2014–2015

GRADUATE CATALOG

2014–2015

GRADUATE CATALOG

SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

Contents

Welcome from the President 1

University Telephone Numbers 3

Graduate Calendar 5

Statement of University Policies 13

The University 15 Accreditation and Memberships 15 Mission and History 20 Discrimination 22 Curriculum 22

Academic and Community Resources and Student Services 25 Academic Resources 25 Community Resources 30 Student Services 32

Academic Standards, Policies and Procedures 37 Notification of Rights Under FERPA 37 Student Responsibility 38 Sacred Heart University Network Account and Official Communications 38 Matriculation 38 Changes of Curriculum and Continuous Enrollment 38 Mandated Vaccination and Immunization Requirements 39 Academic Calendar 39 The Meaning of Academic Integrity 39 Grading System 44 Academic Policies 46 Academic Procedures 47

Graduate Admission 51 Application Process 51 Acceptance 54 Readmission 54 Transfer Credits and Residency Requirements 54

Expenses and Student Financial Assistance 57 Tuition and Fees 57 Financial Assistance 59

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College of Arts & Sciences 61 Biology 63 Chemistry 69 Communication and Media Studies 77 Computer Science and Information Technology 87 Criminal Justice 105 Psychology 109 Religious Studies 113

JOHN F. WELCH COLLEGE OF BUSINESS 123 Mission Statement 123 Who we are. 123 What we value. 123 What we do. 123 Graduate Programs Offered 123 Master of Business Administration (MBA) 126 Master of Science in Accounting (MSA) 130 Masters of Science in Digital Marketing (MSDM) 131 Masters of Science in Human Resource Management (MSHRM) 133 Career Development 133 Graduate Professional Certificates 133

Isabelle Farrington College of Education 153 Mission 153 Accreditation 153 Conceptual Framework 153 Horizons at SHU 154 Graduate Education Certificate Programs 154 Sacred Heart University Certificate in Education Technology 154 Graduate Education Degree Programs 154 Application Requirements 154 Application for Degree Completion 157 Graduate Teacher Certification Programs 158 Master of Arts in Teaching (MAT) 160 Intermediate Administrator Certification (092) 161 Two Models for Delivering the Administrative Programs 161 Certificate of Advanced Studies (CAS): Administration (Sixth Year Degree) 162 Certificate of Advanced Studies (CAS): Teaching (Sixth Year Degree) 162 Connecticut Literacy Specialist Program (CLSP) 163

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College of Health Professions 187 Exercise Science and Nutrition 189 Healthcare Informatics 195 Nursing 203 Occupational Therapy 225 Physical Therapy 239 Speech-Language Pathology 249

Directions to Sacred Heart University 267

Procedures for Individuals Claiming Unlawful Discrimination or Harassment 269

Directory 273

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Welcome from the President

Dear Friends,

On behalf of our 6,800 students, many hundreds of professors and staff members and 37,000-plus alumni, I want to welcome you to Sacred Heart University. In these pages, you will find just some of the reasons that the Princeton Review has included our University in its Best 378 Colleges – 2014 Edition, Best in the Northeast and Best 295 Business Schools – 2014 Edition, and U.S.News & World Report ranks us among the best master’s universities in the North. The second-largest Catholic university in New England, Sacred Heart offers more than 50 undergraduate, graduate and doctoral programs on its main campus in Fairfield, Conn., and satellites in Connecticut, Luxembourg and Ireland.

The University is made up of five distinctive colleges: Arts and Sciences; Isabelle Farrington College of Education; Health Professions; University College; and the John F. Welch College of Business. Educating students in the legacy and tradition of GE’s legendary Jack Welch, this College is accredited by the AACSB International, an elite designation belonging to fewer than five percent of business schools worldwide. The University fields 31 Division I varsity teams and sponsors an award-winning program of community service.

At Sacred Heart, we encourage our students to take advantage of the many opportunities we offer to study abroad. Exposure to and familiarity with diverse cultures is a key component of the lifelong commitment to intellectual inquiry and social justice that Sacred Heart challenges all of its students to embrace. Students may choose from a traditional semester-long opportunity or an intensive month-long experience.

For 50 years, Sacred Heart University has remained rooted in the Catholic intellectual traditions. At the same time, we have grown and adapted to meet the ever-changing needs of our students and the workplace. We are here to assist you in your journey of learning and to travel with you as you work to build a better, more peaceful world. Please call on anyone listed in these pages with your questions and concerns. We welcome your interest in our community of active and engaged learners and hope your time with us is both challenging and productive.

Sincerely,

John J. Petillo, Ph.D.

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University Telephone Numbers

All University departments, faculty and staff contact Information Is available on the University website: www.sacredheart.edu/facultystaffdirectory.

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Graduate Calendar

Semesters

FALL SEMESTER 2014 Classes Begin Mon., Aug. 25 Labor Day - No Classes Mon., Sept. 1 Last Day to Add/Drop Tues., Sept. 2 Last Day to Convert Incomplete Grades for Spring & Summer Wed., Oct. 8 Columbus Day Weekend - No Classes Sun. - Tues., Oct. 12 - 14 Faculty Institute Day - No Classes Tues., Oct. 14 Last Day to Withdraw from a Course* Mon., Oct. 27 Thanksgiving Holiday - No Classes Wed. - Sun., Nov. 26 - 30 Last Day of Classes (Including Finals) Mon., Dec. 8 Final Exams not given during last week of classes Tues. - Sat., Dec. 9 - 13 (must follow examination schedule)

*See Course Withdrawal Policy on Registrar’s Website.

SPRING SEMESTER 2015 Classes Begin Mon., Jan. 12 Martin Luther King Day - No Classes Mon., Jan. 19 Last Day to Add/Drop Tues., Jan. 20 Last Day to Convert Incomplete Grades for Fall & Winter Wed., Feb. 25 Spring Break - No Classes Sun. - Sun., Mar. 1 - 8 Last Day to Withdraw from a Course* Mon., Mar. 23 Easter Holiday - No Classes Wed. - Mon., Apr. 1 - 6 Faculty Institute Day - No Classes Tues., April 7 Last Day of Classes (Including Finals) Mon., May 4 Final Exams not given during last week of classes Tues. - Tues., May 5 - 12 (must follow examination schedule) Graduate Commencement Sat., May 16

*See Course Withdrawal Policy on Registrar’s Website.

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SUMMER SESSION I 2015 Classes Begin Mon., June 1 Last Day to Add/Drop Wed., June 3 Last Day to Withdraw from a Course* Fri., June 19 Independence Day - No Classes Fri., July 4 Last Day of Classes (Including Finals) Wed., July 8

*See Course Withdrawal Policy on Registrar’s Website.

SUMMER SESSION II 2015 Classes Begin Thurs., July 9 Last Day to Add/Drop Mon., July 13 Last Day to Withdraw from a Course* Thurs., July 30 Last Day of Classes (Including Finals) Fri., Aug. 14

*See Course Withdrawal Policy on Registrar’s Website.

Trimesters

FALL TRIMESTER 2014 Classes Begin Mon., Sept. 8 Last Day to Add/Drop Mon., Sept. 15 Last Day to Convert Incomplete Grades for Spring & Summer Wed., Oct. 8 Columbus Day Weekend - No Classes Sun. - Mon., Oct. 12 - 13 Faculty Institute Day - Classes Held Tues., Oct. 14 Last Day to Withdraw from a Course* Fri., Oct. 24 Thanksgiving Holiday - No Classes Wed. - Sun., Nov. 26 - 30 Last Day of Classes (Including Finals) Fri., Dec. 5

*See Course Withdrawal Policy on Registrar’s Website.

WINTER INTERSESSION 2014/2015 MBA Courses Dates TBA Last Day to Withdraw from a Course* Dates TBA

*See Course Withdrawal Policy on Registrar’s Website.

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SPRING TRIMESTER 2015 Classes Begin Mon., Jan. 12 Martin Luther King Day - No Classes Mon., Jan. 19 Last Day to Add/Drop Tues., Jan. 20 Last Day to Withdraw from a Course* Mon., Feb. 23 Last Day to Convert Incomplete Grades for Fall & Winter Tues., Feb. 24 Last Day of Classes (Including Finals) Thurs., Apr. 2 Graduate Commencement Sat., May 16

*See Course Withdrawal Policy on Registrar’s Website.

MAY INTENSIVE (LATE SPRING) TRIMESTER 2015 Classes Begin Mon., Apr. 6 Last Day to Add/Drop Mon., Apr. 13 Last Day to Withdraw from a Course* Fri., May 22 Memorial Day - No Classes Mon., May 25 Last Day of Classes (Including Finals) Fri., June 26

*See Course Withdrawal Policy on Registrar’s Website.

SUMMER SESSION II 2015 Classes Begin Thurs., July 9 Last Day to Add/Drop Mon., July 13 Last Day to Withdraw from a Course* Thurs., July 30 Last Day of Classes (Including Finals) Fri., Aug. 14

*See Course Withdrawal Policy on Registrar’s Website.

Education

FALL SEMESTER 2014 Labor Day - No Classes Mon., Sept. 1 Classes Begin Tues., Sept. 2 Last Day to Add/Drop Mon., Sept. 8 Last Day to Convert Incomplete Grades for Spring & Summer Wed., Oct. 8 Columbus Day Weekend - No Classes Sun. - Mon., Oct. 12 - 13 Faculty Institute Day - No Classes Tues., Oct. 14 Last Day to Withdraw from a Course* Mon., Nov. 3 Thanksgiving Holiday - No Classes Wed. - Sun., Nov. 26 - 30 Last Day of Classes (Including Finals) Fri., Dec. 5

*See Course Withdrawal Policy on Registrar’s Website.

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WINTER INTERSESSION 2014/2015 Classes Meet Dec. 15, 16, 17, 22, 23, 29, 30 Jan. 5, 6, 7 Last Day to Add/Drop Wed., Dec. 17 Last Day to Withdraw* Tues., Dec. 30 Last Day of Classes (Including Finals) Wed., Jan. 7

*See Course Withdrawal Policy on Registrar’s Website.

SPRING SEMESTER 2015 Classes Begin Mon., Jan. 26 Last Day to Add/Drop Mon., Feb. 2 Last Day to Convert Incomplete Grades for Fall & Winter Tues., Feb. 24 Last Day to Withdraw from a Course* Tues., Mar. 17 Easter Holiday - No Classes Wed. - Tues., Apr. 1 - 7 Last Day of Classes (Including Finals) Fri., Apr. 24

*See Course Withdrawal Policy on Registrar’s Website.

MAY INTENSIVE SESSION (LATE SPRING) 2015 Classes Meet May 13, 14, 15, 18, 19, 20, 21, 26, 27, 28 Last Day to Add/Drop Fri., May 15 Last Day to Withdraw* Thurs., May 21 Memorial Day - No Classes Mon., May 25 Last Day of Classes (Including Finals) Thurs., May 28

*See Course Withdrawal Policy on Registrar’s Website.

SUMMER SESSION I 2015 Classes Begin Mon., June 1 Last Day to Add/Drop Fri., June 5 Last Day to Withdraw from a Course* Fri., June 19 Independence Day - No Classes Fri., July 4 Last Day of Classes (Including Finals) Thurs., July 9

*See Course Withdrawal Policy on Registrar’s Website.

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SUMMER SESSION II 2015 Classes Begin Mon., July 13 Last Day to Add/Drop Fri., July 17 Last Day to Withdraw from a Course* Fri., July 31 Last Day of Classes (Including Finals) Thurs., Aug. 20

*See Course Withdrawal Policy on Registrar’s Website.

On-Ground Modules

MODULE TERM 1 2014: MON., AUG. 25 - FRI., OCT. 17 Labor Day - No Classes Mon., Sept. 1 Last Day to Withdraw* Fri., Sept. 26 Columbus Day Weekend - No Classes Mon., Oct. 13

MODULE TERM 2 2014: MON., OCT. 20 - FRI., DEC. 12 Last Day to Withdraw* Mon., Nov. 24 Thanksgiving Holiday - No Classes Thurs. - Sun., Nov. 27 - 30

MODULE TERM 3 2015: MON., JAN. 5 - FRI., FEB. 27 Martin Luther King Day - No Classes Mon., Jan. 19 Last Day to Withdraw* Fri., Feb. 6

MODULE TERM 4 2015: MON., MAR. 2 - FRI., APR. 24 Last Day to Withdraw* Fri., Apr. 3 Easter Holiday - No Classes Thurs. - Mon., Apr. 2 - 6

MODULE TERM 5 2015: MON., APR. 27 - FRI., JUNE 19 Memorial Day - No Classes Mon., May 25 Last Day to Withdraw* Fri., May 29

MODULE TERM 6 2015: MON., JUNE 22 - FRI., AUG. 14 Independence Day - No Classes Fri., July 4 Last Day to Withdraw* Fri., July 24

*See Course Withdrawal Policy on Registrar’s Website.

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SHU Online Modules

MODULE TERM 1 2014: MON., AUG. 25 - FRI., OCT. 17 Last Day to Add/Drop Sun., Aug. 31 Last Day to Withdraw* Fri., Sept. 26

MODULE TERM 2 2014: MON., OCT. 20 - FRI., DEC. 12 Last Day to Add/Drop Sun., Oct. 26 Last Day to Withdraw* Fri., Nov. 21

MODULE TERM 3 2015: MON., JAN. 5 - FRI., FEB. 27 Last Day to Add/Drop Sun., Jan. 11 Last Day to Withdraw* Fri., Feb. 6

MODULE TERM 4 2015: MON., MAR. 2 - FRI., APR. 24 Last Day to Add/Drop Sun., Mar. 8 Last Day to Withdraw* Fri., Apr. 3

MODULE TERM 5 2015: MON., APR. 27 - FRI., JUNE 19 Last Day to Add/Drop Sun., May 3 Last Day to Withdraw* Fri., May 29

MODULE TERM 6 2015: MON., JUNE 22 - FRI., AUG. 14 Last Day to Add/Drop Sun., June 28 Last Day to Withdraw* Fri., July 24

*See Course Withdrawal Policy on Registrar’s Website.

Occupational Therapy Modules

FALL SEMESTER 2014 Classes Begin Mon., Aug. 25 Labor Day - No Classes Mon., Sept. 1 Columbus Day Weekend - No Classes Mon. - Tues., Oct. 13 - 14 Last Day to Withdraw* Mon., Oct. 27 Thanksgiving Holiday - No Classes Thurs. - Fri., Nov. 27 - 28 Last Day of Classes Fri., Dec. 12

*See Course Withdrawal Policy on Registrar’s Website.

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SPRING SEMESTER 2015 Classes Begin Mon., Jan. 5 Martin Luther King Day - No Classes Mon., Jan. 19 Spring Break - No Classes Mon. - Fri., Mar. 2 - 6 Last Day to Withdraw* Mon., Mar. 23 Easter Holiday - No Classes Thurs. - Mon., Apr. 2 - 6 Faculty Institute Day - No Classes Tues., Apr. 7 AOTA Conference Thurs. - Sun., Apr. 16 - 19 Last Day of Classes Fri., Apr. 24

*See Course Withdrawal Policy on Registrar’s Website.

