed on First of a two-course sequence examining the implications working from a social justice and human rights perspec- and applications of social justice and human rights within tive in the field. Students must earn a grade of B or high- social work. Within this course, students develop their er in this course or it will have to be repeated. knowledge of social justice and human rights principles Prerequisite: Must be an advanced-standing student or and theories. Students analyze the implications of those equivalent. principles and theories for the profession of social work Course Type(s): none as they develop a proposal for the implementation of social justice and human rights in either an agency- based, creative, or research-focused project. SW 631 Cr. 3.0 Prerequisite: Must be an advanced standing-student or Field Practicum III CI equivalent. The semester is spent examining issues and methods in Course Type(s): none international and community practice. Sometime will be spent considering an internship overseas in the spring SW 628 Cr. 3.0 semester. To this end, the course will expose all students School Social Work to issues in living and working overseas and on cross-cul- tural understanding. Special attention is given to strate- Designed for students in the MSW program who are either gies that specifically target human rights issues, both in in a school social work field internship, who currently work the United States and abroad. Designed to relate specifi- in the school system, or who anticipate becoming a school cally to students completing their third semester of field social worker in the future. Provides a conceptual frame- practicum in a macro setting. Students must earn a grade work for understanding social work services in schools. It of B or higher in this course or it will have to be repeated. will also cover educational policy, pupil rights, and the cur- Prerequisite: Must be an advanced standing student or rent social issues that school personnel handle. equivalent. Prerequisite: Must be an advanced-standing student or Course Type(s): none equivalent. Course Type(s): none SW 632 Cr. 3.0 SW 629 Cr. 3.0 Crisis Intervention Spirituality and Social Work Examines the multiple definitions, concepts, and models of crisis intervention. Addresses the issue of scope and Provides a forum in which students will explore spirituality timing of services. Additionally, the issue of categories of in social work practice. Through a critically reflective events (private vs. public) will be discussed. The educa- approach, this course prepares students to respond com- tion and training of the crisis intervention specialist will petently and ethically to diverse spiritual perspectives in also be explored. The effect of a crisis on the individual, relation to themselves, their clients and the helping rela- the family, and the community is considered. Sociocultural tionships they create with them. factors will also be considered. Prerequisite: Must be an advanced-standing student or Prerequisite: Must be an advanced standing student or equivalent. equivalent. Course Type(s): none Course Type(s): none
SW 630 Cr. 3.0 SW 640 Cr. 3.0 Field Practicum III FC Field Practicum IV FC Required for advanced-standing students and those in the This second course in advanced fieldwork practice focus- second year of the MSW program in the CPFC concen- es on the application of social justice and human rights in tration. Focuses on advanced skills and particular tech- practice with individuals, families and groups. Focuses on niques used with vulnerable and oppressed populations
A94 Monmouth University Appendix A: Course Descriptions
how culture and the global environment influence assess- Prerequisite: Must be an advanced-standing student or ment and intervention. Students must earn a grade of B equivalent. or higher in this course or it will have to be repeated. Course Type(s): none Prerequisite: Must be an advanced-standing student or equivalent. SW 652 Cr. 3.0 Course Type(s): none Civil Society, NGOs, and Social Work Addresses the historical, philosophical, and theoretical SW 641 Cr. 3.0 underpinnings of philanthropy, charity, civil society, and Field Practicum IV CI non-governmental organizations (NGOs). Through 1960, Designed to relate specifically to students completing social services were delivered almost exclusively by pub- their fourth semester of field practicum in a macro setting. lic and voluntary organizations. However, inclusion of Students are completing 250 hours of fieldwork during NGOs in the service-delivery system raises both positive this semester while taking this class. Covers a topic of and negative global concerns. Issues related to the current interest in social work: cultural competency in the debate and future of public sector, NGOs, and Civil organization and best practice content and readings relat- Society Organizations (CSO) in terms of service delivery, ed to each student’s specific field internship. Students and how these sectors fit with the social work profession, must earn a grade of B or higher in this course or it will will be discussed. have to be repeated. Prerequisite: Must be an advanced- Prerequisite: Must be an advanced-standing student or standing student or equivalent. equivalent. Course Type(s): none Course Type(s): TPS
SW 645 Cr. 3.0 SW 655 Cr. 3.0 Clinical Social Work Assessment Diagnosis and Comparative International and Community Policy Intervention Planning and Practice Addresses advanced assessment, diagnosis, and interven- Designed to broaden student’s exposure to world prob- tion planning with adults. Examines the use of advanced lems and to the existence of alternative solutions to social theory in understanding problem formulation, assessment, problems through an economic and social justice diagnosis, and intervention planning utilizing a clinical approach. The interrelationship between domestic and social work approach. Attention is directed to sociocultural international social welfare issues will be highlighted, and factors, policy issues, and global environment considera- the functions and contributions of social work internation- tions which impact diagnosis and intervention with persons ally will be examined. This course will also make students seeking clinical social work services. The impact of poverty, aware of the opportunities for international collegial racism, sexism, homophobia, and various manifestations of exchange through participation in international social work institutionalized oppression upon clients and clinicians is organizations. Students must earn a grade of B or higher considered. Intervention methods which enhance adaptive in this course or it will have to be repeated. functioning and resiliency are explored. Provides students Prerequisite: Must be an advanced standing student or with an understanding of social work values and ethics as equivalent. directly related to clinical work, the relevance of critical Course Type(s): none thinking skills, and the importance of collaborative interven- tion planning and evaluation of treatment effectiveness. SW 658 Cr. 3.0 Students must earn a grade of B or higher in this course or Social Work and the Law it will have to be repeated. Explores the strengths and limits of legal processes in Prerequisite: Must be an advanced standing student or promoting, controlling, or otherwise changing personal equivalent. and social behavior. Alternatives to and within the legal Course Type(s): none system are compared as means for achieving social wel- fare objectives. Special attention is given to judicial SW 650 Cr. 3.0 activism in the structural reform of institutions, such as Diagnosing the Social Work Client mental hospitals, prisons, health care and welfare. Presents a detailed explanation of the DMS IV and its Prerequisite: Must be an advanced-standing student or practical use in the social work profession. Assessment equivalent. and treatment interventions will be emphasized. Course Type(s): none
Monmouth University A95 Appendix A: Course Descriptions
SW 665 Cr. 3.0 Psychological Counseling 672. Advanced Clinical Practice with Children Course Type(s): none Builds upon the foundation of individual, family, and group work, with advanced practice applications for social work SW 673 Cr. 3.0 with children. Assessment and intervention skills used Advanced Techniques in Play Therapy with children and adolescents are taught in relation to Provides students with the opportunity to develop tech- special issues that impact upon children today nationally niques and methods of play therapy. Emphasis is placed and internationally. on working with children, adolescents, and adults through Students must earn a grade of B or higher in this course individual, group, and family play therapy. Major topics or it will have to be repeated. include group play therapy, family play therapy, short-term Prerequisite: Must be an advanced-standing student or play therapy, and sand tray/sand play therapy. equivalent. Additionally, diversity and multicultural considerations are Course Type(s): none highlighted. Also listed as Educational Leadership 673 and SW 669 Cr. 3.0 Psychological Counseling 673. Applications of Social Justice and Human Rights in Course Type(s): none Social Work Second of a two-course sequence examining the implica- SW 674 Cr. 3.0 tions and applications of social justice and human rights Play Therapy for Children at Risk within social work. Guides students in the practice and Focus is on play therapy with vulnerable and high-risk application of social justice and human rights theories children. Emphasis on working with children, adolescents, within their concentration-specific engagement with social and adults using play therapy in trauma and crisis situa- work. Students undertake the implementation of a project tions are highlighted. Special attention is given to social that advances social justice and human rights as appro- issues that can lead to/or exacerbate trauma or crisis. priate to their concentration area and practice interests. Also listed as Educational Leadership 674 and Prerequisites: Must be an advanced-standing student or Psychological Counseling 674. the equivalent, and Social Work 627. Course Type(s): none Course Type(s): none SW 675 Cr. 3.0 SW 671 Cr. 3.0 Play Therapy Practicum Seminar I Advanced Practice with Children First of a two-course sequence focusing on the applica- Designed for play therapy students and builds on the foun- tion of play therapy theories and techniques. Students will dation course on individual, family and group counseling, acquire experience using play therapy theories and tech- with advanced clinical applications for work with children. niques which can be used towards the requirements for Assessment and intervention skills are used with children RPT certification. Students will process the clinical experi- and adolescents with special emphasis on expressive ence of play with children and adolescents, with a review therapies such as art, play, sand tray, and music. of advanced skills, assessment, and treatment planning Also listed as Educational Leadership 671 and during individual and group supervision in the university Psychological Counseling 671. seminar through videotaped sessions and discussion. The Prerequisite: Prior permission of the CP.SW.PT program therapeutic relationship is emphasized. coordinator or MSW Director is required. Limited to Play Therapy (C.P.SW.PT) program majors. Course Type(s): none Students cannot enroll in SW/PC 676 at the same time. Also listed as Psychological Counseling 675. SW 672 Cr. 3.0 Prerequisite: Prior permission of the C.P.SW.PT. Program Advanced Theory in Play Therapy Coordinator. Provides an in-depth understanding of the history and Course Type(s): none theories of play therapy. Emphasis is placed on the understanding of the roles of therapists and parents SW 676 Cr. 3.0 through the play process. Diversity and multicultural con- Play Therapy Practicum Seminar II siderations for theoretical perspectives are highlighted. Second of a two-course sequence focusing on the appli- Also listed as Educational Leadership 672 and cation of play therapy theories and techniques. Students
A96 Monmouth University Appendix A: Course Descriptions
will acquire experience using play therapy theories and SOFTWARE ENGINEERING techniques which can be used towards the requirements for RPT certification. Students will process the clinical SE 504 Cr. 3.0 experience of play with children and adolescents, with a Principles of Software Engineering review of advanced skills, assessment, and treatment Basic introduction to software engineering; justification that planning during individual and group supervision in the software engineering is an engineering discipline. The two university seminar through videotaped sessions and dis- main components of the software engineering discipline - cussion. Legal and ethical issues, transference/counter- the software product and software process - will be dis- transference, and working with parents/caregivers are cussed in detail. For design and verification, there will be a emphasized. focus on traditional Structured-Analysis methods. Limited to Play Therapy (C.P.SW.PT) program majors. Limited to Software Engineering students. Cannot enroll in SW/PC 675 at the same time. Course Type(s): none Also listed as Psychological Counseling 676. Prerequisite: Prior permission of the C.P.SW.PT.Program Coordinator. SE 510 Cr. 3.0 Course Type(s): none Object-Oriented Analysis and Design Students will learn how to develop the requirements, SW 698 Cr. 3.0 analysis model, and design for a software application. Special Topics in Social Work Uses object-oriented methodologies. This is not a pro- gramming course. The subject matter varies with the interest of the students Prerequisite: Software Engineering 504. and the professor teaching the course. The exact nature Course Type(s): none of the topic covered in any given semester is indicated in the student’s transcript. Permission of the program direc- tor is required. Prerequisite: Must be an advanced-stand- SE 515 Cr. 3.0 ing student or equivalent. Disciplined Software Development Course Type(s): none Introduces the need for an engineering approach to soft- ware, through a motivational discussion of the so-called SW 699 Cr. 3.0 software crisis and a presentation of software-develop- Independent Study in Social Work ment processes at the various degrees of granularity; this ranges from organizational processes to team and individ- Reading and research leading to significant written work ual engineers’ processes. Provides practical experiences under the direction of a member of the social work faculty. with the Personal Software Process. A software process Prior permission of the directing professor and depart- is defined as a set of guidelines, activities, and methods ment chair is required. that engineers use to develop and maintain software. Prerequisite: Must be an advanced-standing student or Without a software process, most projects are over budg- equivalent. et and behind schedule, since successful efforts cannot Course Type(s): none be guaranteed. The success of a project depends greatly upon the experience and discipline of the engineers. SOCIOLOGY Limited to Software Engineering students. Prerequisite: Software Engineering 504. SO 505 Cr. 3.0 Course Type(s): none Critical Issues in Crime and Delinquency An overview of some of the major problems confronting SE 561 Cr. 3.0 criminology and the criminal and juvenile justice systems. Mathematical Foundations of Software Engineering Current criminological literature and research will be eval- Introduces fundamental mathematical concepts of soft- uated in terms of its ability to suggest solutions to these ware engineering, such as sets, relations, infinities, problems. propositional logic, predicate logic, temporal logic, model Course Type(s): none checking, formal languages, and graphs. Limited to Software Engineering students. Course Type(s): none
Monmouth University A97 Appendix A: Course Descriptions
SE 565 Cr. 3.0 improvement will be described. Models such as CMM, Software System Requirements ISO9001 will be introduced as reference models for Students will learn advanced methods in software system organizations process models. Prerequisites: Computer requirements. Ideally, these methods should be applied at Science 503 and Software Engineering 504. the system, enterprise, or global levels of software devel- Course Type(s): none opment. Methods in requirements elicitation, modeling of enterprises, prioritization, and negotiation of requirements SE 588 Cr. 1.0 will be emphasized. Methods for including Commercial Software Practice and Experience Off-the-Shelf products (COTS) into system applications Provides opportunity for Software Engineering graduate and product families will be introduced. By the end of the students to obtain related experience in employment at a course, students will master the standard documentation local company or institution, with Monmouth University of system requirements. Many opportunities for hands-on sponsorship. Available to Software Engineering graduate experience with requirements tools will be provided students who have completed at least eighteen credit throughout the course. hours of graduate courses (500-level), with a minimum Prerequisites: Computer Science 501B, 503, Software GPA of 3.00. Does not satisfy elective requirements. Engineering 504, and 510. Students may take this course a maximum of two times. Course Type(s): none Course Type(s): none
SE 570 Cr. 3.0 SE 601 Cr. 3.0 Software Systems Design Outsourcing: Specifications and Strategies Students will learn how to design large software systems Covers issues associated with out-sourcing software based on current practices. Covers basic system design development in a fashion that assures delivery of accept- concepts and design patterns, including agent oriented able products. The emphasis is on basic factors that software architectures, and service- oriented architec- determine the effectiveness of outsourcing, strategies for tures. The application of these architectures to enterprise minimizing risk, project tracking, contract-specified break- and global architectural levels will be covered as well. points, and requirements. Prerequisites: Computer Science 501B and Software Prerequisites: Software Engineering 565 and 570. Engineering 510. Course Type(s): none Course Type(s): none SE 602 Cr. 3.0 SE 575 Cr. 3.0 Technology Assessment Software Verification, Validation, and Maintenance Covers the practicalities of assessing a technology for Covers software verification, validation, and maintenance. use in delivery of products. It examines how new tools, The first half of the course includes inspections of require- processes, and training fit into an overall technology- ments, design, and code, as well as testing. The second adoption decision. half addresses the handling of change requests, software Prerequisites: Software Engineering 565 and 570. evolution, code comprehension, and change manage- Course Type(s): none ment. It will include hands-on experience with a change management system and an automated testing tool. SE 603 Cr. 3.0 Prerequisites: Computer Science 501B and Software MOST Implementation Engineering 504. A practical application of MOST concepts by following the Course Type(s): none process of adopting a new technology and putting the appropriate elements into an organization. Focuses on SE 580 Cr. 3.0 technology assessment, cost, scheduling, training, and The Process of Engineering Software project management. Students will learn how to define, apply, and improve a Prerequisites: Software Engineering 565 and 570. software process. The basic components of a software Course Type(s): none process will be introduced, as well as the most influential process models. Students will experiment with both plan- based and agile methods of software development. The need for continuous process quality assessment and