LATE SPRING/SUMMER SEMESTER 2015 Classes Begin Mon., Apr. 27 Graduate Commencement Sat., May 16 Memorial Day - No Classes Mon., May 25 Last Day to Withdraw* Fri., June 26 Independence Day - No Classes Fri., July 4 Last Day of Classes Fri., Aug. 7

*See Course Withdrawal Policy on Registrar’s Website.

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The University does not condone racism, Statement of University sexism, sexual harassment, intolerance or any Policies other acts of discrimination. The University is authorized under federal law to enroll While every effort is made to ensure the nonimmigrant alien students. accuracy of information provided in this catalog, accuracy cannot be guaranteed. Sacred Heart University’s procedures Sacred Heart University reserves the right for claiming unlawful discrimination or to make changes at any time without harassment are set as an appendix to prior notice. The University provides the this catalog and also on the Sacred Heart information in this catalog solely for the University’s website. The Executive Director convenience of the reader, who may not for Human Resources, Julia Nofri, 203-365- rely upon it as a promise or legal obligation. 4837, who serves as the coordinator for Title Sacred Heart University expressly disclaims VI, Title IX, section 504 of the Rehabilitation any liability based on the contents. Act and the Age Discrimination Act is the primary University Officer responsible for The University is committed to the concept such matter. Students claiming discrimination of equal educational opportunities for all. for handicap or disability may also complain Individuals are considered for admission to to the Director of Special Services at the student status, and its services, facilities, University’s Jandrisevits Learning Center. programs and activities are administered in a nondiscriminatory manner as required by law Sacred Heart University is committed to without regard to race, religion, color, sex, addressing student concerns related to sexual orientation, national or ethnic origin, both academic and administrative issues. gender, age or handicap. Students should first address complaints to the appropriate University official to obtain The institution recognizes the Family Rights resolution of disputes and complaints. In and Privacy Act of 1974, which defines the compliance with C.R.F. Section 668.43(b), if rights and protects the privacy of students a student cannot resolve an issue within the with regard to their educational records. University, the contact information for the The University is an Equal Opportunity New England Association of Schools and Employer in accordance with its Affirmative Colleges is: Action Policy. It does not discriminate as 3 Burlington Woods Drive, STE 100 required by law in its employment practices Burlington, MA 01803-4514 on the basis of race, color, religious creed, Phone: 781-425-7700 age, gender, marital status, national origin, Toll Free: 855-886-3272 disability, sexual orientation or veteran www.NEASC.org status. or Sacred Heart University is committed to the maintenance of a community environment Office of Higher Education, where respect for the dignity and worth of 61 Woodland Street each individual is demonstrated and where Hartford, CT. 06105-2326 diversity and the free exchange of ideas can Phone: 860-842-0229 flourish. The maintenance of that community www.ctohe.org/studentcomplaints.shtml requires its members to avoid behavior that creates division, to promote behavior that enhances cooperation among groups and to encourage the development of each person Photo Credits as a unique individual. Tracy Deer-Mirek, John Galayda, Don Hamerman

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Remedial Reading; Reading Consultant; and The University Intermediate Administrator are approved by the Connecticut State Department of Education. The Bachelor of Science in Accreditation and Memberships Nursing and Master of Science in Nursing Sacred Heart University has been granted programs are accredited by the Commission institutional accreditation by the New on Collegiate Nursing Education (CCNE); England Association of Schools and Colleges, National League for Nursing; the Master one of six regional associations in the United of Science in Occupational Therapy is States that accredit schools and colleges. accredited by the Accreditation Council Institutional accreditation is the means for Occupational Therapy (ACOTE); the used by regional accrediting commissions Doctor of Physical Therapy is accredited to assure the educational community, by the Commission on Accreditation of PT the general public and other agencies Education (CAPTE); the Bachelor of Arts or and organizations that an institution has Science in Social Work program is accredited clearly defined and appropriate educational by the Council on Social Work Education; objectives and that it has established and the John F. Welch College of Business conditions under which its achievements is accredited by the Association to Advance can be met. Accreditation also provides that Collegiate Schools of Business (AACSB). The an institution is so organized, staffed and University is approved by the Connecticut supported that it can continue to meet its State Department of Education for the objectives in the future. education of veterans and their eligible dependents. In addition, several University programs have received either specialized accreditation MEMBERSHIPS or approval by the state of Connecticut or AACSB, the Association to Advance have been granted specialized accreditation Collegiate Schools of Business by national professional organizations. Accreditation Council for Occupational The Farrington College of Education has Therapy Education (ACOTE) achieved national accreditation by NCATE (now CAEP). The elementary teacher Alpha Sigma Lambda Honor Society (ASL) certificate program is nationally recognized American Accounting Association by the Association for Childhood Education American Alliance of Health, Physical International (ACEI) and the Intermediate Education and Recreation Administrator program is nationally recognized by the Educational Leadership American Association for Higher Education Constituent Council (ELOC). The Master American Association of College Baseball of Arts in Teaching program is accredited Coaches (AACBC) by the Connecticut State Department of American Association of Colleges of Nursing Higher Education; the Education program American Association of Collegiate for teacher certification at the elementary Registrars and Admissions Officers and secondary levels is approved by (AACRAO) the Connecticut State Department of Education. The Master of Arts in Teaching American Association of Colleges for Teacher and Certificates of Advanced Study in Education (AACTE) Teaching. Literacy and Education Leadership American Association of Colleges for Teacher are accredited by the Connecticut State Education – CT (AACTE-CT) Department of Higher Education (now the American Association of Collegiate Schools Office of Higher Education). The Education and Programs programs for Initial Teacher Certification at the Elementary and Secondary levels;

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American Chamber of Commerce in Association of Collegiate Business Schools Luxembourg and Programs American College Counseling Association Association of Conferences and Events (ACCA) Directors (ACED) American College Health Association (ACHA) Association of Departments of English American College Personnel Association Association of Governing Boards (ACPA) Association of Graduate Programs in Ministry American Council on Education (ACE) Association of Institutional Research American Counseling Association (ACA Association of International Educators American Educational Research Association Association of Professors/Researchers in American Football Coaches Association Religious Education (AFCA) Association of Schools of Allied Health American Management Association (AMA) Professions American Mathematical Society Association of Student Judicial Affairs American Physical Therapy Association (ASJA) (APTA) Association of Title 1X Administrators American Speech Language Pathology (ATIXA) Association Association of University Programs in Health American Psychological Association Administration American Society of Composers, Authors Berkshire County Counselors Association and Publishers (ASCAP) (BCCA) Association for Computing Machinery Bridgeport Higher Education Alliance (BHEA) Association for North East Business Deans Bridgeport Regional Business Council (BRBC) Association for Specialists in Group Work (ASGW) Business Council of Fairfield County Association for Student Affairs at Catholic Canadian Academic Accounting Association Colleges and Universities (ASACCU) Catholic Campus Ministry Association Association of American Colleges and Catholic Library Association Universities (AACU) Centesimus Annus Pro Pontifice (CAPP-USA) Association of Catholic Colleges and Chi Sigma Iota (CSI) Universities (ACCU) Chief Administrators of Catholic Education Association of College and University College and University Professional Housing Officers (ACUHO) Association for Human Resources (CUPA-HR) Association of College and University Unions College Art Association (ACUI) College Athletic Business Management Association of College Administration Association (CABMA) Professionals (ACAP) College Athletic Trainers’ Society (CATS) Association of College and University Housing Officers International College Board Association of College Honor Societies College Consortium for International Studies Association of College Unions International College Entrance Examination Board and (ACCUI) Scholarship Service Collegium Colonial Athletic Association (CAA)

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Commission on Accreditation of Athletic Council for the Advancement and Support of Training Education Programs (CAATE) Education (CASE) Commission on English Languages Program Council for the Accreditation of Educator Accreditation (CEA) Preparation (CAEP) Community-Campus Partnerships for Health Council of Connecticut Library Directors Commission on Collegiate Nursing Education Council of Graduate Schools Council of Connecticut Association of Colleges and Independent Colleges Universities for Teacher Education Council on Social Work Education Connecticut Association of Latino and East End Counselors Association (EECA) Hispanic Education (CALAHE) Eastern Association of Colleges and Connecticut Association of Professional Employers (EACE) Financial Aid Administrators (CAPFAA) Eastern Association of Colleges and Connecticut Bursar Group University Business Officers (EACUBO) Connecticut Campus Compact Steering Eastern Association of Student Financial Aid Committee Administrators (EASFA) Connecticut Career Counseling Association Eastern Athletic Trainers’ Association (EATA) (CCCA) Eastern College Athletic Conference (ECAC) Connecticut Colleges Purchasing Group Eastern Intercollegiate Volleyball Association (CCPG) Educational and Institutional Cooperative Connecticut Conference of Independent Purchasing (E&I) Colleges (CCIC) Entrepreneurship Institute Connecticut Cooperative Education and Internship Association European American Chamber of Commerce in the US Connecticut Counseling Association (CCA) European Council of International Schools Connecticut Distance Learning Consortium (ECIS) (CTDLC) Fairfield Chamber of Commerce Connecticut League for Nursing Connecticut School Counselor Association (CSCA) Fairfield County Business Council Connecticut Nurses Association Fairfield County Library Administrators Group Connecticut Library Consortium Financial Planning Association (FPA) Connecticut Softball Collegiate/Scholastic Hall of Fame (CSCSHF) Forum for World Affairs Connecticut Speech Language Hearing Forum on Education Abroad Association Greater Bridgeport Latino Network (GBLN) Connecticut Teachers of English to Speakers Greater New Haven Chamber of Commerce of Other Languages (CONNTESOL) Greater Norwalk Chamber of Commerce Connecticut Technology Council (CTC) Greenwich Chamber of Commerce Council for Accelerated Programs (CAP) Hispanic Advisory Council of Greater Council for Adult and Experiential Learning Stamford (HACGS) (CAEL) Institute for European Studies/Institute for Council of Academic Programs in Asian Studies Communication Sciences and Disorders Institute for International Education (CAPCSD) Institute of Management Accounts

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Institute of Management Consultants National Association of College and Intercollegiate Association for Marriage and University Attorneys Family Therapists National Association of College and Intercollegiate Bowling Association University Business Officers Intercollegiate Tennis Association (ITA) National Association of College Athletic Directors International Consortium of the National Council of Teachers of English National Association of College Auxiliary Services (NACAS) Kiwanis Club of Bridgeport National Association of College Basketball Lilly Fellows Program (LFP) Coaches (NACBC) Luxembourg American Chamber of National Association of Colleges and Commerce (LACC) Employers (NACE) Massachusetts Higher Education Consortium National Association of Collegiate Directors (MHEC) of Athletics (NACDA) Massachusetts School Counselor Association National Association of Collegiate Marketing (MSCA) Administrators (NACMA) Mathematics Association of America National Association of Foreign Student Metro Atlantic Athletic Conference (MAAC) Advisors Metro New York College Placement Officers National Association of Graduate Admissions Association (MNYCPOA) Professionals (NAGAP) Modern Languages Association (MLA) National Association of Independent NAFSA: Association of International Colleges and Universities Educators National Association of International National Academic Advising Association Educators (NAAA) National Association of Schools of Art and National Association for College Admission Design Counseling (NACAC) National Association of Social Workers National Association for Developmental National Association of Student Financial Aid Education Administrators (NASFAA) National Association of Educational Buyers National Association of Student Personnel (NAEB) Administrators (NASPA) National Association for Lay Ministry National Athletic Trainers’ Association National Association for Pastoral Musicians (NATA) National Association of Athletics Compliance National Athletic Trainers’ Association Board Coordinators (NAACC) of Certification (NATABOC) National Association of Campus Activities National Board for Certified Counselors (NACA) (NBCC) National Association of Catholic Colleges National Career Development Association Admissions Counseling (NACCAC) (NCDA) National Association of Church Personnel National Catholic Educational Association Administrators National Catholic Student Coalition National Association of College Admissions National College of Sports Medicine Counselors National Collegiate Athletic Association (NCAA)

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National Collegiate Licensing Association Northeast Association of Student (NCLA) Employment Administrators National Conference of Catechetical Northeast Conference (NEC) Leadership Northeast Conference Baseball Committee National Council for Accreditation of Teacher Overseas Association of College Admissions Education (NCATE) Counseling (OACAC) National Council for Teachers of English Pennsylvania Association of College National Council for Teachers of Math Admissions Counseling (PACAC) National Fastpitch Coaches Association Phi Delta Kappa, International Religious (NFCA) Educational Association National Intramural and Recreational Sports Sigma Xi Scientific Research Study Association (NIRSA) Society for Industrial and Applied National League for Nursing Mathematics National Organization of Nurse Practitioner Society for the Scientific Study of Religion Faculties Society of University Planners National Orientation Directors Association Stamford Chamber of Commerce (NODA) Strategic Enrollment Management (SEM) National Society of Experiential Education Teachers of English to Speakers of Other (NSEE) Languages (TESOL) National Strength and Conditioning The Business Council of Fairfield County Association (NSCA) (BCFC) New England Affiliate of College and The Tuition Exchange University Residence Halls (NEACURH) The World Affairs Forum (WAF) New England Association of College Admissions Counseling (NEACAC) United States Patent and Trademark Libraries New England Association of College and University Professional and Continuing University Housing Officers (NEACUHO) Education Association (UPCEA) New England Association of Collegiate University Risk Management and Insurance Registrars and Admissions Officers Association (URMIA) (NEACRAO) Western Massachusetts Counselors New England Association of Schools and Association (WMCA) Colleges Western, Rockland, Putnam Counselors New England Intercollegiate Softball Coaches Association (WRPCA) Association (NEISCA) Western Suffolk Counselors Association New England Occupational Therapy (WSCA) Educational Council World Criminal Justice Library Network New England Resource Center for Higher Education (NERCHE) New England Transfer Association (NETA) New Haven Chamber of Commerce New Jersey Association of College Admissions Counseling (NJACAC) New York Association of College Admissions Counseling (NYACAC)

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Mission and History nurturing their abilities to imagine, create and appreciate. It assists students to acquire MISSION STATEMENT a rich understanding of their own cultural and family heritages so as to assume their Sacred Heart University is a coeducational, responsibilities as conveyors and creators independent, comprehensive institution of of culture and family. As a community higher learning in the Catholic intellectual of teachers and scholars, Sacred Heart tradition whose primary objective is to University exists for the pursuit of truth. It prepare men and women to live in and joins with other colleges and universities in make their contributions to the human the task of expanding human knowledge community. The University aims to assist in and deepening human understanding. It the development of people knowledgeable encourages and supports the scholarly and of self, rooted in faith, educated in mind, artistic work of its faculty and students. compassionate in heart, responsive to social Further, it has a responsibility to share its and civic obligations, and able to respond resources and its special gifts and talents for to an ever-changing world. It does this by the betterment of the human community. calling forth the intellectual potential of its All members of the University community students, nurturing each one’s spiritual and are encouraged to participate in the wider moral growth, and deepening in them a community through service to others, sense of social responsibility. The University especially the poor. From its founding, is committed to combining education the University has been recognized for its for life with preparation for professional caring approach to students. This expresses excellence. Sacred Heart University is the University’s belief that each student Catholic in tradition and spirit. As a Catholic is born with a unique set of qualities and university, it seeks to play its appropriate skills. It respects the personal and academic role in the modern world. It exemplifies in freedom of each of its members while, at the its life the Judeo-Christian values of the same time, fostering a genuine experience Godgiven freedom and dignity of every of community. By so doing, it creates the human person. Inspired by the ecumenical environment in which each person in the spirit of the Second Vatican Council, Sacred University shares in common goals and a Heart University welcomes men and women common commitment to truth, justice, and of all religious traditions and beliefs who concern for others. share its concerns for truth, scholarship, the dignity of the human person, freedom, HISTORY and the betterment of human society. It values religious diversity as enhancing Sacred Heart University was founded in the University community and creating 1963 by the Most Reverend Walter W. Curtis, opportunities for dialogue in the common Bishop of the Diocese of Bridgeport. It was search for truth. Through its curricular established to provide an affordable, quality and co-curricular activities and campus education at a Catholic university. From ministry programs, the University provides its outset, the University bore the mark of the context in which students have the innovation. Charting a new direction within opportunity to appropriate in a critical American Catholicism, the University was fashion their own religious traditions. Sacred to be led and staffed by the laity, as an Heart University challenges its students to independent Catholic University. Signs of the think critically, analyze carefully, evaluate University’s growth and vibrancy are evident. with a sense of justice and proportion, and The enrollment has risen from the original convey conclusions in an intelligible and class of 173 students to more than 5,700 full- articulate fashion. The University provides and part-time undergraduate and graduate the environment in which its students can students in Fall 2006. Correspondingly, the develop the aesthetic dimension of life by faculty has increased from 9 to over 190