A98 Monmouth University Appendix A: Course Descriptions
SE 605 Cr. 3.0 SE 615 Cr. 3.0 Software Implementation and Reuse Usability Engineering/Human-Computer Interaction Explores contemporary topics in systematic software Explores the requirements analysis, design and evaluation implementation and reuse. Includes the impact of Object- of the Computer User Interface in the context of Software Based and Object-Oriented Design and Programming Engineering Processes. Specific methods and design with Ada83, Ada95, and C++ along with Domain problems will be illustrated with real-world examples in Engineering on the software development process. information technology, the Internet, communications, Concentrates on the practical aspects of applying archi- mobility, multimedia and speech technologies. Prepares tecture-centric, domain-specific, library-based reuse students to perform usability tasks directly or to success- methodologies integrated with the software development fully manage and collaborate with usability experts. process to create software systems in an efficient, cost- Prerequisite: Software Engineering 565. effective manner. Illustrates how object-oriented and Course Type(s): none domain-engineering techniques coupled with domain-spe- cific libraries can be used to effectively develop significant SE 616 Cr. 3.0 software systems in a short period of time, frequently Extensible Markup Language (XML) realizing reuse on the order of 70% or more. Libraries of Presents XML fundamental concepts, XML as a docu- object-based reusable software components will be used ment format, XML as a data format, and special topics in to design and implement solutions to problems. using XML. Prerequisite: Computer Science 501B. Prerequisites: Software Engineering 565 and 570. Course Type(s): none Course Type(s): none SE 620 Cr. 3.0 SE 610 Cr. 3.0 Networked Software Systems I Software Systems Security Network Computing Models, Concepts, and Requirement Threats, vulnerabilities, and attacks to network- based specification; Techniques for Interprocess systems, Heuristic procedures for breaking systems. Communication; Message Passing; Remote procedures UNIX and Internet case studies. Security modeling tech- calls; Directory Service; Synchronization; Task Partition niques including Bell-Lapadula, Biba, and Clark-Wilson. and Allocation; Threads; Security and Authentication; Composition of nondeductibility and noninterference secu- Time Management. rity. Safeguard techniques including cryptographic proto- Prerequisites: Software Engineering 565 and 570. cols, online auditing and intrusion detection, access con- Course Type(s): none trol, Internet firewalls, authentication, security kernel design, and trusted software development. Case studies in database security and secure network design. SE 621 Cr. 3.0 Prerequisites: Software Engineering 565 and 570. Networked Software Systems II Course Type(s): none Distributed File Systems, Replication, Shared Data, trans- actions, Distributed Operating Systems, Micro Kernels, SE 611 Cr. 3.0 Network Operating Systems, Computing Environments and Toolkits: ONC, DCE, ISIS, Languages. Secure Web Services Design Prerequisite: Software Engineering 620. Web applications present a complex set of security issues Course Type(s): none for architects, designers, and developers. The most secure and hack-resilient Web applications are those that have been built from the ground up with security in mind. SE 625 Cr. 3.0 This course focuses on principles of secure Web applica- Information Systems Architecture tions design. Topics include threats and counter meas- Theoretical and practical issues related to the modeling ures, security in Web service frameworks, session con- and design of information systems to support medium to trol, access control, and data protection. large organizations. The Target Architecture and its roles Prerequisite: Software Engineering 565. in building enterprise-wide information systems. Course Type(s): none Operational, warehouse, departmental, and individual- level data. Data modeling levels and associated con- structs: Entity-Relationship Diagrams, Data Item Sets, Physical Data Models. Process modeling levels and asso-
Monmouth University A99 Appendix A: Course Descriptions
ciated constructs: Functional decomposition, Context dia- Real-Time systems. Test coverage and regression testing. grams, Data Flow Diagrams, State transition Diagrams, Special approaches for Real-Time software testing. HIPO charts, Pseudo-code and programming specs. Engineering and organizational issues in real-time soft- Relationship with Object-based modeling. ware development. Performance testing and its impor- Prerequisites: Software Engineering 565 and 570. tance in real-time systems. Course Type(s): none Prerequisite: Software Engineering 630. Course Type(s): none SE 626 Cr. 3.0 Information Systems Engineering SE 637 Cr. 3.0 Theoretical and practical issues related to the implementa- Wireless Communications tion of information systems to support medium to large An introduction to wireless communication systems and organizations. Databases within the Target Architecture techniques, mobile radio, wave propagation, modulation and their role in building enterprise-wide information sys- and coding, networks, and systems examples. tems. Logical vs. Physical database design. Transaction Prerequisites: Software Engineering 565 and 570. Processing (TPS) and Decision Support Systems (DSS): Course Type(s): none similarities and differences. Knowledge-based systems. Implementation issues; reliability, integrity, security, per- SE 638 Cr. 3.0 formance, scalability, and maintainability. Review of exist- Communications Systems ing commercial tools and environments for building, using, A systems overview of analog and digital communications and maintaining Information Systems for the enterprise. systems intended for computer science and software Prerequisite: Software Engineering 625. engineering students. Fundamental limits on the rate of Course Type(s): none transfer of information due to the effects of bandwidth and noise. Impact of transmission media (e.g., wireless, fiber SE 630 Cr. 3.0 optic, cable) on the transmission rate. The use of coding Real-Time Software Analysis and Specification to reduce the effects of noise. Scheduling policies and mechanisms. Classification of Prerequisites: Software Engineering 565 and 570. Real-Time Systems: hard, soft; uniprocessor, multiproces- Course Type(s): none sor, distributed. Kernels and executives. Real-time pro- gramming languages and their tasking systems. Real- SE 650 Cr. 3.0 Time distributed systems; processor and communication Software Project Management scheduling domains, priority inversions and mappings, Project management techniques and their application to global time synchronization. Real-Time Structured the management of software projects. How to develop a Analysis (TTSA), CASE tools for RTSA, Real-Time Object software development plan and its associated tasks, mile- Oriented Analysis methods. Comparison to RTSA. stones, and deliverables. Software project scheduling and Prototyping real-time software systems. Using prototype the establishment of relationships among the different tools like CAPS (Computer Aided Prototyping System) to tasks. Tasks, dependencies, and conflict resolution. establish and validate system requirements. Resource management and allocation. Software project Prerequisites: Software Engineering 565 and 570. cost estimation. Algorithmic models for estimating costs: Course Type(s): none the COCOMO model and its derivatives. Risk assessment and its impact in the planning and scheduling of software SE 631 Cr. 3.0 projects. Software project measurement and tracking. Real-Time Software Design and Implementation Comparative review of software tools for software project Criteria and trade-off for partitioning the functions of a management. Software configuration management and its real-time system among the hardware, firmware, and soft- importance in the management of large software projects. ware. The interfaces of a real-time system to the external Also listed as MIS 550. For Software Engineering stu- environments such as sensors and actuators. Designing dents only. real-time systems: structured and object-oriented meth- Prerequisite: Software Engineering 504. ods. Case studies and comparison between the two. Course Type(s): none Design verification and validation. Implementation of Real-Time Systems. Development environments and tools: Simulators, Emulators, and Debuggers. Testing
A100 Monmouth University Appendix A: Course Descriptions
SE 651 Cr. 3.0 A formal thesis is required. An oral defense of the thesis Software Organization Management before a committee of two faculty members, plus the Management issues regarding the software process. advising professor, is required. Depending on the topic, a Authority and delegation. Leadership and leadership par- reviewer from outside the software engineering depart- adigms. Software Team management: organization, ment may be asked to serve as a committee member. staffing and valuation, organizational alternatives. Limited to Software Engineering majors. Centralized vs. Decentralized organizations. Managing Prerequisites: Software Engineering 565, 570, and 580 design, development, and testing teams. Managing soft- and prior permission of the advising professor. ware support organizations. Strategies for staffing: mini- Course Type(s): none mal vs. redundant staffing. Combining generalists and specialists to achieve an optimal staff configuration. Staff SE 692 Cr. 3.0 development and growth. Fostering professional growth Software Engineering Thesis Research within the organization. Evaluation strategies and tech- Independent research in software engineering, spanning niques. Compensation and reward issues. a period of two consecutive semesters in an area not Prerequisite: Software Engineering 504. substantially covered in a regular course offering, under Course Type(s): none the supervision of a software engineering faculty member. A formal thesis is required. An oral defense of the thesis SE 652 Cr. 3.0 before a committee of two faculty members, plus the Software Quality Management advising professor, is required. Depending on the topic, a Designed to help students develop a broad understanding reviewer from outside the software engineering depart- of the requirements and consideration in planning, man- ment may be asked to serve as a committee member. aging, and implementing a software project with special Limited to Software Engineering majors. emphasis on teams, quality, process, and measurement. Prerequisites: Software Engineering 691 and prior per- This experiential course involves two iterations of a team mission of the advising professor. project which help students learn how to apply specific Course Type(s): none software engineering practices and understand their value (or lack of value) to specific projects. The main themes SE 695A Cr. 3.0 include in-depth coverage of process models, such as Software Engineering Practicum CMMI and ISO 9000, as well as specific practices such A two-semester course sequence with major emphasis on as Risk Management, Configuration Management, Team hands-on, team-oriented large software development proj- Development, Inspections, and practical applications of ects. Students will be asked to form groups of three to Measurement. five persons, which will work as a software team whose Prerequisites: Software Engineering 565 and 570. purpose will be to develop a software product. The partic- Course Type(s): none ular product will be chosen through negotiation with the instructor. Teams will operate in accordance with a well- SE 660 Cr. 3.0 defined set of policies and procedures (documented in a Computer System Architecture SE Handbook) that governs the entire development Computer system interconnection structures, central pro- process. This document process addresses work prod- cessing unit, control unit, microprogrammed control, ucts, roles, activities, entry and exit criteria, reviews and memory organization, cache and virtual memory, comput- audits, documented procedures, and training. The er arithmetic, RISC processor, introduction to parallel pro- practicum will also include the use of a set of approved cessing, and case studies. tools. Additional software project management topics Prerequisite: Computer Science 503. such as planning, estimation, and tracking will be cov- Course Type(s): none ered. Project management techniques and their applica- tion to the management of software projects. How to SE 691 Cr. 3.0 define a software development plan, its associated tasks, milestones and deliverables. Software project scheduling Software Engineering Thesis Research and the establishment of relationships among the different Independent research in software engineering, spanning tasks. Task dependencies and conflict resolution. a period of two consecutive semesters in an area not Resource management and allocation. Software project substantially covered in a regular course offering, under cost estimation. Algorithmic models for estimating costs: the supervision of a software engineering faculty member.
Monmouth University A101 Appendix A: Course Descriptions
the COCOMO model and its derivatives. Risk assessment Prerequisite: Software Engineering 695A. and its impact in the planning and scheduling of software Course Type(s): none projects. Software project measurement and tracking. Comparative review of software tools for software project SE 698 Cr. 3.0 management. Software configuration management and its Special Topics in Software Engineering importance in the management of large software projects. The subject matter varies with the interest of the students The students will be asked to serve in team roles, hold and of the professor teaching the course. The exact oral reviews, and prepare documentation appropriate to nature of the topic covered in any given semester is indi- their project. Students in the class will participate in the cated in the student’s transcript. reviews of other teams in the class. At the end of the sec- Prerequisite: Approval of the department. ond semester, each team will give a formal presentation Course Type(s): none on the project. Limited to Software Engineering majors. Prerequisites: Software Engineering 565, 570, and 580. Course Type(s): none SE 699 Cr. 3.0 Individual Research Project in Software SE 695B Cr. 3.0 Engineering The development and execution of a significant research Software Engineering Practicum project designed by the student in consultation with a soft- A two-semester course sequence with major emphasis on ware engineering professor. An experience meant to focus hands-on, team oriented large software development proj- learning on an area of special interest to the student. ects. Students will be asked to form groups of three to Prerequisite: Approval of the department. five persons, which will work as a software team whose Course Type(s): none purpose will be to develop a software product. The partic- ular product will be chosen through negotiation with the instructor. Teams will operate in accordance with a well- THEATRE defined set of policies and procedures (documented in a SE handbook) that governs the entire development TH 526 Cr. 3.0 process. This documented process addresses work prod- Comedy and Drama in Western Culture ucts, roles, activities, entry and exit criteria, reviews and Explores the development of comic invention in drama in audits, documented procedures, and training. The relation to social history. Readings in early European practicum will also include the use of a set of approved drama and social history are augmented by representa- tools. Additional software project management topics tions in art of early theaters, performances, and comic such as planning, estimation, and tracking will be cov- themes. Videotapes are used to explore the development ered. Project management techniques and their applica- of traditional comic themes in modern theatre. tion to the management of software projects. How to Course Type(s): none define a software development plan, its associated tasks, milestones, and deliverables. Software project scheduling TH 598 Cr. 3.0 and the establishment of relationships among the different Special Topics in Theatre tasks. Task dependencies and conflict resolution. To equip teachers with the ability to use creative dramat- Resource management and allocation. Software project ics in the classroom. The emphasis is on the participant cost estimation. Algorithmic models for estimating costs: and participation. Dramatic play and playmaking are inte- the COCOMO model and its derivatives. Risk assessment gral to the class. Techniques will be taught that can be and its impact in the planning and scheduling of software transferred to many other subjects and disciplines. projects. Software project measurement and tracking. Students should attend comfortably dressed. Comparative review of software tools for software project Course Type(s): none management. Software configuration management and its importance in the management of a large software proj- ect. Students will be asked to serve in team roles, hold TH 599 Cr. 3.0 oral reviews, and prepare documentation appropriate to Independent Study in Theatre their project. Students will participate in the reviews of Reading and research leading to significant written work other teams in the class. At the end of the second semes- under the direction of a member of the theatre faculty. ter, each team will give a formal presentation on the proj- Course Type(s): none ect. Limited to Software Engineering majors.