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full-time professors and a cadre of dedicated population to the multicultural communities affiliate faculty members. The University has of St. Charles Church and neighborhood grown and has enhanced the undergraduate residents on Bridgeport’s East Side. The student experience in several other ways. In administration, faculty and staff, and 1990, it accepted for the first time students students are proud to carry the Founder’s who wanted the “residential” experience. vision and the University’s mission into the It now has ten residence halls, and 66% of third millennium. the full-time undergraduate students live in University housing. New degree programs LOCATIONS and majors in relevant disciplines are Located on 56 suburban acres and adjacent consistently added to our curriculum. The properties in Fairfield, Connecticut, the main University offers Division I athletics with campus is just minutes from Exit 47 off the 32 varsity teams. The expansive William Merritt Parkway (Route 15), about one hour H. Pitt Health and Recreation Center is north of New York and less than three hours available to all students and the community south of Boston. Major extension sites of at large. Recognizing the importance of the University are located in Stamford and technology, Sacred Heart University provides Griswold, Connecticut. The University also all undergraduate students with a laptop offers a Master of Business Administration computer. The University campus is a degree and undergraduate study abroad in wireless environment. The University consists the Grand Duchy of Luxembourg. of five colleges: College of Arts and Sciences, John F. Welch College of Business,Isabelle Main Campus, Fairfield Farrington College of Education, the College of Health Professions, and University Full-Time Admissions College. The latter is committed to the Sacred Heart University 5151 Park Avenue adult learner and provides continuing Fairfield, CT 06825-1000 education programs. Its evening, weekend 203-371-7880 FAX: 203-365-7607 and accelerated courses earn praise for E-mail: [email protected] their diversity and relevance to changing lifestyles. An ever-widening outreach to Part-Time Admissions the community balances the University’s Sacred Heart University 5151 Park Avenue commitment to academic excellence. The Fairfield, CT 06825-1000 Center for Spirituality and Ministry educates 203-371-7830 FAX: 203-365-7500 men and women for pastoral, administrative, E-mail: [email protected] catechetical and other Church ministries. The Center for Christian-Jewish Understanding, Griswold which earned the personal endorsement Sacred Heart University at Griswold of Pope John Paul II, has become a global Griswold High School leader in fostering interreligious dialogue. 267 Slater Avenue Griswold, CT 06351 Closer to home, hundreds of students, 860-376-8408 FAX: 860-376-1798 faculty and staff volunteer their services E-mail: [email protected] in the community each year. The Center for Strategic Planning for Not-for-Profit Luxembourg Organizations provides business assistance Sacred Heart University at Luxembourg to qualified groups at no cost. Through the 7, rue Alcide de Gasperi Sacred Heart University–St. Charles Health Chambre de Commerce – Bâtiment B, and Wellness Center, faculty and students 1st Floor from Nursing, Physical Therapy, Psychology, L-2981 Luxembourg Occupational Therapy and related disciplines Luxembourg bring the assets of contemporary health 352-22-76-13 FAX: 352-22-76-23 care practices and services to an at-risk E-mail: [email protected]

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Stamford Curriculum Sacred Heart University at Stamford 12 Omega Drive The University responds to community needs Stamford, CT 06907 with programs of study and courses that 203-323-4959 FAX: 203-323-4974 offer up-to-date specialized information E-mail: [email protected] and skills. At the same time, it maintains a Sacred Heart University at Landmark Square commitment to the intellectual development 3 Landmark Square of its students within a well-defined Stamford, CT 06901 liberal arts program rooted in the Catholic intellectual tradition. Sacred Heart University at Landmark Square 3 Landmark Square The University offers baccalaureate Stamford, CT 06901 candidates a choice of 30 majors in the areas of liberal arts, business and professional studies. Candidates seeking an associate Discrimination degree can choose from Associate of Arts/ General Studies or Associate of Science in Sacred Heart University does not Computer Science degree. Master’s degree discriminate on the basis of race, color, programs are offered in the fields of: religious creed, age, gender, marital status, national origin, disability, sexual orientation • Accounting (M.S.) or veteran status in the administration of • Applied Psychology (M.S.) its educational policies, admission policies, • Business Administration (M.B.A.) athletic programs, or administered programs. Any behavior or action that excludes, • Chemistry (M.S.) harasses, or discriminates based on any of • Computer Science and Information the above characteristics is unacceptable and Technology (M.S.) subject to disciplinary action. Any person • Clinical Nurse Leader (M.S.N.) who has a complaint regarding any unlawful discrimination may obtain the procedures to • Criminal Justice (M.A.) file a complaint from the Executive Director • Communications (M.A.) of Human Resources Department, Julia Nofi, • Cyber Security (M.S.) 203-365-4837. A complaint by a student for • Digital Marketing (M.S.) unlawful discrimination in violation of Sacred Heart University policies or state or federal • Environmental Science and law regarding disability may also be filed Management (M.S.) with the Director of Special Services located • Exercise Science and Nutrition (M.S.) at the University’s Jandrisevits Learning • Family/Nurse Practitioner (M.S.N.) Center who will direct the complaint to Human Resources. The procedures are set • Film and Television Production (M.A.) forth as an appendix to this catalog. • Healthcare Informatics (M.S.) • Human Resource Management (M.S.) • Nursing Education (M.S.N.) • Master of Arts in Teaching M.A.T.) • Occupational Therapy (M.S.) • Patient Care Services Administration (M.S.N. or M.S.N./M.B.A.) • Religious Studies (M.A.) • Teaching (M.A.T.)

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Professional certificates (Sixth Year) in administration, CT. Literary Specialist and advanced teaching are also offered.

A post-master’s professional certificate is also available in Family Nurse Practitioner. Professional doctoral degree programs are offered in Physical Therapy (DPT)., Nursing Practice (DNP) and DBA in Finance.

23 2014-2015 SACRED HEART UNIVERSITY GRADUATE CATALOG

24 SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

Academic and BOOKSTORE The bookstore is located on the first floor Community Resources of the new Linda E. McMahon Commons. Operated by Follett College Stores, it offers and Student Services textbooks, supplies, clothing with the University’s name and logo, and related items. Bookstore purchases can be made Academic Resources online. Visit the bookstore’s website at www. sacredheart.edu. Click the Admissions tab, Sacred Heart University currently has 19 then click Bookstore (left margin). buildings on its 64.5-acre campus and adjoining properties in the northeast corner of Fairfield, Connecticut. The William CAMBRIDGE DRIVE, THE COLLEGE OF H. Pitt Health and Recreation Center HEALTH PROFESSIONS opened September 1997, as did significant The faculty offices and many of the enhancements of the Residential Life instructional spaces of the College of Health facilities, main academic facilities and the Professions are located in neighboring Chapel of the Holy Spirit in 2009. Renovation Trumbull, Connecticut, at 7 Cambridge of the library occurred in 2011 and the new Drive, a short distance from the Park Avenue Linda E. McMahon Student Commons campus. This newly created, 57,000-square- building was opened In 2012. The University’s foot facility houses state-of-the-art labs, College of Health Professions is located at classrooms, and library facilities for the 7 Cambridge Drive, Trumbull, and houses Colleges, which includes the Departments the Department of Nursing, Occupational of Nursing, Occupational Therapy, Physical Therapy, Physical Therapy, and Human Therapy and Human Movement and the Movement and Sports Science. Future plans office of the Vice President and Division include a new 200,000 sq. ft. building for of University Advancement. All graduate the Welch College of Business and Isabelle study for the Colleges and many laboratory Farrington College of Education. and didactic undergraduate courses are scheduled in this exciting space. In addition ACADEMIC CENTER to the highly sophisticated classrooms, laboratories, and library spaces, there are The Academic Center contains mostly new dining facilities, a physical therapy clinic, classrooms and faculty, administrative and a reading clinic, and administrative and academic departmental offices. This includes faculty offices. Ample parking is available Campus Ministry, Campus Operations, and the facility is served by a regular Public Safety, Registrar, Student Affairs University shuttle service. and Student Government offices. It houses the faculty offices of Biology, Chemistry, Computer Science, Criminal Justice, CAMPUS FIELD English, Environmental Science, Information Campus Field is the home of the Pioneer Technology, Mathematics, Modern Foreign football, men’s and women’s soccer, field Language, Music, Philosophy, Psychology, hockey, men’s and women’s lacrosse, and Social Work, and Theology and Religious men’s and women’s outdoor track and Studies. It is also a multipurpose activity field. Renovated in 2008, , Campus Field center, housing the, computer center, features lights and $1.2 million Sprint Turf dining hall, , Gallery of Contemporary Art, synthetic-surface, multipurpose field. mailroom/print shop, science and language The field is surrounded by an eight-lane laboratories, snack bar and the Edgerton synthetic-surface running track available for Center for the Performing Arts. Hawley competition and recreational use seating Lounge serves as a student lounge and more than 3,500 spectators. Campus Field recreational activity center. is an ideal location for large-scale events

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and has been host to athletic tournaments, ELITE BUILDING graduations, and outdoor fairs. Adjacent to Located off campus in neighboring Trumbull, Campus Field are six tennis courts as well Connecticut, the building at 2285 Reservoir as Pioneer Park which is one of the finest Avenue houses the office the Senior Vice softball stadiums in the Northeast. President for Finance and Administration, office of Facilities Management and CHAPEL OF THE HOLY SPIRIT Construction. The Chapel of the Holy Spirit, which was dedicated in August 2009, is a pivotal LIEBERMAN ADMINISTRATION BUILDING campus landmark serving as a powerful The Administration Building houses the symbol of Sacred Heart’s Catholic identity. President’s office, the offices of the Provost It holds more than 500 in its principal and Vice President for Academic Affairs, sanctuary with a smaller Chapel of the the office of Vice President for Mission and Nativity for daily Mass and private prayer Catholic Identity, office of the Vice President that seats 50. Among the Chapel’s special for Human Resources and the offices of features are original mosaics and stained University College and the Media Studies glass by the world-famous Jesuit artist, Center; faculty offices for the Departments of Father Marko Ivan Rupnik and a tracker Communications, Government and Politics, organ designed and manufactured especially History, Human Resources and Sociology. for Sacred Heart University by master craftsmen at Casavant Frères. There are LINDA E. MCMAHON COMMONS outdoor gardens and a spacious narthex – or foyer – suitable for public gatherings. The 46,000-square foot Linda E. McMahon The building and grounds are designed Commons serves as a crossroads and popular to suggest one of the defining themes of destination for students and the entire Sacred the Second Vatican Council: the Church Heart community. Linking the University’s as the Pilgrim People of God. The Chapel academic, spiritual and extracurricular cores, roof consists of copper folds in the manner as well as its upper and lower campuses, the of a nomadic tent, for example, and the distinctive V-shaped building includes the narthex has walls of glass to demonstrate bookstore, a servery adjoining a 250-seat the intersection between daily life and the student dining hall, a private dining room life of prayer. The Chapel’s bell tower holds with hearth and seating for 50 individuals, four unique bronze bells, hand-cast in the informal lounge spaces including a fireplace Netherlands. The largest one weighs 1,500 lounge overlooking the east entry terrace, a pounds and measures 41 inches in diameter; concourse connecting active spaces within the smallest weighs 447 pounds and is 27 the building, a presentation room, the inches in diameter. career counseling center and Red’s Pub. The exterior of the building incorporates outdoor terraces that also serve as gathering space for CURTIS HALL students and faculty. Curtis Hall, named for the University’s founder, Most Reverend Walter W. Curtis, OAKVIEW DRIVE D.D., Bishop of the Diocese of Bridgeport, houses the offices of Undergraduate Located off campus in neighboring Trumbull, and Graduate Admissions, Student Connecticut, the building at 101 Oakview Financial Assistance, and the Office of Drive houses the Isabelle Farrington College the Vice President for Marketing and of Education, office of the Vice President for Communications. The Curtis Theatre is also Finance; the Business Office; Upward Bound; located in this building. Motion Analysis Laboratory; Art Department and faculty offices; administrative offices of WSHU Radio, and Payroll.

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RYAN MATURA LIBRARY SCHINE AUDITORIUM The Ryan Matura Library is the source for The Schine Auditorium, located in the lower information, whether it is the answer to a level of the Ryan Matura Library, provides an factual question or research for a term appropriate setting for lectures, workshops, paper. Librarians are available to answer academic convocations, and other special questions and assist students with extended programs. To reserve the 220-seat research projects. Instruction sessions are auditorium, call 203-371-7913 between 8:30 also conducted for class groups to make am and noon, Monday through Friday. them familiar with the library, with subject specific research and the research process. THE WILLIAM H. PITT HEALTH AND Librarians will also assist students with RECREATION CENTER finding information in commercial databases The William H. Pitt Health and Recreation or on the Internet. Periodicals and periodical Center is home to the Pioneer 31 Division indexes including newspapers are found in 1 men’s and women’s programs. The print, film and electronic format. Any book three-level, 141,000-square-foot complex or periodical not found in the library can features four multipurpose basketball be obtained from another library through courts, which can be easily converted for interlibrary loan. Materials can usually be concerts or convention use, and seats obtained within 10 days. At present the Ryan 2,100 for basketball. The main level of the Matura Library holds approximately 132,000 Pitt Center also houses the Sacred Heart print volumes, 50,000 non-print items and University Sports Medicine and Rehabilitation more than 15,000 periodical subscriptions. Center, a joint private practice/University These include a significant number of full text venture offering many specialized clinical journals available on more than 50 online rehabilitation and wellness services in index and abstracting databases. These can conjunction with academic-based faculty be reached 24 hours per day, 7 days per therapists, in a facility that features state- week from links on the library homepage. of-the-art physical therapy equipment. The Databases are available from campus and Health and Fitness Center is located on the home. The library also provides a wide range lower level of the Pitt Center. Offering a of electronic resources, including: Innovative wide range of fitness equipment and classes, Interfaces Online Catalog; Connecticut Digital the 5,000-square-foot facility features Library; ProQuest Database (newspapers, an enclosed aerobics studio and main general, business, medical and social fitness area, where the latest generation sciences periodicals indexes); Encyclopedia of cardiovascular exercise machines and Britannica Online; First Search database free weight equipment can be used. Locker (includes World Cat, ERIC, Medline, Cinahl, rooms for both the Pioneer and visiting MLA Bibliography, etc.); as well as many athletic teams are adjacent to the fitness other electronic resources, including Psych area as well as the Pioneer wrestling room. Info. Access to these resources is available The upper level of the Pitt Center houses through the University’s library homepage. the Department of Athletics suite of offices The library’s website is located at http://- and the Board Room, which serves as a library.sacredheart.edu. It provides the meeting/reception room for the Board of user with access to the library catalog, Trustees and other on-campus organizations. information about the library, electronic Perched atop the Pitt Center is the Sky Box, reserve reading, links to research databases a beautifully appointed room with terrace and other related information. The library access that is used to host special guests building also houses the Jandrisevits during athletic events. Graduate students Learning Center. may use the Fitness Center for a fee.