A102 Monmouth University Appendix B: Graduate Curriculum Charts
Monmouth University’s 2013-2014 official curriculum charts (as of June 2013) appear in this appendix. Degree programs begin on page B4, and certificate programs begin on page B77. Please visit the Registrar’s pages within the Academics section of Monmouth University’s WEBsite (www.monmouth.edu/registrar) or WEBstudent (https://webadvisor.monmouth.edu/datatel/openweb/st/ stmenu.html) for curriculum charts and additional information.
Graduate Programs MS Computer Science—Computer Networks Non-Thesis Track ...... B14 MA Anthropology – Thesis Track...... B4 MS Computer Science—Databases and Intelligent MA Anthropology – Non-Thesis Track...... B5 Information Systems Thesis Track...... B15
MBA...... B6 MS Computer Science—Databases and Intelligent MBA—Accounting ...... B7 Information Systems Non-Thesis Track ...... B16
MBA—Finance ...... B8 MS Computer Science—Security of Computer Systems and Networks Thesis Track...... B17 MBA—Real Estate ...... B9 MS Computer Science—Security of Computer MBA, Concentration in Healthcare Management...B10 Systems and Networks Non-Thesis Track...... B18
MS Computer Science – Thesis Track...... B11 MA Corporate and Public Communication ...... B19 Curriculum Charts
MS Computer Science – Non-Thesis Track...... B12 MA Criminal Justice—Non-Thesis...... B20
MS Computer Science—Computer Networks MA Criminal Justice—Thesis ...... B21 Thesis Track...... B13 MA Criminal Justice – Homeland Security Track ...B22
Monmouth University B1 Appendix B: Curriculum Charts 2013-2014
MS Education—Principal...... B23 MAT Initial Certification – K-12 Track, K-12 Certification in Health and Physical Education ...... B43 MS Education – Principal/School Administrator.....B24 MAT Initial Certification – Secondary Track, MS Education—Reading Specialist ...... B25 Endorsement in Teacher of Students MS Education—School Counseling ...... B26 with Disabilities...... B44
MS Education – Speech – Language Pathology MA English with a Concentration in (Available Summer, 2014, pending Creative Writing...... B45 accreditation approval)...... B27 MA English with a Concentration in Literature – MS Education – Student Affairs and College Thesis Track...... B46 Counseling Track ...... B28 MA English with a Concentration in Rhetoric MS Education - Special Education – and Writing ...... B47 Autism Track ...... B29 MA History ...... B48
MS Education – Special Education – Learning MA History—European Specialization ...... B49 Disabilities Teacher-Consultant Track...... B30 MA History—U.S. Specialization ...... B50 MS Education – Special Education – Teaching in Inclusive Settings Track ...... B31 MA History—World Specialization...... B51
MS Education – Special Education – Teacher of MS Homeland Security ...... B52 Students with Disabilities Track ...... B32 MS Information Systems – Management Track, MAT Initial Certification—Early Childhood Non-Thesis (new for fall, 2014)...... B53 Elementary Track ...... B33 MS Information Systems – Management Track, MAT Initial Certification—Elementary Track...... B34 Thesis (new for fall, 2014) ...... B54
MAT Initial Certification – Elementary Track K5 MS Information Systems – Technology Track, with an Endorsement in English as a Non-Thesis (new for fall, 2014)...... B55 Second Language (ESL)...... B35 MS Information Systems – Technology Track, MAT Initial Certification—Elementary Track and Thesis (new for fall, 2014) ...... B56 Middle School Endorsement ...... B36 MS Nursing—Administration ...... B57 MAT Initial Certification – Elementary Track K5 with an Endorsement in Teacher of Students MS Nursing—Adult and Gerontological with Disabilities...... B37 Nurse Practitioner ...... B58
MAT Initial Certification – Secondary Track ...... B38 MS Nursing—Family Nurse Practitioner ...... B59
MAT Initial Certification – Secondary Track, MS Nursing—Psychiatric and Mental Health Art or Music...... B39 Nurse Practitioner ...... B60
MAT Initial Certification—Secondary Track, MS Nursing—Forensic Nursing...... B61 Spanish or Chinese...... B40 MS Nursing—Nursing Education ...... B62
MAT Initial Certification—Secondary Track, MS Nursing—School Nursing for Certified Endorsement in English as a Second School Nurses...... B63 Language (ESL)...... B41 MS Nursing – School Nursing – Non-Certified MAT Initial Certification—K-12 Track, Spanish or School Nurses...... B64 Chinese, Endorsement in English as a Second Language (ESL)...... B42 MS Physician’s Assistant – (new for fall, 2014) .....B65
B2 Monmouth University Appendix B: Curriculum Charts 2013-2014
MS Mental Health Counseling...... B66 Certificate: Software Engineering...... B89
MA Psychological Counseling ...... B67 Certificate: Teaching English to Speakers of Other Languages ...... B90 MA Psychological Counseling – Addiction Studies Track ...... B68 Post-Master’s Certificates MA Public Policy – Thesis Track ...... B69 Post-Master’s Certificate: Accounting ...... B91 MA Public Policy – Non-Thesis Track ...... B70 Post-Master’s Certificate: Adult Gerontological MSW—Clinical Practice with Families Nurse Practitioner ...... B92 and Children...... B71 Post-Master’s Certificate: Family MSW—International and Community Nurse Practitioner ...... B93 Development ...... B72 Post-Master’s Certificate: Psychiatric and MS Software Engineering ...... B73 Mental Health Nurse Practitioner ...... B94 MS Software Engineering—Advanced Track...... B74 Post-Master’s Certificate: Healthcare MS Software Engineering—Non-Thesis Track...... B75 Management ...... B95 Post-Master’s Certificate: Nursing Administration.....B96
Doctorate Programs Post-Master’s Certificate: Nursing Education ...... B97
DNP – Doctor of Nursing Practice ...... B76 Post-Master’s Certificate: Play Therapy...... B98
Graduate Certificates Graduate Subject Endorsement
Certificate: Applied Behavior Analysis...... B77 Chinese – Certificate of Eligibility with Certificate: Autism ...... B78 Advanced Standing (CEAS)...... B99
Certificate: Computer Science Software Design and Development...... B79 Graduate Endorsements
Certificate: Criminal Justice Administration ...... B80 Bi-Lingual/Bi-Cultural...... B100
Certificate: Forensic Nursing...... B81 Early Childhood...... B101
Certificate: Homeland Security...... B82 English as a Second Language (ESL)...... B102
Certificate: Human Resources Management Student Assistance Coordinator...... B103 and Communication ...... B83 Teacher of Students with Disabilities ...... B104 Certificate: Strategic Public Relations and New Media ...... B84 Post-Master’s Endorsements Certificate: Public Service Communication Specialist...... B85 Director of School Counseling Services...... B105
Certificate: School Nursing...... B86 Learning Disabilities Teacher-Consultant...... B106
Certificate: School Nursing—Non-Instructional...... B87 Supervisor ...... B107
Certificate: Software Development...... B88
Monmouth University B3 Appendix B: Curriculum Charts 2013-2014
B4 Monmouth University Appendix B: Curriculum Charts 2013-2014
Monmouth University B5 Appendix B: Curriculum Charts 2013-2014
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Monmouth University B31 Appendix B: Curriculum Charts 2013-2014
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B48 Monmouth University Appendix B: Curriculum Charts 2013-2014
Monmouth University B49 Appendix B: Curriculum Charts 2013-2014
B50 Monmouth University Appendix B: Curriculum Charts 2013-2014
Monmouth University B51 Appendix B: Curriculum Charts 2013-2014
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B54 Monmouth University Appendix B: Curriculum Charts 2013-2014
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B68 Monmouth University Appendix B: Curriculum Charts 2013-2014
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B70 Monmouth University Appendix B: Curriculum Charts 2013-2014
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B88 Monmouth University Appendix B: Curriculum Charts 2013-2014
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B96 Monmouth University Appendix B: Curriculum Charts 2013-2014
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B100 Monmouth University Appendix B: Curriculum Charts 2013-2014
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B102 Monmouth University Appendix B: Curriculum Charts 2013-2014
Monmouth University B103 Appendix B: Curriculum Charts 2013-2014
B104 Monmouth University Appendix B: Curriculum Charts 2013-2014
Monmouth University B105 Appendix B: Curriculum Charts 2013-2014
B106 Monmouth University Appendix B: Curriculum Charts 2013-2014
Monmouth University B107 B108 Monmouth University Appendix C: Monmouth University Academic Calendar
FALL SEMESTER 2013 September 2013 End of Continuing Registration...... Thursday, August 29, 2013 CLASSES BEGIN (8:30 A.M.) ...... Tuesday, September 3, 2013 Late Registration or Program Changes...... Tuesday–Tuesday, September 3-10, 2013 Leave of Absence Deadline...... Tuesday, September 10, 2013 “W”ithdrawal Deadline Pattern “A” Classes...... Monday, September 30, 2013 October 2013 Fall Holiday; No Thursday or Friday Classes ...... Thursday–Friday, October 10-11, 2013 Pattern “A” Classes End...... Monday, October 21, 2013 Pattern “B” Classes Begin...... Tuesday, October 22, 2013 Undergraduate Midterm Grades Due in Office of Registration and Records*...... Tuesday, October 22, 2013 November 2013 Deadline to submit graduation applications for Academic Calendars January 2014 Graduation...... Friday, November 1, 2013 Last Day to Withdraw with “W” Grade...... Tuesday, November 5, 2013 (semester-long classes) Last Day to submit substitutions and/or waivers for January 2014 Graduation ...... Friday, November 15, 2013 Last Day to Withdraw from Pattern “B” Classes ...... Monday, November 18, 2013 Thursday Classes Meet on Tuesday, Nov. 26...... Tuesday, November 26, 2013 Friday Classes Meet on Wednesday, Nov. 27 ...... Wednesday, November 27, 2013 Thanksgiving Recess...... Thursday–Friday, November 28-29, 2013 December 2013 Classes End ...... Friday, December 13, 2013 Final Examination Period ...... Saturday-Friday, December 14-20, 2013 Final Grades Due 6 A.M.* ...... Thursday, December 23, 2013
* Grades will be posted on WEBstudent approximately 2 days after the Office of Registration and Records has received all grades.
Monmouth University C1 Appendix C: Academic Calendar
SPRING SEMESTER 2014 January 2014 End of Continuing Registration ...... Thursday, January 16, 2014 COMMENCEMENT...... Friday, January 17, 2014 Martin Luther King Holiday...... Monday, January 20, 2014 CLASSES BEGIN 8:30 A.M...... Tuesday, January 21, 2014 Late Registration or Program Changes...... Tuesday–Tuesday, January 21-28, 2014 Leave of Absence Deadline ...... Tuesday, January 28, 2014 February 2014 Last Day to Withdraw from Pattern “A” Classes...... Monday, February 17, 2014 March 2014 Graduation Applications due for May 2013 ...... Saturday, March 1, 2014 Pattern “A” Classes End ...... Monday, March 10, 2014 Pattern “B” Classes Begin...... Tuesday March 11, 2014 Undergraduate Midterm Grades Due in Office of Registration and Records*...... Tuesday, March 11, 2014 Spring Recess...... Saturday–Friday, March 15-21, 2014 “W”ithdrawal Deadline (semester-long classes) ...... Monday, March 31, 2014 April 2014 Academic Advising and Priority/Early Registration for Summer, Fall and Spring...... Thursday–Friday, April 3-18, 2014 Last Day to Withdraw from Pattern “B” Classes...... Monday, April 14, 2014 Last day to submit substitutions and/or waivers For May, 2014 graduation ...... Tuesday, April 15, 2014 May 2014 CLASSES END ...... Monday, May 5, 2014 Reading Day...... Tuesday, May 6, 2014 Final Examination Period ...... Wednesday–Tuesday, May 7-13, 2014 Grades Due 10 P.M...... Thursday, May 15, 2014 COMMENCEMENT...... Wednesday, May 21, 2014
* Grades will be posted on WEBstudent approximately 2 days after the Office of Registration and Records has received all grades.
C2 Monmouth University Appendix D: Index
A Adult Applicants...... 21 Biographical Data...... 4, 49 Adult and Gerontological Nurse Biology Courses ...... A5-A6 Academic Amnesty...... 46 Practitioner ...... 95, Appendix B Business Law Courses ...... A10 Academic Calendars ...... Appendix C Alternative Loans ...... 35 Academic Definitions...... 45 Americans with Disabilities Act ...... 4 Academic Dismissal ...... 48 C Anthropology Courses...... A2-A4 Academic Honesty ...... 11, 47 Calendar (Academic)...... Appendix C Anthropology, MA ...... 55, Appendix B Academic Probation ...... 48 Campus Facilities...... 8 Appeals Process ...... 35 Academic Procedures ...... 51 Campus Map ...... Appendix E Applicants with Disabilities...... 22 Academic Progress ...... 35 Career Services ...... 41 Application Deadlines...... 13 Academic Regulations ...... 46 Center for Student Success ...... 41 Application for Graduation ...... 51 Index Academic Standing ...... 47 Change of Grade Requests ...... 45 Application Process ...... 13, 31 Academic Support Services...... 41 Changing Majors ...... 51 Art Courses ...... A4-A5 Academic Support Services for Students Chemistry Courses ...... A13 Assistantships ...... 5, 34 with Disabilities ...... 42 Chinese Subject Attendance ...... 48 Accounting Courses ...... A6-A7 Endorsement ...... 88, Appendix B Auditor...... 25, 46 Accreditation ...... 9 Communication Courses...... A13-A17 Add/Drop ...... 51 Communication, B MA in Corporate and Public Administration, University...... 108-118 Communication ...... 59, Appendix B Admission, Requirements and Bilingual/Bicultural Certification Computer Science Courses ...... A17-A22 Procedures ...... 14 Endorsement ...... 88, Appendix B Computer Science, MS Program ...... 75
Monmouth University D1 Appendix D: Index