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INSTRUCTIONAL TECHNOLOGY AND mind and with excess capacity to allow for STUDENT MOBILE COMPUTING PROGRAM significant growth. The University is making a Recognizing the increasingly important serious financial commitment to maintaining role of technology in our society and in the network at peak performance capability education, Sacred Heart University has and reliability. Upgrading the software made a commitment to, and a serious and hardware that support the network investment in, computers, networking and is a continuous process and not one the its supporting technologies. The University’s University will ever say is complete. Sacred network infrastructure provides connectivity Heart’s commitment is to keeping a state- to every facility on campus via a fiber-optic of-the-art system in place for all our campus backbone. customers.

VPN, and Virtual Desktops are available The University is part of a select group to provide connectivity solutions for even of academic institutions that embraces the most sophisticated applications, from the mobile computing philosophy. Every anywhere on the Internet. Outlook.com is full-time undergraduate student is required available through the web, for sending and to purchase and use a laptop during their receiving campus e-mail from any computer academic life at the University. Information connected anywhere on the Internet. Technology fully supports variety of laptop models from Lenovo, Apple, and Dell. Sacred To promote its “Anytime, Anywhere Heart University provides all of its full-time Learning” initiative, Sacred Heart University faculty members with a choice of laptop, launched wireless networking in the summer tablet or Mac laptop refreshed every three of 2000 to create one of the first wireless years. We offer similar programs to our network campuses in New England. This adjunct faculty who are issued a supported infrastructure allows students to use portable laptop. We build and deploy an image which devices anywhere on campus. The current contains the latest Microsoft Office software wireless standard is 802.11n. and other necessary tools and utilities. Faculty members are able to incorporate The students’ computing laboratories more electronic course information into are currently comprised of 310 desktop the curriculum and use computers as a key computers distributed throughout several component of classroom instruction; faculty academic facilities. Eight laboratories are and students are able to communicate using used for computer-related instruction, and an Sacred Heart’s Online Web-based Course additional lab provides 24/7/365 access for Management System, ‘BLACKBOARD,” for Sacred Heart University students, faculty, and class content, assignments, questions and staff. The University continues to upgrade classroom discussion groups; as well as regular classrooms to “smart” classrooms virtual office hours. To expand on the mobile with fixed multimedia capabilities that allow learning initiative, the University now offers instructors to fully integrate technology in the ITUNESU Webex platform to provide their classroom presentations. All general- the community with the tools required to purpose classrooms are equipped with download content to portable players and LCD projectors, DVD, audio capabilities, replay the content when appropriate. and PC/laptop connections. All classrooms on campus are equipped with an active COMPUTER FACILITIES data jack for instructors or students to Sacred Heart University offers a state- access the network. Additionally, there are of-the-art campus network. The library, data/CATV connections in every suite and classrooms, on-campus residence facilities, wireless networking is accessible throughout health and recreation center and faculty and the campus. The network infrastructure administrative offices are all networked. With is designed with future technologies in its fiber-optic infrastructure, the University

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is positioned to support a wide range of JANDRISEVITS LEARNING CENTER emerging technologies. The University has established itself as a pioneer in the Office of Academic Support implementation of technology across the curriculum. Academic Support Services The Jandrisevits Learning Center (JLC) A host of multiprocessor campus servers is located in the lower level of the Ryan- supports the labs and educational programs. Matura Library. The JLC offers students The University’s Internet, and Gigabit at every academic level an opportunity to internet and backbone support and wireless improve their content area knowledge and to links throughout the campus. The network develop academic skills needed to succeed also supports video, voice and data across in their coursework. Staffed by highly the campus. State-of-the-art routers and experienced faculty, graduate and peer firewalls provide high-speed connectivity and tutors in disciplines across the curriculum, security to Wide Area Network segments, he JLC provides a warm, friendly learning and are completely managed in-house. environment that fosters the growth of Administrators maintain traffic-shaping, self-directed learning. The JLC offers the intrusion prevention, and wireless security following support services free of charge to measures for access as secure as it is all SHU students: convenient. The University has adopted the “Blackboard” Transaction system to create • Individualized tutoring in many disciplines a simplified means for identification and provided by faculty, graduate and peer commerce transactions on campus. The tutors (by appointment); Sacred Heart ID can also be used at select • Classroom Learning Assistants (CLAs) off-campus merchant locations to facilitate are peer tutors nominated by faculty who additional commerce transactions. provide academic support to students in disciplines across the curriculum;; In support of the laptop program, the University has an on-site Notebook Service • Workshops on college-level study skills Center and Call Center (The Factory) staffed such as notetaking; time management; by certified technicians and open 12 hours test-taking; critical reading and writing; a day, Monday through Thursday, (9 hours oral presentations; math concepts and on Friday). The Factory is staffed 5 days a problem solving; and week, so that members of the University community can call trained technicians • Online Writing Lab (OWL) for online for assistance with anything on campus feedback with written assignments. that pertains to technology. The Factory can be accessed on campus through the OFFICE OF SPECIAL LEARNING SERVICES internal telephone system and off campus The Office of Special Learning Services via a toll-free telephone number. This provides instructional accommodations facility is specifically designed to service and services to students with documented and troubleshoot problems with laptops. In disabilities. There is no separate application addition, Sacred Heart University has a full- process to be admitted to the Office of time trainer who provides basic, intermediate Special Learning Services (OSLS). Students and advanced instructional courses on all with disabilities who request academic supported applications included on the accommodations must submit appropriate laptop. Through Sacred Heart’s telephone documentation and register with OSLS. support hotline, students, faculty and staff In compliance with the Americans with can dial a toll-free number or email tech Disabilities Act of 1990 and Section 504 support to obtain technical assistance. of the Rehabilitation Act of 1973, the OSLS provides reasonable instructional

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accommodations and services including completed will fulfill degree requirements. disclosure letters, alternate testing Applications are available online one accommodations, auxiliary aids and semester before the program start date. services, and academic adjustments. For appointments call 203-371-7820. Students participating in SHU programs pay the regular Sacred Heart tuition rate ENGLISH AS A SECOND LANGUAGE (ESL) plus a program and/or study abroad fee. Federal and state financial assistance as The English Language Institute at Sacred well as Sacred Heart University grants may Heart University, offers an accredited full apply to SHU and SHU-affiliated semester time Intensive English Language program to study abroad. Specific program cost and prepare students for their successful study in scholarship information is located on the an American academic institution. Full-time Office of Global Affairs website. ESL students enroll in eight- week sessions, taking a cluster of oral communication, For more information, contact the Office of written communication, pronunciation, and Global Affairs at 203-396-8028 or locate service learning, totaling 22 hours per week. programs online at www.sacredheart.edu/ Placement in the noncredit pre-academic studyabroad. intensive English Language Program, is determined by an English Placement Test, HOUSING and the student’s language profile. Inquiries as to the availability of graduate housing or regarding off campus rentals Students who successfully complete their may be made by contacting the office of ESL classes at the Sacred Heart English Residential Life at 203-416-3417. Language Institute are not required to take another proficiency test to enroll in other degree programs at Sacred Heart University. Admission to the English Language Community Resources Institute does not guarantee admission to the University Students are allowed to CENTER FOR CHRISTIAN-JEWISH take credit courses while taking advanced UNDERSTANDING ESL courses at the same time. For more The Center for Christian-Jewish information regarding the program, contact Understanding (CCJU) is an educational and the Director at 203-365-7528. The program research division of Sacred Heart University. runs five semesters per year. Please see The center draws together clergy, laity, our website for further information: www. scholars, theologians and educators to sacredheart.edu/esl focus on current religious thinking within Christianity and Judaism. As each tradition STUDY ABROAD reevaluates attitudes toward the other, the Sacred Heart University offers a variety of Center fosters the exploration of the major graduate study abroad programs around the philosophical and theological issues on the world- with programming that supports a frontier of the Christian-Jewish dialogue broad range of educational, professional, and as these are formulated by scholars at personal objectives. Short-term programs the international and national levels. The offered over winter and the summer terms Center’s mission is to develop programs are available. and publications to overcome deep-seated antagonisms, based on centuries of hostility Choose from courses taught at the and mutual estrangement, that recent University’s own sites in Ireland and progress has not yet healed. It fosters Luxembourg, or choose courses taught by greater knowledge and understanding of SHU faculty in additional countries. Courses the religious traditions of Christianity and

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Judaism and the history of their relationship, EDGERTON CENTER FOR THE and provides a forum for dialogue. It PERFORMING ARTS promotes independent research and serves Since its opening in 1986, the Edgerton as a vehicle for processing and circulating its Center for the Performing Arts has presented findings to appropriate institutions around the Fairfield County community with the world. For further information about the professional-quality theatrical, musical, and CCJU, call 203-365-7592 or visit its website dance performances that are both accessible at www.ccju.org. and affordable. Located on the main campus, the center, with a house that seats 776+, has CENTER FOR STRATEGIC PLANNING FOR been host to more than 52,000 patrons from NOT-FOR-PROFIT ORGANIZATIONS over 29 towns since its opening. The Center for Strategic Planning for Not- For-Profit Organizations was established Offering year-round productions, the by Sacred Heart University within the John Edgerton Center for the Performing F. Welch College of Business to provide Arts features programming designed to business assistance to qualified groups. complement the educational development Through the application of skills developed and cultural experience of local youth. In during their studies, teams of MBA students, addition to offering year-round professional under the guidance of an experienced theatre for families, the Edgerton Center advisor, address strategic issues central also features programming for a variety of to the client’s longer term viability and audiences. effectiveness. In doing so, students provide a valuable service while being exposed to In addition to offering professional “realities of life” that transcend the formal productions to the community, the academic environment. It is the mission of Edgerton Center for the Performing Arts the Center to engender in the University’s provides a venue through which Sacred MBA students a sense of community and Heart University’s students and faculty can an appreciation for those less fortunate express their artistic voice. The Edgerton by providing them a unique opportunity Center is host to productions from a variety to give of their talents in the service of of University organizations including the others. Functioning as teams, students will University’s Theatre Arts Program (TAP), assist not-for-profit organizations with Concert Choir, Women’s Chorale Ensemble, the development and implementation of Concert Band, String Ensemble and Jazz strategic, business, and marketing plans Ensemble. Thanks to the contributions of necessary to meet their goals and objectives. Charles and Freda Edgerton, the Edgerton In doing so, students will apply the skills Center for the Performing Arts is a center learned in the SHU MBA program in a for all seasons. The theatre is fully renovated cooperative effort carried out in the spirit of and air conditioned, permitting it to remain the Catholic intellectual tradition to produce available to students, faculty, and the an outcome worthy of a grade. The mission community for a wide variety of artistic of the Center is directly aligned with, and endeavors. A newly renovated lobby/ in support of, key elements of the mission art gallery to open this Fall will make the of Sacred Heart University and the John Edgerton center one fo the premier facilities F. Welch College of Business. The Center’s of its kind in Fairfield County. office is located at on Oakview campus. For For all questions and ticketing information, further information call, 203-371-7853. call the box office at 203-371-7908, or visit the center at www.edgertoncenter.org.

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HERSHER INSTITUTE FOR APPLIED ETHICS Station, NY), 91.7 FM (Ridge, NY), 93.3 FM Established in 1993, the Hersher Institute for (Northford, CT), 103.3 FM (Greenport, NY), Applied Ethics serves both the University and 105.7 FM (Selden, NY). community and the wider Fairfield County community by addressing issues of major ethical concern. The institute assists Sacred Student Services Heart University faculty from all disciplines to raise and examine broad ethical concerns and CAMPUS MINISTRY issues specific to their respective disciplines. The office of Campus Ministry provides The Hersher Institute brings speakers to opportunities for persons of all faiths and campus to address the faculty and provides religious traditions to share their faith in the training for integrating ethical viewpoints life of the University community. Campus into the University curriculum. The institute Ministry serves students, faculty, staff and supports the University’s wider mission by the local community through daily liturgies, co-sponsoring, with other departments and pastoral counseling, community outreach, institutes, colloquia and conferences that raise educational programming and special important ethical questions for the University projects, events and retreat programs scholarly community and the general public. For further information, call 203-365-7657. Campus Ministry responds to student needs for worship, integration, reflection time, social interaction, meaningful discussion RADIO STATIONS of life issues, responsible social action for WSHU Public Radio is a professionally justice, and exploration of moral, religious operated group of public radio stations and relational issues. licensed to Sacred Heart University with studios and control centers located on the The Eucharist is celebrated on Sundays Fairfield campus. A full member of NPR, it is and weekdays during the academic year. one of only two such stations in Connecticut In addition, University-wide liturgical and 268 in the United States. WSHU is the celebrations mark special days and seasons. principal public radio source for Fairfield, New Other interfaith worship and prayer Havenand Litchfield Counties in Connecticut opportunities are provided regularly. and Suffolk and Duchess Counties in New York. More than 276,000 listeners tune in to THE CAREER DEVELOPMENT AND the station’s blend of acclaimed NPR news PLACEMENT CENTER and talk programs, locally produced classical music, and award-winning regional reporting, The Career Development Center offers a and unique entertainment. variety of services to enhance graduate students’ professional development. . WSHU utilizes student support in the form of Students matriculated into graduate degree internships, work-study students, and board programs can receive individual assistance operators. It also serves as a lab for audio and participate in group workshops for production. In addition to its original 91.1 resumé creation or critiques and interviewing FM signal, WSHU operates another service, development. WSHU Fairfield County Public Radio (1260 AM, 1350 AM, 1400 AM and 106.5 FM), as well Additional services include: as three other radio stations—WSUF 89.9 • Online Job Postings: The Center FM in Noyack, New York, WQQQ 103.3 FM in maintains an online job bank and job Sharon, Connecticut, WYBC 1340 AM in New search management website exclusively Haven, Connecticut,—and seven translators: for Sacred Heart University students. 90.1 FM (Stamford, CT), 91.3 FM (Huntington

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• Job Fairs and On-Campus Interviewing: THE WILLIAM H. PITT HEALTH AND On-campus recruitment events are RECREATION CENTER offered each semester. The William H. Pitt Health and Recreation • Internships: Assistance is available in Center includes an aerobics room, weight locating opportunities to complete and exercise equipment rooms, indoor internships in the student’s field of study. track, and volleyball and basketball courts. The complex also houses a professional • Employment: Individual assistance is physical therapy clinic (which is open to the available in locating part-time and full- public) in conjunction with the graduate time employment opportunities. Physical Therapy program. Students may use the facility during scheduled hours for a For additional information on the Career nominal fee each semester. Contact the Pitt Development and Placement Center, call Center director at 203-365-7533. Graduate 203-371-7975 or visit our website at students are encouraged to participate in the www.sacredheart.edu/career.cfm. University’s intramural athletic program. The University sponsors competition in sports COUNCIL OF GRADUATE STUDENTS such as flag football, basketball and softball. The Council of Graduate Students serves as a voice to the University administration on WELLNESS CENTER behalf of the graduate student community. The Wellness Center, which includes Personal Its membership includes representatives Counseling Services and Health Services, from each graduate area of study and will relocate to its newly constructed facility meets regularly with members of the faculty on Park Avenue This expanded facility will and administration. The Council sponsors provide a state of the art Center to better programs to improve the quality of the serve our campus populations. graduate student experience. Meningococcal Vaccine Law DINING SERVICES Beginning with the 2002-2003 academic The University has a contract with year, the State of Connecticut requires that Chartwell’s, a professional food service all students who reside in on-campus halls corporation, to provide meals to students. must be vaccinated against meningitis. Proof The Food Court at the Linda E. McMahon of this vaccination must be presented to Commons, 63’s, Coyote Jacks Grill (Roncalli the appropriate University officials before Hall), Cambridge Commons, and the a student can obtain entry to their resident Outtakes Convenience Store offer dining hall. This new guideline for Connecticut service à la carte throughout the day and colleges and universities is provided in Public evening. Mondo Subs and the Holy Grounds Act 01-93. For additional information, call the Café, located in Christian Witness Commons, University’s Health Services (203-371-7838).. also provides dining services. Also, Starbucks Café on the first floor of the Ryan INTERNATIONAL STUDENT VISA Matura Library provides a la carte services CERTIFICATION throughout the day and evening during the An international student requesting an academic year. application for a student visa (F-l) must be accepted to the University in a full-time program of study. Since federal and/or state financial assistance is not available to international students, the student is also required to present certified evidence of sufficient funding to cover education and living expenses.