Course Changes ...... 51 Educational Counseling G Courses ...... A31-A44 Course Descriptions ...... Appendix A Geographic Information Education, School of ...... 85 Course Withdrawals ...... 48 Systems Courses...... A52-A54 Educational Leadership Grade Point Averages...... 45 Credit Transfer ...... 21 Courses ...... A35-A44 Grade Reports...... 45 Criminal Justice Administration Educational Opportunity Fund Certificate ...... 60, Appendix B (EOF) Grant...... 34 Grades, Complaints about ...... 45 Criminal Justice Courses ...... A22-A26 E-mail ...... 54 Grading System ...... 44-45 Criminal Justice Homeland Security Emergency Closing ...... 53 Graduate Admission Requirements Certificate ...... 60, Appendix B and Procedures ...... 13 Employment ...... 34 Criminal Justice, MA Program...... 60 Graduate Assistantships ...... 5, 34 English Courses ...... A48-A52 Cultural Activities...... 108 Graduate School ...... 39 English, MA Program...... 61, Appendix B Curriculum Charts...... Appendix B Graduate Scholarships and Grants.....32 English as a Second Language (ESL) Degree Programs...... B4-B76 Endorsement ...... 88, Appendix B Graduation ...... 49 Certificate Programs ...... B77-B99 Equal Opportunity Policy...... 4 Graduation, Application for...... 51 Curriculum of Record ...... 46 Explanation of Tuition, Fees, and Expenses...... 27-28 H D F Health Center...... 106-107 Degree Programs...... 39-41 Healthcare Management Directions...... Appendix E Faculty ...... 9-10, 118-129 MBA Program...... 83, Appendix B Directory...... 107 Family Educational Rights Healthcare Management Courses...... A9 and Privacy Act...... 4 Directory in Brief ...... 5 Healthcare Management Post-Master’s Family Nurse Certificate ...... 83, Appendix B Disabilities Services ...... 42 Practitioner ...... 96, Appendix B History Courses...... A53-A59 Dismissal, Academic ...... 48 Federal Direct Parent for Graduate Students...... 34 History, MA Program...... 63, Appendix B Doctor of Nursing Practice (DNP) ...... 96, Appendix B Federal Direct Unsubsidized History of the University ...... 9 Stafford Loan ...... 34 Drop/Add ...... 51 Homeland Security Courses .....A60-A62 Fees ...... 26-27 Housing Contract Refund Schedule....30 Final Examinations...... 49 E Humanities and Social Sciences, Wayne Finance Courses ...... A8-A9 D. McMurray School of...... 55 Early Childhood Certification Financial Aid...... 31 Human Relations Philosophy Endorsement ...... 88, Appendix B and Policy ...... 4 Foreign Language Courses ...... A52 Economics Courses ...... A7-A8 Human Resources Management and Former Students Applying for Communication Education Courses...... A25-A31 Readmission ...... 21 Certificate ...... 59, Appendix B Education, Certificate and Endorsement Forensic Nursing Programs...... 88, Appendix B Certificate ...... 96, Appendix B e-FORMS ...... 54 I Full-Time Student...... 45 Endorsement Curriculum Funding Sources ...... 32 Independent Study...... 49 Charts ...... B100-B107 Information Technology Courses ...... A62 Education, MAT Programs ...... 87 Instructional Technology Support...... 43 Education, MSEd Programs...... 88 International Applicants...... 22
D2 Monmouth University Appendix D: Index
International Transfer Applicants...... 23 Master of Business Administration Master of Social Work (MBA) with Track in (MSW) ...... 101, Appendix B International Student and Faculty Accounting...... 83, Appendix B Services ...... 107 Mathematics Courses ...... A62-A63 Master of Business Administration (MBA) with Track in Matriculated Student ...... 45 J Finance...... 83, Appendix B Maximum Course Load...... 45 Master of Business Administration Military Applicants ...... 23 Joint Degree Program...... (MBA) with Track in Real Estate...... 83, Appendix B Mission Statement...... 2 Social Work/Public Policy ....67, 102-103 Master of Business Administration Multipurpose Activity Center ...... 8 (MBA) in Healthcare L Management ...... 83, Appendix B Master of Science in Computer Science N Learning Disabilities Teacher- (MS)...... Appendix B Consultant Certification Nondisclosure ...... 24 Endorsement ...... 88, Appendix B Master of Science in Education Principal...... 88, Appendix B Nonmatriculated Student...... 45 Leave of Absence ...... 52 Master of Science in Education Nursing Courses ...... A63-A78 Leon Hess Business School ...... 79 (MSEd), Principal/School Administrator ...... 88, Appendix B Nursing, MSN Program....94, Appendix B Library, Monmouth University...... 43 Master of Science in Education (MSEd), Nursing Administration Loans ...... 34 Reading Specialist...... 88, Appendix B Certificate ...... 96, Appendix B Master of Science in Education (MSEd) Nursing Education Certificate ...... 96, Appendix B M School Counseling .....88, Appendix B Master of Science in Education Nursing and Health Studies, Marjorie K. MAC ...... 8 (MSEd) School Counseling – Student Unterberg School of...... 91 Management Courses ...... A10-A11 Affairs College Counseling Track...... 88, Appendix B Map, Campus ...... Appendix E Master of Science in Education P Marine Science Courses ...... A62 (MSEd), Special Education – Teacher Parking Areas (see map)...... Appendix E of Students with Disabilities Marketing Courses ...... A11-A12 Track...... 87, Appendix B Participation in Commencement ...... 51 Master of Arts in Corporate and Public Master of Science in Education Part-Time Student ...... 45 Communication (MA)...58, Appendix B (MSEd), Special Education – Philosophy Courses ...... A78-A79 Master of Arts in Criminal Teaching in Inclusive Settings Track...... 87, Appendix B Justice (MA) ...... 59, Appendix B Physician’s Assistant Program ...... 96-97, Appendix B Master of Arts in English Master of Science in Education (MSEd), Special Education – (MA)...... 61, Appendix B Physician’s Assistant Learning Disabilities Teacher- Courses ...... A79-A82 Master of Arts in History Consultant Track ...... 87, Appendix B (MA)...... 63, Appendix B Political Science Courses ...... A82-A85 Master of Science in Education Master of Arts in Psychological (MSEd), Special Education – Post-Master’s Certificate in Counseling (MA)...... 69, Appendix B Autism Track...... 87, Appendix B Accounting...... 83, Appendix B Master of Arts in Psychological Master of Science in Nursing Post-Master’s Certificate in Adult Counseling –Addiction Studies (MSN) ...... 94, Appendix B and Gerontological Nurse Track...... 69, Appendix B Practitioner ...... 96, Appendix B Master of Science in Homeland Master of Arts in Public Policy Security ...... 60, Appendix B Post-Master’s Certificate in (MA)...... 67, Appendix B Psychiatric and Mental Health Master of Science in Mental Health Practitioner ...... 96, Appendix B Master of Arts in Teaching Counseling (MS)...... 69, Appendix B (MAT)...... 86, Appendix B Post-Master’s Certificate in Family Nurse Master of Science in Software Engineering Practitioner ...... 96, Appendix B Master of Business Administration (MS)...... 76, Appendix B (MBA) ...... 82, Appendix B
Monmouth University D3 Appendix D: Index