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If, after attending the University, the student Department of Public Safety Telephone decides not to return, notification must be Numbers made in writing to the Primary Designated Routine Business: 203-371-7995 School Official (PDSO) in the Office of Student Life.. If a student wishes to travel EMERGENCIES ONLY: 203-371-7911 during the authorized time of study at the Fax Number: 203-396-8372 University, he or she must present a current Snow Phone: 203-365-SNOW (7669) I-20 form to the PDSO for certification prior to departure. A student not following the Visit: www.sacredheart.edu/publicsafety.cfm regulations of the U.S. Department of Justice Immigration and Naturalization Service is SPORTS MEDICINE AND REHABILITATION considered out of status and may be subject CLINIC to deportation from the United States. The University operates two physical therapy and hand therapy clinic facilities, one on PUBLIC SAFETY AND PARKING campus affiliated with the academic program The Department of Public Safety, located in Physical Therapy, and one in Shelton, in the Academic Center, is committed to Connecticut. The on campus clinic is located fostering an environment in which all those in the William H. Pitt Health and Recreation who live, study, work or visit within the Center. The clinics provide physical therapy University campus are able to do so in a safe and hand therapy services to students, and secure environment. The department is employees and the public. Clinic staff include committed to providing professional, timely members of the Physical Therapy program and efficient public safety services to all its faculty as well as several staff members constituents on a 24-hour-a-day, seven-day- who are advanced clinicians in orthopedic, a-week basis. sports physical therapy and hand therapy. All are licensed physical therapists. The clinics Public Safety officers patrol the buildings operate five days a week, 12 hours a day. and grounds of the University via vehicle, bicycle and foot. Services provided by the Clinic service is also closely affiliated with department include personal safety escorts, the University’s Athletic Training program to motor vehicle assistance (unlocks and jump- serve the rehabilitation needs of our student- starts) and emergency medical response athletes. The clinical facility features the and treatment, as well as maintaining a latest technological equipment in isokinetic lost-and-found department. Public Safety testing with a new Biodex II system, a full also enforces parking and traffic regulations, range of orthopedic and sports physical provides key control and locksmith services, therapy evaluation resources, a therapeutic and investigates and documents incidents pool and a full hand rehabilitation center. on campus. Public Safety is the emergency Patients may take advantage of the response department on campus and acts comprehensive fitness facilities of the as the liaison with the local police, fire and William H. Pitt Health and Recreation Center ambulance services. under the supervision of a physical therapy staff member. The clinics are authorized All vehicles parked on campus must display providers for most major medical insurance a University decal, which can be purchased carriers. For further information, call 203- at the Bursar’s Office - Academic Center 396-8181. SC-Wing. Temporary parking passes are also available at the Bursar’s Office/Student Accounts.

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STUDENT ACTIVITIES The Office of Student Activities sponsors concerts, lectures and other activities for the University community. Graduate students are welcome to participate in these and other campus activities, such as band, chorus and co-curricular interest groups. Throughout the course of the academic year, the Council of Graduate Students provides a series of programs and activities for the graduate student population. Fees or admission charges may apply.

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• The right to provide written consent Academic Standards, before the University discloses Policies and Procedures personally identifiable information from the student’s education records, except to the extent that FERPA authorizes disclosure without consent. Notification of Rights Under FERPA One exception, which permits disclosure The Family Educational Rights and Privacy without consent, is the disclosure Act (FERPA) affords students certain rights to school officials with legitimate with respect to their education records. educational interests. A school official These rights include: is a person employed by the University in an administrative, supervisory, • The right to inspect and review the academic or research, or support staff student’s education records within 45 position (including law enforcement unit days of the day the University receives personnel and health staff); a person a request for access. Students should or company with whom the University submit to the registrar, dean, head of has contracted as its agent to provide the academic department, or other a service instead of using University appropriate official, a written request employees or officials (such as an that identifies the record(s) they wish to attorney, auditor, or collection agent); a inspect. The University official will make person serving on the Board of Trustees; arrangements for access and notify the or a student serving on an official student of the time and place where the committee, such as a disciplinary or records may be inspected. If the records grievance committee, or assisting another are not maintained by the University school official in performing his/ her official to whom the request was tasks. A school official has a legitimate submitted, that official shall advise the educational interest if the official needs student of the correct official to whom to review an education record to fulfill the request should be addressed. his/her professional responsibilities for • The right to request the amendment of the University. the student’s education records that • The right to file a complaint with the the student believes are inaccurate, U.S. Department of Education concerning misleading, or otherwise in violation of alleged failures by the University to the student’s privacy rights under FERPA. comply with the requirements of FERPA. Students may ask the University to amend The name and address of the Office a record that they believe is inaccurate or that administers FERPA is Family Policy misleading. A student who wishes to ask Compliance Office, U.S. Department of the University to amend a record should Education, 400 Maryland Avenue, SW, write the University official responsible Washington, DC 20202-5901. for the record, clearly identify the part of the record the student wants changed, ADDENDUM and specify why it should be changed. If the University decides not to amend As of January 3, 2012, the U.S. Department the record as requested, the University of Education's FERPA regulations expand will notify the student in writing of the the circumstances under which your decision and advise the student of his/her education records and personally identifiable right to a hearing regarding the request information (PII) contained in such records for amendment. Additional information — including your Social Security Number, regarding the hearing procedures will be grades, or other private information — may provided to the student when notified of be accessed without your consent. First, the the right to a hearing. U.S. Comptroller General, the U.S. Attorney

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General, the U.S. Secretary of Education, Sacred Heart University or state and local education authorities Network Account and ("Federal and State Authorities") may allow access to your records and PII without your Official Communications consent to any third party designated by When students are enrolled at Sacred Heart a Federal or State Authority to evaluate University, a University network account is a federal- or state-supported education created. The student is required to activate program. The evaluation may relate to any the account and is thereby given access program that is "principally engaged in to online services including Sacred Heart the provision of education," such as early University email. Official communication childhood education and job training, as is directed to the student’s Sacred Heart well as any program that is administered University electronic mailbox. In some cases by an education agency or institution. official communications may be delivered Second, Federal and State Authorities may by U.S. mail or campus mail. Students are allow access to your education records and expected to access their email regularly to PII without your consent to researchers stay abreast of important, time-sensitive performing certain types of studies, in information. Information on how to access certain cases even when we object to or Sacred Heart University’s network is available do not request such research. Federal from the University’s website under MYSHU. and State Authorities must obtain certain Students must activate their Sacred Heart use-restriction and data security promises University network account and be registered from the entities that they authorize to to have access to course material and on-line receive your PII, but the Authorities need not applications. maintain direct control over such entities. In addition, in connection with Statewide Longitudinal Data Systems, State Authorities Matriculation may collect, compile, permanently retain, and share without your consent PII from Matriculation is an agreement with the your education records, and they may University to a particular set of degree track your participation in education and requirements. Graduate students who other programs by linking such PII to other have met all the requirements and have personal information about you that they been accepted by Graduate Admissions obtain from other Federal or State data are considered fully matriculated. Non- sources, including workforce development, matriculated students may take 6–9 credits unemployment insurance, child welfare, with permission from Graduate Admissions. juvenile justice, military service, and migrant Students who want to take courses beyond student records systems. these initial credits must be admitted to the University. The option to take courses as a non-matriculated student does not apply to programs for teacher or administrative Student Responsibility certification. Contact Graduate Admissions Students are responsible to know and for further information. apply the University’s academic policies and procedures. They are responsible for meeting deadlines as outlined in the Changes of Curriculum and academic calendar or in other sections of this publication. Students are responsible to Continuous Enrollment know and apply graduation requirements. A matriculated student has the right to Questions about academic progress should be graduate under the requirements that addressed to the academic department or the existed at the time of his/her matriculation Assistant Registrar for Graduation Services. as long as continuous enrollment has been

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maintained. Continuous enrollment means to the fundamental values of honesty, trust, the student is in attendance for one of any fairness, respect and responsibility. Only three terms in an academic year. All summer when these values are widely respected and session courses count as one term towards practiced by all members of the University— continuous enrollment calculations. Students students, faculty, administrators and staff— who drop all their courses during the add/ can the University maintain a culture that drop period may not use that semester promotes free exploration of knowledge, as part of their continuous enrollment constructive debate, genuine learning, calculation. Students who fail to maintain effective research, fair assessment of student continuous enrollment must apply for progress and development of members’ readmission. Readmitted students must characters. follow the guidelines in effect at the time of readmission. Students who are not enrolled These aims of the University require that its in a semester may wish to maintain their members exercise mutual responsibilities. network connections and access to certain At its core, academic integrity is secured services such as the Library and other online by a principled commitment to carry out services. To do this, the student must contact these responsibilities, not by rules and the Academic department and request penalties. Students and faculty should strive access to the department’s continuous to create an academic environment that is registration section. This registration will honest, fair and respectful of all. They do continue all network access. A fee will be this by evaluating others’ work fairly, by applied. Such registration is not calculated responding to others’ ideas critically yet as continuous enrollment as described in the courteously, by respecting others’ intellectual above section. and physical property, and by nurturing the values of academic integrity in all contexts of University life.

Mandated Vaccination and Appropriate disciplinary action will be taken Immunization Requirements for violations of academic integrity, including All students must be in compliance with plagiarism, cheating, any use of materials for state law before registering. For information an assignment or exam that is not permitted regarding immunization requirements, by the instructor, and theft or mutilation contact the University’s Health Services of intellectual materials or other University Office at 203-371-7838 or visit the Health equipment. Faculty will assign failing grades Services website. for violations of the University’s policy on academic integrity and students may immediately receive an F for a course in which they commit a violation. Violations of Academic Calendar academic integrity are kept on file; second The academic calendar varies depending violations will bring additional sanctions, on the graduate program. The calendar and up to dismissal from the University. For any important dates are posted on the University disciplinary action, the University affords website and organized by graduate the student the right of due process in an programs. appeals procedure. All matriculated students will be provided with a full description of the University’s standards for academic integrity, consequences for violations, and the appeals The Meaning of Academic Integrity procedure. As an institution of higher learning, Sacred Heart University places special emphasis on academic integrity, which is a commitment

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MUTUAL RESPONSIBILITIES OF FACULTY cheating or plagiarism has occurred. AND STUDENTS Such notification is not dishonorable but Sacred Heart University faculty have an maintains an academic environment in ethical and professional obligation to take which all students are evaluated fairly the following steps to promote academic for their work; it may also protect a integrity among students: student from a charge of dishonesty (if, for instance, the student’s work was • Refer in course syllabi to the University’s appropriated by another). policy on academic integrity. • Clearly explicate in course syllabi VIOLATIONS OF ACADEMIC INTEGRITY behaviors and actions that constitute Academic integrity can flourish only when academic dishonesty, especially those members of the University voluntarily that may be specific to the assignments govern their personal behavior by high of the course. ethical standards. However, it is also crucial for the University to define the boundaries • Clearly explicate in course syllabi of ethical behavior and to prohibit attacks consequences for violations of academic on the principles of academic integrity. integrity. Policies that govern faculty members’ ethical • Reinforce these expectations and responsibilities are treated in the Faculty consequences periodically during Handbook. Students’ ethical responsibilities the semester, such as when giving are governed by the policy stated here. information for assignments. Departments and programs at the University may supplement this policy with additional • Model and, where appropriate, teach guidelines and faculty members may specify students those scholarly practices that additional guidelines in the syllabi for their embody academic integrity. classes. Students must adhere to such guidelines as well as to the University-wide • Abide by this policy on academic policy. integrity, including its reporting requirements. All Sacred Heart University students, in all degree programs, are prohibited from Sacred Heart University students have the engaging in any of the following types of ethical obligation to take these steps to behavior. promote academic integrity among their peers: Cheating • Act with integrity in all their coursework. Forms of cheating include, but are not limited to: • Abide by this policy on academic integrity and any policies established by • Having unpermitted notes during any their professors and the department in exam or quiz. Only materials that a which they are majoring. professor explicitly instructs students they may use during an examination are • Refuse to share materials with peers for permitted. the purpose of cheating, or that they believe will be used for cheating. • Copying from other students during any exam or quiz. • Take care with their own papers, tests, computer files, etc., lest these be stolen • Having unpermitted prior knowledge of or appropriated by others. any exam or quiz. • Notify the professor of a course if • Copying or rewriting any homework or they become aware that any form of lab assignment from another student,

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or borrowing information for such judge the result of a student’s work, not assignments with the intention of his or her intentions, and in part because presenting that work as one’s own. students are expected to know and follow the standards for proper citation of sources • Using unpermitted materials or taking information from other students for a Forms of plagiarism therefore include, but take-home exam. A take-home exam is an are not limited to: exam; therefore, it requires independent work. • Copying whole papers or passages from another student or from any source. Students should follow the procedures given by the professor. • Allowing another student to copy or submit one’s work. Note: These standards require independent • Buying or obtaining a paper from any work by a student, except for those contexts source, including term-paper sellers and where professors have specified forms of Internet sources, and submitting that permitted collaboration with other students. paper or passages of it as one’s own If no form of collaboration has been work. specified, students must assume that none is permitted. Because assignments that involve • Pasting a passage from the Internet or group-based work can cause students to any computer source into one’s paper question what forms of collaboration are without quoting and attributing the proper, they should seek guidance from their passage. professors in all cases of doubt. Professors • Fabricating or falsifying a bibliography. should make clear to students what forms of collaboration are permissible and • Falsifying one’s results in scientific impermissible. The standards on cheating do experiments, whether through fabrication not prohibit students from studying together or copying them from another source. or from tutoring each other. • Appropriating another person’s computer Plagiarism programming work for submission as an assignment. Plagiarism is any act of misrepresenting the sources of one’s information and ideas. When • When creating a web page, film or writing essays, it is the act of presenting musical composition as a course another person’s written words or ideas as assignment, failing to attribute material one’s own. When reporting experimental that comes from other media or failing to work, it includes the acts of falsifying data obtain proper permission for the use of and presenting another’s data as one’s own. such material. In speeches, it involves quoting passages of others’ speeches or written words without • Any other appropriation of another’s mention of the author. Plagiarism is also intellectual property without proper possible in art and music, if one makes use of attribution. a work of art or music in a way that violates • Submitting an assignment that one wrote the standards of attribution in those fields. during a previous semester or submitting the same assignment for more than Plagiarism may be willful, as when a one class simultaneously. This action student knowingly copies a source without includes reusing substantial portions of attribution, or negligent, as when a student previously written work for a current fails to cite sources properly. Both willful and assignment. (Students who are unsure of negligent instances of plagiarism are subject what work of their own they may use in to penalty—in part because professors must preparing an assignment should consult

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their professors.) Assignments must be these will be used for the purpose of written the semester in which they are cheating or plagiarism. assigned unless a professor approves of the use of previously written material • Maintaining a file of exams or papers with with specific guidelines. Assignments the reasonable expectation that these will may be submitted for credit in a single be used for the purpose of cheating or course only unless professors in multiple plagiarism. courses are informed of and approve of • Theft and defacement of library materials. the multiple submissions. • Theft of other students’ notes, papers, Note: Improper citation of sources occurs homework and textbooks. when a student presents all the sources he • Posting another person’s work on the or she used in preparing a paper but fails to Internet without that person’s permission. attribute quotations and information from those sources in the body of the paper. Specific examples include: COURSE-BASED SANCTIONS FOR VIOLATIONS OF ACADEMIC INTEGRITY • Failure to use quotation marks for direct When a faculty member encounters a quotes or for an author’s distinctive suspected case of academic dishonesty, he phrases. (A rule of thumb to follow is that or she should address the matter with the five or more words in succession from student, after collecting whatever evidence a source must be enclosed in quotation may be available and relevant. The faculty marks.) member has the right to ask the student • Following an author’s structure of writing to provide evidence about sources used or and ideas, but rephrasing the sentences other reasonable requests to establish the partially to give the impression that the work the student did. whole passage reflects the student’s structure and ideas. If the faculty member discovers that the student did act dishonestly, he or she will • Failure to give page numbers for assign a penalty of a failing grade for the quotations or for other information that assignment; and may immediately assign the did not originate with the student. student a grade of F for the course. Cases of improper citation are a matter of faculty Such acts fall under the rubric of plagiarism. discretion. Because they sometimes do not involve willful misrepresentation, professors may Faculty will report in writing the incident have more lenient policies in dealing with of academic dishonesty and the sanction them. Yet students should strive to cite all imposed to the faculty’s chair or program information properly and should note that director, dean of the college in which the professors have the discretion to treat these course was taken, and dean of the student’s cases as seriously as the forms of plagiarism college within five working days of the listed above. sanction. The faculty member will provide all parties with appropriate documentation Other Violations of the incident. The dean of the student’s Other forms of unethical behavior that college will inform the student and his/ disrupt the processes of learning, teaching her academic advisor in writing of the and research include: accusation, instructor’s coursebased sanction, and appeals process available to • Providing to other students exams or the student within five working days of the papers of one’s own or from any source notification from the faculty member. In the with the reasonable expectation that instance of a second confirmed violation, the

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letter sent to the student will stipulate that will then propose a solution that the grade this is a second violation. These timelines either stands or should be reviewed by the apply under normal circumstances, barring faculty member. This concludes the process. institutional exigencies. CONSEQUENCES FOR SECOND AND APPEALS OF COURSE-BASED PENALTIES SUBSEQUENT VIOLATION OF ACADEMIC The student will initially have presented INTEGRITY his/her explanation to the faculty member The deans will maintain central files on when the faculty member first consulted all reported cases of student academic the student about the work in question. dishonesty in their colleges. Should a student The student who claims he/she did not act transfer his or her major to another college, dishonestly should ordinarily attempt a the dean will transfer files pertaining to that resolution with the faculty member. If the student to the dean of the other college. resolution was not satisfactory following when a student failed a course or received a When the dean of any college receives reduced course grade based on a formerly confirmed notice of a second violation by a reported accusation of dishonesty, the student in that college, the dean will refer student may appeal the grade by presenting the matter to a standing faculty committee a written statement demonstrating that he on academic integrity. This committee will or she did not violate the present policy. consist of one faculty member each from The student should present supporting the Colleges of Arts and Sciences, Business, documentation. A documented appeal Education and Health Professions. The associated with a grade must be presented committee will also include the Dean of in writing within 15 working days of the Students as a non-voting member. Faculty notification from the dean of the student’s members of the committee will be appointed college. for two-year terms by a vote of the Faculty Senate. The purpose of this committee is to The procedure for a documented appeal is: recommend additional sanctions to be taken If the faculty member imposes a sanction against the student, including exclusion from because he or she finds the student acted the University for one or two semesters or in violation of the policy, the student may dismissal from the University. present the case in writing with supporting evidence to the department chair or program The committee will have available to it director of the faculty member involved. The the full documentation of the student’s chair/program director will consult with the previous violation of academic integrity and faculty member in an attempt to resolve the authority to request additional information matter. If the chairperson/program director and documentation as warranted; however, is unable to resolve the matter, he or she will the committee is not to reconsider the inform the student in writing. If the student student’s guilt or innocence in those wishes to pursue the matter further, the incidents. The committee will hear from student may appeal in writing to the dean of the student’s academic advisor and the the college in which the course was taken. If chair or program director of the student’s the dean of the college in which the course major department(s). The student will have was taken or the dean’s designee finds that an opportunity to address the committee the appeal has merit, he or she will convene if he or she wishes. The student may be an appeal committee. This committee will accompanied by an advocate who is a consist of three faculty members: one current employee of the University who may selected by the student, one selected by the not act as the student’s legal counsel. faculty member who taught the course, and one selected by the dean. After reviewing all The committee will make a recommendation documented evidence, the appeal committee of sanction to the dean of the student’s

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college, who will in turn make a I (Incomplete) grades may be changed by recommendation to the Vice President for completing the deficient coursework no later Academic Affairs. The decision of the Vice than six weeks after the beginning of the President for Academic Affairs will be final. following major semester (fall or spring.) All Incomplete grades not changed within the VIOLATIONS AND APPEALS OF six-week period will revert to F’s. In unusual VIOLATIONS OUTSIDE OF A COURSE circumstances, the six-week period can be extended. (See IX) When a student is suspected of having violated academic integrity by an action (IX) (Incomplete Extension) grade will be in that did not occur in the context of a course effect until the next conversion date which is (see section above, Other Violations), the six-weeks into the following major semester. student, faculty, staff or administrator who After that date, the Incomplete Extension suspects the violation and has plausible grade will convert to an F. An extension for evidence should present this information to incomplete work may be given only once the Dean of Students. The Dean of Students with the approval of the course instructor will decide how to pursue the matter, and and the department chair. Incomplete grade the student will have the right to appeal extensions must be filed in writing with the any consequences according to the Student Registrar’s office by the instructor prior to Handbook. the incomplete conversion date.

W (Withdrawal) grades are recorded when Grading System a student officially withdraws from a course within the approved time frame (see policy under Course Withdrawal.) SACRED HEART UNIVERSITY GRADUATE GRADING SYSTEM NG (No Grade) is recorded by the Registrar GRADE QP when a grade is not reported by the instructor. Students will not receive credit for A 4.00 courses assigned a No Grade. A- 3.67 B+ 3.33 Quality Grade points earned in a course are determined by multiplying the point B 3.00 value of the letter grade (see above chart) B- 2.67 by the number of credits of the course. A C+ 2.33 term GPA is calculated by dividing the total number of quality grade points by the total C 2.00 number of credits taken during the term. A F 0.00 cumulative GPA is calculated by dividing the P (Pass)* 0.00 (for courses total number of quality grade points by the approved as pass/fail)* total number of credits taken at Sacred Heart University. Courses transferred into Sacred NP (No Pass) *0.00 (for courses Heart University from other institutions do approved as not factor into the Sacred Heart University pass/fail)* grade point average. Note: Grades of P/ W (Withdrawal) 0.00 NP, W, I, AU and NG are not included in the I (Incomplete) 0.00 calculation of the term or cumulative GPA. AU (Audit) 0.00 If a student repeats a course that had NG (No Grade) 0.00 a passing grade, the best grade will be calculated into the student’s overall GPA. * as designated by Department

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The initial grade will remain on the transcript • the process determining the grade was but will not be calculated in the overall GPA. not presented in writing to the students. The student will receive academic credit for the course only once. See the policy for A documented grievance associated with repeating a failed course under the Academic a grade must be presented within six (6) Forgiveness section. months after the original grade was issued. The procedure for a documented grievance Graduate students will receive a pass/ is as follows: fail grade only for courses designated by the department as pass/fail. These are • The student is expected to resolve the generally limited to thesis, comprehensive issue at hand with the faculty member. examinations, clinical affiliations. If a student • If the solution as provided by the faculty enrolls in a course that is not required for his member is unacceptable to the student, major, he/she may seek approval to put the the student may present the case in course on pass/fail. Written approval from writing with supporting evidence to the the Department Chair and College Dean is department chairperson of the faculty required. member involved. The department chairperson will then make a judgment, CHANGE OF GRADES after consultation with the faculty An instructor may submit a Change of member and the student, in an attempt Grade only due to miscalculation or clerical to bring the matter to resolution. error of the original grade. Grade changes • If the department chairperson is unable must be submitted by the instructor of to bring the matter to resolution or the record using the appropriate form or online judgment is unacceptable to the student, procedure In Web Advisor. Grade changes the student may present a formal appeal must be submitted no later than the end of in writing to the dean of the college in the following semester in which the grade which the course was taken or to his/her was posted. Any exceptions will require designee. additional approval. When a grade below C is given in a required course, that course • If the dean of the college or his/her must be repeated. For a grade below C in an designee finds that the appeal has merit, elective course, the student will be advised he/she will convene a grievance committee. by the program director to repeat the course This committee will consist of only faculty or take another elective in its place. members: one faculty member selected by the student, one faculty member selected STUDENT GRADE GRIEVANCE—POLICY by the faculty member concerned, and one AND PROCEDURE faculty member selected by the dean of the college or selected by his/her designee. A student’s dissatisfaction with a course The chairperson of the faculty member grade is, in general, not sufficient grounds against whom the grievance is filed is not for warranting a grievance, convening a eligible to serve on the Grade Grievance committee, or meriting a hearing. Committee. After reviewing all documented Grounds for a grievance exist upon evidence, the grievance committee will presentation of written documented then propose a solution, supported by a evidence indicating: rationale in writing, that the grade either stands or should be changed by the • discriminatory treatment; faculty member. If the faculty member is unavailable to change the grade, the • the process determining the grade differs department chairperson shall serve in lieu from that outlined in the course syllabus; of the unavailable faculty member. or

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• In the extraordinary circumstances in • Students must have obtained at least a which the faculty member does not cumulative GPA of 3.7. accept the recommendation of the Grade Grievance Committee to change • Students must have engaged in the grade after the Grade Grievance significant work (e.g., thesis, major Committee ascertains that one or more project, course paper, etc.) that makes a grounds for a grievance outlined above recognized and documented contribution has been substantiated, then the issue to the field of discipline. shall return to the Grade Grievance • A recommendation that an honor’s Committee, which will make the final designation be granted must be sent grade decision to be implemented by to the program director by a faculty the department chairperson. This step member. concludes the process. • Endorsement by the program director of ACADEMIC FORGIVENESS the faculty member’s recommendation and a recommendation for the award to A student who has successfully repeated the dean of the college. a failed course and wants to make an adjustment to his/ her transcript must submit ACADEMIC PROBATION the appropriate repeated course form to the Registrar’s Office. Any student whose cumulative GPA is below 3.0 will be considered to be on academic If an F course grade was the result of a probation and may be required to obtain violation of the University’s policy on written permission from the program director academic integrity, the grade is not subject before registering for additional coursework. to forgiveness. That is, the grade will remain in the computation of the GPA. If the PROGRAM DISMISSAL Repeated Course Request is approved, only A student whose cumulative GPA is below the more recent of the two grades will be 2.7 after completion of 18 credit hours will counted in the computation of the grade be dismissed from the University. A student point average (GPA). The original grade, placed on academic probation or dismissed however, will be kept on the transcript. This may submit an appeal for change of status. policy is limited to the first F successfully For more information, contact the dean of repeated during graduate study. Criteria for the appropriate college. the successful repetition of a failed course will be established and promulgated by the *The academic probation and program respective program faculty. The limitation dismissal policies described above are to forgiveness of a single F grade may be minimum University requirements. Each waived by student petition to the program academic department may have additional or department director, with final approval of requirements for the student to maintain the petition being made by the college dean. good standing or be retained in the program.

HONORS DESIGNATION FOR GRADUATING GRADUATE STUDENTS Academic Policies The following represents the criteria for awarding the honor’s designation for graduate students at the time of their graduation: STUDENT STATUS To be considered a full-time graduate • Students must be in top 20% of the student at the University, candidates must graduating group within the degree maintain registered status for nine credit program. hours per term.

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Graduate students who are enrolled for Academic Procedures a minimum of 3 credits in a term are considered half-time. International students WEB ADVISOR (on an F-1 visa) must enroll for nine credit hours each term, Summer sessions excluded. Web Advisor is a secure site with access for current students and faculty. Through Web Advisor students can search for open classes TIME LIMIT FOR DEGREE COMPLETION and register online, add/drop courses, view A student must complete all the their schedules with up-to-date room and requirements for the degree within six years instructor information, or check restrictions of the date of completion of the first course on their registration. Students may also view in the program. An extension of the time their profile information and send corrections limit for completion of the degree can be to the Registrar’s office. Students can view granted only by the dean of the college after their grades and monitor their progress consultation with the program director. toward their degree goals.