Post-Master’s Certificate in Healthcare School Nursing T Management ...... 83, Appendix B Certificate ...... 96, Appendix B Taking Courses at Another Post-Master’s Certificate in Nursing School Nursing Non-Instructional Institution ...... 49 Administration...... 96, Appendix B Certificate ...... 96, Appendix B Teacher of Student with Post-Master’s Certificate in Nursing Science, School of ...... 71 Disabilities Certification Education ...... 96, Appendix B Social Work Courses...... A90-A98 Endorsement ...... 88, Appendix B Post-Master’s Certificate in Play Telephone Directory (see Directory in Therapy ...... 101, Appendix B Social Work Program (MSW).....101-102 Brief) ...... 5 Previous Course Work ...... 50 Social Work, School of...... 99 Terms of Payment...... 28 Probation Criteria ...... 48 Sociology Courses...... A97 Theatre Courses ...... A102 Psychiatric and Mental Health Nurse Software Development Theatre, Lauren K. Woods...... 8, 104 Practitioner ...... 96, Appendix B Certificate ...... 77, Appendix B Time Limitation...... 50 Psychological Counseling Software Systems Design and Development Certificate ...... 77, Appendix B Courses ...... A85-A90 Transcript Requests ...... 52 Software Engineering Psychological Counseling, Transfer Applicants...... 20 MA Program ...... 69, Appendix B Certificate ...... 77, Appendix B Transfer Credit Software Engineering Psychological Counseling Addiction (Previous Course Work) ...... 50 Studies Track...... 69, Appendix B Courses ...... A90-A102 Trustees ...... 107-108 Public Service Communication Specialist Software Engineering, MS Program ...77 Tuition and Fees ...... 25 Certificate ...... 59, Appendix B Special Education Courses...... A43-A48 Tuition and Fees, Explanation of .....27-28 Statement of Non-Discrimination ...... 4 Tuition Payment Plan ...... 28 R Strategic Public Relations and New Media Certificate ...... 59, Appendix B Readmission to the University ...... 21 Student Assistance Coordinator U Recreation...... 108 Endorsement ...... 88, Appendix B Real Estate Courses ...... A12-A13 Student (Biographical) Data...... 40 Use of Other Coursework Toward a Certificate...... 50 Repeating a Course ...... 45 Student Center, Rebecca Stafford ...... 8, 104 Use of Other Coursework Toward a Refund Policies ...... 28-30 Degree Program ...... 50 Student Code of Conduct...... 109 Refunding of Tuition and Fees...... 29 University Description ...... 1, 7-11 Student Complaints About Grades...... 45 Registration ...... 52 Students with Disabilities ...... 42 Rehabilitation Act of 1973 ...... 4 V Student Services ...... 105 Responsibility of the University ...... 4 Veterans and War Orphans, Student Technology Assistant RN to MSN Program ...... 95 Admission of ...... 24 Program (STAP) ...... 44 Visiting Students ...... 21 Submission of the Same Paper or S Computer Program for Two Courses...... 50 W Satisfactory Academic Progress ...... 35 Student Assistance Coordinator...... 88, Appendix B Scholarships and Grants ...... 32-34 WEBstudent ...... 54 Substitution of Requirements...... 5- School Business Administrator Withdraw from University ...... 54 Endorsement ...... 88, Appendix B Supervisor Certification Withdrawal from Courses...... 48 Endorsement ...... 88, Appendix B
D4 Monmouth University Appendix E: Directions
1. From the Garden State Parkway: Take Exit 105. The Parkway offramp leads directly onto Route 36 East. Continue on Route 36 East approximately three miles to Route 71 South. Go approximately one mile and Route 71 will fork left and become Cedar Avenue. Enter the campus through the Norwood Avenue entrance.
2. From the NJ Turnpike: From the South, take Turnpike North to Exit 7A. After the toll plaza, take I-195 East to Shore Points. Approaching Belmar, I-195 becomes NJ Route 138. After crossing the Garden State Parkway, exit right to NJ Route 18 North, marked Eatontown. Take the Deal Road exit and drive east to the intersection at Monmouth Road. Turn left and proceed to the third traffic light, which is Cedar Avenue. Turn right onto Cedar (also labeled NJ Route 71 South) and follow to campus. Enter the campus through the Norwood Avenue entrance.
Directions 3. From the NJ Turnpike: From the North, take Turnpike South to Exit 11 (Garden State Parkway South), Take Exit 105 as outlined in #1 above.
4. From Trenton and Points West: Take I-195 East, and follow instructions outlined in #2 above.
5. From Freehold area: Take US Route 9 South to I-195 East. Follow instructions outlined in #2 above.
Monmouth University E1 od Avenue
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VEHICULAR STUDENT RESIDENCES ADMINISTRATIONADMINISTRATION AND 18 WoodrowWoodrow Wilson Annex 28 Athletic Department RECREARECREATION/FOODTION/FOOD SERVICE 42 RRebeccaebecca Stafford ENTRANCES 1 Elmwood Hall ACADEMIC BUILDINGS 19 RotaryRotary Ice House Gallery 0 0GmDFTGmDFT 34 Samuel Hays Magill Student Center A,BA,B Students 2 PinewoodPinewood Hall 13 Plangere Center for 20 Art WWorkshoporkshop 29 Center for RRapidapid Commons, The Club, 43 Baseball Field & Employees 3 Willow Hall Communication 22 600 Art Building RResponseesponse Dining Hall 44 PPracticeractice Field AA,C,E,C,E Visitors 4 Laurel Hall 14 Joan and RRobertobert RRechnitzechnitz 23 Thomas AA.. Edison 6OJWFSTJUZ1PMJDF6OJWFSTJUUZZ 1PMJDF 38 KKessleressler Field 45 “So Sweet A CatCat”” Field D Students 5 Beechwood Hall Hall-Art Gallery Science Hall 31 FFacilitiesacilities Management 39 PressPress Box HockHockeyey Field & Library 6 Spruce Hall 16 Lauren KK.. WoodsWoods 24 James and Marlene 32 Greenhouse 40 Williamiam TT.. Boylan 46 TTeTennisennis ComplexCom AA,F,F PPollakollak Theatre 7 Cedar Hall Theatre Complex Howard Hall 33 Doherty House Gymnasium and Richard 8PNFOT4PGUCBMM'JFME8PNFOT 4PGUCBMM 'JFME Guests 8 Health Center/Birch Hall 17 WoodrowWoodrow Wilson Hall 25 PollakPollak Theatre and 37 Alumni House E.E. Steadman Natatorium 49 Great Lawn Fields F Students 9 Garden Apartments & Auditorium Art Gallery 48 R Robertobert EE.. McAllan Hall . .VMUJQVSQPTF"DUJWJUZVMUJQVSQPTF "DUJWJUZ 52 Lois Blonder & Employees 10 Great Lawn Apartments t"ENJTTJPOt"ENJTTJPO 26 Leon Hess Business . .PONPVUI6OJWFSTJUZPONPVUI 6OJWFSTJUUZZ Center (MAC) Sculpture Garden G Lauren KK.. 11 Oakwood Hall t"DBEFNJD3FHJTUSBUJPO3FDPSETt"DBEFNJD 3FHJTUSBUJPO 3FDPSET School in Samuel EE.. Library t t6OJWFSTJUZ4UPSF6OJWFSTJUZ 4UPSF 55P 5PSDJWJB$PNNPOPSDJWJB $PNNPO t1SFTJEFOUT0GmDFt1SFTJEFOUT 0GmDF t t,FTTMFS#MVF8IJUF$MVC,FTTMFS #MVF8IJUF $MVC WWoodsoods Theatre 12 RRedwoodedwood Hall t)VNBO3FTPVSDFTt)VNBO 3FTPVSDFT and Mollie Bey Hall 56 Community Garden t t'JUOFTT$FOUFS'JUOFTT $FOUFS & Students 51 Maplewood Hall t'JOBODJBM"JEt'JOBODJBM "JE 27 P Proposedroposed PPozyckiozycki Hall 1FEFTUSJBO6OEFSQBTT1FEFTUSJBO 6OEFSQBTT t t"SFOB"SFOB t$POUSPMMFST0GmDFt$POUSPMMFST 0GmDF t t#PY0GmDF#PY 0GmDF 53 Mullaney Hall t6OJWFSTJUZ"EWBODFNFOUt6OJWFSTJUZ "EWBODFNFOU 54 New RResidenceesidence Hall