RESEARCH PROJECTS AND INDEPENDENT ONLINE REGISTRATION USING WEB STUDY ADVISOR Many programs allow or require students Students are expected to register for classes to participate in research projects and/ through Web Advisor provided that they or courses of independent study. In both do not have any holds on their registration instances, these require prior approval by the (balance due, Health Services Immunization academic program director and dean of the requirement, parking tickets, etc.). This college, and close supervision by a faculty ensures that all students comply with Sacred member. Students should consult with the Heart University polices. The student should academic program director about their contact the appropriate departments to interest in a research project or independent address any outstanding issues. study, and must obtain the necessary approval before registering for a research Students will be assigned time periods project or independent study course. to register online for the fall and spring semesters. Messages will display on the In research designs proposing to use screens whenever a student attempts to human subjects, students are required register for a class for which he or she is not to seek approval from the University’s qualified. Human Subject Review Committee before engaging in their research project. For Online registration will only be available further information, contact the dean of the during specified date ranges but access appropriate college. to inquiry screens will always be available. Up-to-date information regarding class THESIS schedules, room and instructor information, A thesis may be required, encouraged or and course offerings is available through an option of a student’s graduate program. Web Advisor. Since a thesis is a special form of original Students who require special permission research, it requires careful supervision to register for a course may do so by by either an individual faculty member completing the registration form and faxing or a program thesis committee. Students the form with written permission from the considering a thesis should discuss their Program Director to the Registrar’s Office. interest with the appropriate program Students may also complete this process director or the office of the dean of the in person during regular business hours. appropriate college. Information may be faxed to 203-365-7509.

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REGISTRATION CONDITIONS as listed in the Expenses and Student The University reserves the right to change Financial Assistance chapter of this catalog. class schedules or instructors at any time. In Students may not add a course after the the event a course is cancelled, full refund add/drop period without written permission of tuition and fees for the course will be of the course instructor and the department processed. If course cancellations occur chair. See Academic Calendars for add/drop students will be notified by the academic deadlines. department through SHU email in order to adjust their schedules. Students must initiate COURSE WITHDRAWAL all registration, drop or withdrawal actions. If withdrawal from a class becomes Requests from faculty or staff will not be necessary, the student should obtain an processed unless a signed form or letter from official withdrawal form from the Registrar’s the student is attached. office. Official withdrawal is necessary to assure proper grade entry on the transcript IN-PROCESS STUDENT REGISTRATION and the issuance of any refunds, if applicable. Qualified students who have not yet A ‘W’ grade will be issued for course completed the application process, or who withdrawals submitted within the withdrawal have not received an admissions decision deadline (See Academic Calendars for on their application, may register as an in- withdrawal deadlines). After the deadline process student with written permission from a grade of W will only be granted in highly the Graduate Admissions Office. Students unusual circumstances, such as documented may complete up to six or nine credit hours medical emergency. Students who do not under this designation depending on the withdraw in the specified time frame will academic program requirements. In-process receive the grade that they have earned. registration does not guarantee admission Students are encouraged to contact their into a graduate program. advisor or program director to discuss their academic progress. COURSE PREREQUISITES Phone withdrawals are not accepted. Students are responsible to know Students who are taking only on-line courses course prerequisites and to meet those may submit a request to withdraw from a requirements before a course is taken. course by sending an email to registrar@ Information regarding course prerequisites sacredheart.edu. The email must include the can be found in this catalog and/or supplied student’s request to withdraw, the student’s by the appropriate academic program name, ID number course and section number director. Exceptions to a prerequisite must and term. be approved in advance by the academic program director. Credit may be denied to Nonattendance does not constitute official a student who takes a course without the withdrawal. Course withdrawals may affect proper prerequisites. satisfactory academic progress (as defined in an earlier section) and/or academic COURSE CHANGES—ADD/DROP standing, and may result in the loss of benefits or permission to participate in A student may change his/her course University activities such as athletics. It is the selection only within the add/drop period. student’s responsibility to understand these The procedure for schedule changes is consequences. available on the Registrar’s webpage (http:// www.sacredheart.edu/officesservices/ If a student withdraws from the University registrar/).This process must be followed to prior to and through the add/drop period, ensure course registration and the proper the courses will not appear on the student’s calculation of tuition and issuance of refunds transcript. A “W” grade will be recorded if

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the student withdraws from the University Military Leave of Absence after the add/drop period. The W grades will Graduate Students called to active duty while appear on the student’s transcript. enrolled in the University should contact their program director. Students must VERIFYING STUDENT’S SCHEDULE present documentation. Students wishing Each student is responsible for checking their to obtain a Military Leave of Absence may schedule on Web Advisor to make sure the be offered the following options after the information is correct. Any problems should program director confers with financial aid, immediately be directed to the Registrar’s instructors, and other University officials: Office. Students will be held academically • Withdrawing from the courses with and financially responsible for their a full tuition refund or tuition credit, registration as indicated on their schedule in in accordance with University and Web Advisor. government guidelines.

LEAVES OF ABSENCE • If a student completed at least 70% of the coursework and upon recommendation Medical Leave of Absence of his/her dean, the student may elect Students who must leave the University to take incompletes and make special because of a documented medical condition arrangements for course completion with may request a medical leave of absence individual instructors. from the program director or department • Students are eligible to return within chair.Documentation of the serious nature one year following active duty. However, of the medical condition must be provided. the degree requirements may have Medical leaves are generally approved for changed, and the student may be one semester but may be renewed for one required to comply with degree program additional semester with written permission requirements in effect at the time of their from the dean of the college. Students may return to the University. return at the end of the leave when medical clearance is provided. This policy does not COMPLETE WITHDRAWAL FROM THE bind the University to alter their curricula UNIVERSITY or major program, which may have been discontinued or substantially altered during Graduate students wishing to drop or the approved leave of absence. Students who withdraw from all their courses and thereby change their program or major upon return discontinue their enrollment should confer will be under the requirements in effect at with their advisor or program director. the time of their return. University withdrawals are not official until all signatures are obtained. Any refunds will The student is responsible for obtaining all be determined by the official date of the relevant information that may affect their withdrawal. All fees are nonrefundable. Drops standing and benefits including but not will be recorded on the student’s record limited to financial aid and veteran’s benefits. during the add/drop period. A “W” grade will A student on approved medical leave is be recorded and appear on the transcript for considered to be in continuous matriculation University withdrawals completed after the during that leave period. If a student does add/drop period. not return after the leave or extend it, he or she must go through the readmission READMISSION process to return. Students who fail to maintain continuous enrollment as defined in an earlier section, must apply for readmission through Graduate Admissions. Readmitted students

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must follow the guidelines in effect at the Students completing a credit certificate must time of readmission. submit an application for the certificate at least one semester in advance of completing SUBSTITUTIONS AND WAIVERS the requirements. Failure to comply may result in a delay of receiving the certificate In order to maintain academic quality and by the semester the certificate is completed. integrity, no student will be granted a There is no fee for the credit certificate at substitution for a course or credits, unless this time. it is in accordance with the University’s policy. A substitution may be granted at the discretion of the department chair/ TRANSCRIPTS program director for any course in the The transcript is the official academic respective discipline. If the basis for the record. The student’s authorization must be request of a substitution is a learning or received before a transcript will be released. physical disability, the student must contact The student should complete an electronic the the Director of Special Services and Transcript Request. The link is available on provide documentation of the disability. the Registrar’s Office website at For information regarding this procedure www.sacredheart.edu/officesservices/ contact the Director of Special Services. All registrar/. A fee is charged for each waivers and substitutions must meet the transcript requested. Options are available requirements of any academic program for rush processing, and overnight delivery accredited and/or licensed by an outside services at an additional cost. Transcripts accrediting body or governmental agency. will be withheld if the student has a financial obligation to the University. APPLICATION FOR GRADUATION To receive a degree, a student must complete all requirements for that degree as listed in the catalog in effect at the time of admission into the program. All students eligible for a degree must apply for graduation candidacy at least one semester before completing the degree. An online application is available through Web Advisor.. Failure to comply may result in a delay in receiving the degree by the anticipated graduation date. Degrees are conferred three times a year in May, August and December. The Commencement Convocation is held once a year in May

Students will be billed a graduation fee approximately one month before their anticipated graduation date. The graduation application fee is not refundable. In the event the student does not complete the requirements for the degree within one year of the originally indicated date, a new application including a new application fee will be required.

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For a listing of specific programs. If a CAS Graduate Admission application is used, then all supporting Students are admitted into graduate study materials will be sent to Liaison International at Sacred Heart University using a portfolio for processing. Once compiled, cpmpleted approach. This allows the University to and verified applications will be sent to the review an application using a variety of Office of Graduate Admissions. Students factors such as prior work experience and are responsible for the submission of all other nonacademic activities that may be application materials. Once an application is relevant to the student’s planned area of received, the Office of Graduate Admissions study. will generate a file for the candidate. When a file is complete and verified by the Office In addition to the admission requirements of Graduate Admissions, it will be delivered specified by each graduate program, all to the program office for consideration. applicants must have a bachelor’s degree Candidates will be notified as soon as or equivalent from a higher education possible concerning any decision regarding institution accredited by a regional their application. Submission of some association of colleges and schools materials, such as transcripts and test scores, recognized by the U.S. Secretary of may take several weeks to arrive.Early Education and recognized as accredited submission of these materials is advised. by the Connecticut State Department of Education or a Connecticut higher education APPLICATION DEADLINES institution accredited by the Connecticut Board of Governors of Higher Education. There is no formal University-wide deadline Applicants are expected to have a cumulative for applications for graduate study. However, undergraduate grade point average (GPA) of several departments and programs have 3.0 (on a 4.0 scale) or higher. Applicants with established their own deadlines. For more an undergraduate cumulative GPA below information on specific program deadlines, 3.0 may be provisionally accepted to certain contact the Office of Graduate Admissions programs if they demonstrate those qualities at 203-365-7619. For all other programs, it is needed to succeed in the University’s recommended that all application materials graduate programs. Certain programs may be submitted as soon as the application is require above a 3.0 cumulative GPA and have filed. International applicants should submit additional requirements of a Prerequisite their official transcripts with proof of degree GPA or an interview. Individual requirements and supporting materials at least four are listed online for each program, or you can months before the first day of class. contact the Office of Graduate Admissions. COMPLETION OF THE APPLICATION FILE In order to complete an application for Application Process graduate study, the following materials must be received by the Office of Graduate Applications and all supporting materials Admissions. (test scores, letters of recommendation, writing samples, transcripts, etc.) should APPLICATION be sent directly to the Office of Graduate Admissions. Certain professional graduate A completed application form and any programs will utilize a CAS application supplemental forms must be received by the managed by Liaison International. These Office of Graduate Admissions. Incomplete or common national applications are often unsigned applications will be returned. sponsored by the accrediting agency. Please refer to the specific program application page or contact an admissions counselor.

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FEE INITIAL TEACHING CERTIFICATION A nonrefundable fee must accompany the APPLICANTS application. Applications without the fee or Candidates applying for their initial teaching proof of payment will be returned. certificate must complete an essay stating their reason(s) for wanting to be a teacher TRANSCRIPTS and describing any experiences that may have influenced that decision. Applicants Official transcripts from all prior colleges and must also submit a passing score on the universities attended must be received by Reading, Writing and Mathematics sections the Office of Graduate Admissions. Official of the Praxis I examination or obtain an transcripts are those sent by the registrar of official Praxis waiver from the Connecticut a college directly to the Office of Graduate State Department of Education. Applicants Admissions or Liaison International if who have an undergraduate cumulative GPA applying through a national CAS application. under 2.75 (on a 4.0 scale) must request a Sacred Heart University students and waiver of this requirement from the Office alumni may authorize the Office of Graduate of Graduate Admissions in order to be Admissions to obtain their official SHU considered for admission. Applications must transcripts on their behalf. Contact the Office provide evidence of having submitted a state of Graduate Admissions for an authorization and national criminal history background form. Hand-carried transcripts will not check prior to registering for their first class. be accepted. All transcripts from foreign institutions should be accompanied by an evaluation completed by a translation CERTIFIED AND LICENCED STUDENTS service. The Office of Graduate Admissions Certified teachers or licensed health has several recommended agencies for professionals who are applying for any prospective students to contact. graduate program must submit a copy of their current certification or licensure. TEST SCORES Any test scores required for admission INTERNATIONAL APPLICATIONS must be forwarded by the testing service All admitted international graduate students to Sacred Heart University. For more must possess the equivalent of a four-year information, contact the Office of Graduate bachelor’s degree from an accredited college Admissions at 203-365-7619. or university. In addition, international applicants should have achieved an excellent LETTERS OF RECOMMENDATION academic record that includes at least 16 years of primary, secondary and college-level Two or more letters of recommendation on education. behalf of the applicant must be received by to the Office of Graduate Admissions. Certain International graduate students essentially programs have specific requirements for follow the same procedure and use the recommendations. Contact the Office of the same application form as all other Graduate Admissions for details at 203-365- graduate students applying to Sacred Heart 7619. University, however, the following additional documentation must also be submitted: RÉSUMÉ • Certified official copies of all university/ A résumé highlighting career and academic college academic transcripts accomplishments should be sent to the Office of Graduate Admissions. • Proof of a bachelor’s degree completion from an accredited university or college including semester-by-semester mark sheets, academic transcripts, grade

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reports, final examination results, conjunction with the Office of International diplomas and degree certificates from Admissions, will work closely with the every college or university attended University’s PDSO to issue the student’s showing dates attended, course titles, I-20 for the purpose of obtaining an F-1 grades obtained, credit hours if any, and Visa. For more information on international the conferral of a bachelor’s degree admission, contact the Office of International Admissions at internationalenroll@ • An explanation of your university/college sacredheart.edu. grading system must be provided along with transcripts NON-NATIVE ENGLISH SPEAKERS • Official English language proficiency test Non-native English language speakers, results (acceptable exams include TOEFL, applying for graduate study, must submit IELTS, Sacred Heart University’s English official test scores forwarded directly from Language Institute (online placement the testing service to Sacred Heart University exam, CaMLA EPT or MELAB), PTE, .The following examinations are accepted: iTEP, ELS Level 112 English for Academic TOEFL, IELTS, Sacred Heart University’s Purposes, the Cambridge Certificate English Language Institute (online placement In Advanced English or the Cambridge exam, CaMLA EPT or MELAB), PTE, iTEP, ELS Certificate in Proficiency in English. Level 112 English for Academic Purposes, the • For all university-level academic work Cambridge Certificate in Advanced English done outside the United States an official or the Cambridge Certificate in Proficiency course-by-course foreign credential in English. evaluation is preferred with some For unconditional admission to an academic graduate programs requiring submission. program, the following minimum scores are Please contact the Office of International required: Admissions for a list of approved evaluation companies. • TOFEL score of 550 on paper-based test or 80 on the TOFEL iBT • Identification page(s) of the student’s passport • IELTS - 6.5 • A certified bank statement or • SHU ELI online placement - 96 government financial guarantee with U.S. dollar figures verifying the student’s • SHU ELI CaMLA EPT - 70 family and / or sponsor’s ability to pay • SHU ELI MELAB - 80 (proctored on-site the costs required to attend Sacred at SHU) Heart University for one year of study dated within six (6) months of enrolling • PTE - 62 at Sacred Heart University. The bank • iTEP- 5 statement or financial guarantee must be in English and signed by a bank or • Cambridge Certificate in Advanced government official. English (CAE) - 5.5 • Additional documentation as specified • Cambridge Certificate in Proficiency in per graduate program English (CPE) - 5.5

Upon acceptance to a graduate program, • Test scores must be forwarded directly receipt of the student’s passport and proof from the testing service to Sacred Heart of the student’s ability to afford the cost University to attend Sacred Heart University for one year. The Office of Graduate Admissions, in

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INCOMPLETE APPLICATIONS Upon completion of the requirements, The Office of Graduate Admissions will keep the application file will be reviewed for incomplete applications on file for one year. If consideration as a Fully Matriculated Student. an application has not been completed after one year, it will be considered withdrawn. SPECIAL STUDENTS Withdrawn incomplete applications are Special Students are those who are taking destroyed after two years. courses and have not decided to matriculate into a graduate program. Special Students INTERVIEWS AND ADVISEMENT SESSIONS are considered non-matriculated students The University encourages prospective and may only complete a maximum of 6 to graduate students to meet with a 9 credit hours at the University, per approval representative from the Office of Graduate of the graduate program. Students who want Admissions regarding their opportunities for to take courses beyond these initial credits graduate study. The University also suggests must be admitted into a graduate program. that prospective students meet with faculty This option is not available to all programs advisors or program directors for academic and it must be approved by the Office of advising. For more information on our Graduate Admissions. various information sessions held throughout the year, call 203-365-7619. Readmission Graduate students who fail to maintain Acceptance continuous enrollment in their graduate Graduate students may be accepted program must complete an Application under three categories: Fully Matriculated, for Readmission. Continuous enrollment is Provisionally Accepted or Special Student defined as attendance for one of any three The application process must be completed terms (for the purposes of this policy Late in order to be considered a Fully Matriculated Spring and Summer count as one term) or Provisionally Accepted student. Special per academic year. The Application for students must register through the Office of Readmission must be submitted to the Office Graduate Admissions. of Graduate Admissions. Students who are readmitted must adhere to the guidelines set forth in the current catalog. Graduate FULLY MATRICULATED STUDENTS students who fail to register for more than Those who have met all of the requirements six consecutive terms will be considered for admission and have been accepted by withdrawn from the University and must the graduate program are considered Fully reapply under the current admission Matriculated Students. standards stipulated by the graduate program. PROVISIONALLY ACCEPTED STUDENTS Applicants whose undergraduate cumulative GPA falls below the minimum standard for Transfer Credits and admission, those who require additional prerequisite course work or who may Residency Requirements benefit from close academic supervision Graduate credits may be transferred to may be admitted as Provisionally Accepted the University graduate degree programs Students. Provisionally Accepted Students provided that these credits were taken within must complete any requirements outlined the past six years at the graduate level from in the letter of provisional acceptance sent a regionally accredited college or university. by the Office of Graduate Admissions. A minimum grade of B is required for the

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courses to be transferred. All courses are transferred at the discretion of the program director. Graduate credits taken at the University toward another graduate degree program can be applied using the same criteria as those applied to transfer credits.

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56 SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

Certificate in Advanced Orthopedic Physical Expenses and Student Therapy: $600/credit Financial Assistance Religious Studies: $700/credit Applied Psychology: $785/credit Speech Language Pathology (Full-time): Tuition and Fees $36,000/year Subject to approval by the Board of Trustees Speech Language Pathology (Part-time): (Academic Year 2014–2015) $740/credit Healthcare Information Systems: $715/credit GENERAL INFORMATION Environmental Analysis Management Full- Tuition at Sacred Heart University is based time: $15,000/year on credit hours. The charge per credit hour Exercise & Nutrition (Full-time): $8,775/ may vary for each program. All tuition and semester fees must be paid on or before registration for each semester or session unless prior Exercise & Nutrition (Part-time): $750/credit arrangements have been made. Students Film and Television Production: $930/credit will not be allowed to register with a prior Digital Marketing: $825/credit balance. A degree will not be conferred and a transcript and/or educational verification will Human Resource Management: $825/credit not be issued until all financial obligations to Sports Communication & Media (Full-time): the University have been met. The University $31,860/year reserves the right to require any past balance Sports Communication & Media (Part-time): to be paid by certified check. $885/credit Accounting: $825/credit TUITION* Criminal Justice: $695/credit Chemistry (Full-time): $7,800/semester Cyber Security (Full-time): $22,500/year Chemistry (Part-time): $800/credit Cyber Security (Part-time): $800/credit Communications: $885/credit Audit Tuition: $815/course Computer Information Science (Full-time): $7,500/semester MANDATORY FEES* Computer Information Science Part-time: $800/credit Registration Fee (nonrefundable): $115/term Education: $660/credit Library Fee: $40/term Saturday Weekend Admin Ed Leadership: Student Council Fee: $18/term $695/credit Some courses may require additional lab fees Griswold Education: $560/credit (see course listings). MBA (Full-time): $825/credit Nursing: $750/credit OTHER FEES* Doctor of Nursing: $900/credit OT Program Fee: $500/ semester Occupational Therapy (Full-time): $33,750/ Nurse Practitioner Fee: $500 year DPT Clinical Education Fee: $1,000 – Late Occupational Therapy (Part-time): $705/ Spring credit DNP Clinical Fee: $190 Doctorate Physical Therapy (DPT) (Full- Monthly Payment Plan Fee: $65/term time): $34,000/year Guaranteed Payment Plan Fee: $80/term

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Graduation Fee: $155 WITHDRAWAL/REFUNDS Student Teaching Fee: $300/term Withdrawals from courses must be made in Guaranteed Payment Plan Credit Card Reject person through the Office of the Registrar. Fee: $90 Official withdrawal is necessary to assure the proper entry of grades on the transcript Credit Card Reject Fee: $50 and the determination of any refund, if Return Check Fee: $40 applicable. Refunds, which are issued by Health Insurance Fee (optional): $1,713/year Student Accounts, are based on the full tuition charges. Failure to withdraw properly * For more detailed tuition and fees will result in the issuance of a withdrawal/ information, refer to the Student Accounts failure (WF) grade. Those who improperly withdraw will be charged full tuition. Federal Web page at www.sacredheart.edu. regulations require that veterans follow the University’s withdrawal procedure or It is the sole responsibility of the student be liable for repayment of any benefits to maintain a correct mailing address with received. All refunds will be based on the the Registrar’s Office. Go to WebAdvisor to refund schedule and determined by the date update your Personal Information. of notification to the Registrar’s Office, not the date of the last class attended. Tuition PAYMENT OF TUITION AND FEES refunds are based on the tuition charge: Students can pay tuition and other fees 100% Before start First week in full by cash, check, or money order. All checks should be made payable to Sacred 80% Before the Second week Heart University. Refer to Student Accounts 60% Before the Third week (www.sacredheart.edu) for online payment 40% Before the Fourth week instructions. 20% Before the Fifth week MONTHLY PAYMENT PLAN OPTIONS 0% After the Fifth week A monthly payment plan is available during Registration and lab fees are nonrefundable Fall and Spring semesters only. For further unless the course is canceled. information about payment plans, contact the University’s Student Accounts Office at Tuition refund for SHU Online programs is 203-371-7925, or refer to Student Accounts 100% prior to start of first week, 80% the first webpage at www.sacredheart.edu. week of classes, and 0% after start of first week. Late Fee If a payment is received later than the due Refunds can take four to six weeks to date, a finance charge will be assessed at the process. After withdrawing, students must rate of .75% per month, annual rate of 9%. contact Student Accounts at 203-371-7925 to receive a refund. Refunds are only given to GUARANTEED PAYMENT PLAN students who have no outstanding balances. This program enables part-time students to register for a term without tuition payment at REFUND ALLOCATION POLICY FOR the time of registration. Further information FEDERAL FINANCIAL AID FUNDS regarding the Guaranteed Payment Plan Pioneer Plus Card Electronic refunds -- to can be obtained on the Student Accounts set up electronic refund preference, go to webpage at www.sacredheart.edu. PioneerPlusCard.com. Withdrawing from all courses is considered withdrawing from the University. If you

58 SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

do this before 60% of the semester is (call 860-376-8408) are eligible for a tuition completed (approximately 8–9 weeks into discount. the semester), your financial aid award will be recalculated, according to the percentage FEDERAL DIRECT STAFFORD LOANS of the semester you have completed. If Graduate students who have been fully awarded Title IV (federal) or state aid and matriculated into the University may you withdraw before completing 60% of the be eligible to receive a federal Direct semester, some portion of financial aid must Unsubsidized Stafford Loan. This program be returned. The formula determines what is administered by the Office of Student portion of the aid must be returned and the Financial Assistance and each loan applicant list below indicates the order in which the aid is required to file a Free Application for is returned. Federal Student Aid (FAFSA) form with the Department of Education. Once a FAFSA Refunds to Federal Title IV programs are form is processed and the information has made in this order: been received by the University, the Office Federal Unsubsidized Stafford Loan of Student Financial Assistance will assist the student in completing a loan application. Federal Graduate Plus Loan Full-time students may borrow a maximum Federal Plus Parent Loan for Undergraduate of $20,500 per year from the Stafford Students (Plus) program. Payment begins six months after Other federal sources of aid graduation, withdrawal, or change to less than half-time status. The student has 10 Other state, private, or institutional aid years to repay the loan. Refund examples are available in the Student Financial Assistance Office. It is important to FEDERAL DIRECT GRADUATE PLUS LOAN discuss withdrawal and refund as it pertains Graduate PLUS Loans are available to credit- to the individual student, and its implications worthy, U.S. citizens or eligible noncitizens. for federal student loan repayment and To process a loan, you must submit the future eligibility for financial assistance. Free Application for Federal Student Aid (FAFSA) and apply for a Direct Stafford (Days enrolled) – (Official breaks of five days or longer) loan. The amount you are eligible to borrow Total number of class days in the semester. is determined by the total cost of your educational program less the amount you receive from the Direct Stafford loan and Financial Assistance other financial aid. Qualified graduate students may be able to FEDERAL TEACH GRANT obtain financial assistance through a variety of programs. For further information on any The TEACH Grant Program is a non need- of the programs listed below, contact the based federal program that provides up to Office of Student Financial Assistance at $4,000 per year to students enrolled in an 203-371-7980, or the sponsoring department. eligible program and who agree to teach as a high-qualified teacher in a high-need field, at a low-income elementary or secondary TUITION DISCOUNTS school for at least four years within eight Diocesan Discounts are processed by the years of completing the program for which Office of Student Financial Assistance. the TEACH grant was awarded. If the grant recipient fails to complete the required MAT students employed as teachers by the teaching service, the TEACH grant is Dioceses of Bridgeport (call 203-365-4791), converted to a Federal Direct Unsubsidized Hartford (call 860-396-8465), and Norwich

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Loan with interest accruing from the date the assistantships are chosen by the sponsoring grant was disbursed. academic or administrative department and often pay a stipend as well as some GI BILL/YELLOW RIBBON PROGRAM tuition remission. More information may be obtained from the Office of Student Financial The Yellow Ribbon GI Education Assistance at 203-371-7980. Enhancement Program (Yellow Ribbon Program) is a provision of the Post-9/11 Veterans Educational Assistance Act of RESIDENCE HALL DIRECTORS 2008. This program allows institutions of Several residence hall director positions are higher learning (degree granting institutions) available through the Office of Residential in the United States to voluntarily enter Life and Housing Services. These are live-in into an agreement with VA to fund tuition positions and are usually filled by those expenses that exceed the highest public who are interested in pursuing a career in in-state undergraduate tuition rate. Sacred student services. Residence hall directors are Heart University will contribute up to the fully matriculated graduate students who remainder of the tuition and expenses attend school on a part-time basis while not covered by the national maximum of fulfilling their job responsibilities for the $20,235.02 that Is provided by the VA. Only Office of Residential Life. Criteria are very individuals entitled to the maximum benefit selective and hiring decisions are made in rate (based on service requirements) may the spring for the subsequent Fall term. For receive this funding. Therefore, they may be further information on this program, contact eligible if they served an aggregate period the Office of Residential Life and Housing of active duty after September 10, 2001, of Services at 203-416-3417. at least 36 months; they were honorably discharged from active duty for a service FELLOWSHIPS connected disability and they served 30 continuous days after September 10, 2001; Department of Physical Therapy (“DPT”) they are a dependent eligible for Transfer Emergency Fund of Entitlement under the Post-9/11 GI Bill based on a veteran’s service under the This fund provides emergency assistance to eligibility criteria listed above. For additional students that require monetary assistance information please visit www.sacredheart. with emergency situations such as travel cost edu/pages/27541_yellow_ribbon_program. associated with clinical education, family cfm. emergency travel, rent support and the unexpected burdensome costs associated with the DPT program student status. GRADUATE RESEARCH ASSISTANTSHIPS A limited number of graduate research Luxembourg Student Fellowship assistantships are available. Assistantships Established to assist students participating in usually carry some tuition remission as the Luxembourg MBA Program. they assist faculty with research projects. Students should contact the department Thomas G. Pepe Memorial Award directly concerning availability and eligibility requirements. Established in memory of Dr. Thomas J. Pepe, this award provides support to an outstanding graduate student. GRADUATE STAFF ASSISTANTSHIPS A limited number of graduate staff assistantships are made available to graduate students who are fully matriculated and attend school on a full-time basis. Staff

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College of Arts & Sciences

ROBIN L. CAUTIN, PH.D., DEAN Phone: 203-396-8020 Fax: 203-396-8076 Email: [email protected]

The College of Arts and Sciences is the largest, and the most diverse, of the four colleges at Sacred Heart University. In addition to the Bachelor of Arts, Bachelor of Science and Associate degrees at the undergraduate level, the College of Arts and Sciences offers several innovative and dynamic graduate programs.

Graduate programs in Applied Psychology, Chemistry, Communication and Media Studies, Computer Science, Criminal Justice, Environmental Systems Analysis and Management, Film & Television Production, and Religious Studies offer students an ideal balance of hands on, practical training and rigorous academic study. These programs of study are supplemented with a robust internship program, which prepares our graduate students for employment in the professional fields. As with all programs of study at Sacred Heart, our graduate students distinguish themselves through their pursuit of the common good and a commitment to high moral character.

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62 College of Arts and Sciences SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

BIOLOGY • Be competent in essential professional skills required to succeed in today’s job market, including oral and written JENNIFER H. MATTEI, PH.D., DIRECTOR communication, teamwork and problem Phone: 203-365-7577 Email: [email protected] solving, and the fundamentals of business management.

ADMISSION REQUIREMENTS Master of Science in Environmental Individuals who hold a bachelor’s degree Science & Management with a 3.0 GPA or higher (on a 4.0 scale) from a regionally accredited college or GOALS AND OBJECTIVES university will be considered for admission Graduates of this Professional Science to the ESM program. Students should Master’s program will be well versed in the have a degree in a natural science such as technical and professional skills required to Biology, Chemistry, Physics, or Environmental work in today’s technologically-oriented, Science, but it is not required. quantitative, communication-intense, teamwork-driven world. A unique feature Minimum prerequisite courses for admission of the program will be employment of to the ESM program include: a case study/problem solving approach • 1 year each of major’s level General to instruction that will incorporate close Biology and General Chemistry teamwork. In addition, quantitative reasoning is embedded throughout the program, • 1 semester of Organic Chemistry fostering the type of practical applied • 1 semester of Pre-calculus mathematics skills that professionals in the environmental field require to succeed. • 1 semester of Elementary Statistics Graduates will receive extensive training in the use of modern analytical instrumentation Applicants are required to submit: and digital field data collection equipment in our newly renovated and equipped teaching • Official transcripts from all undergraduate and research laboratories. institutions attended. • One page written personal statement The Environmental Science & Management describing career goals, interests and program will prepare its graduates to: qualifications for the program • Understand the complex interactions • Two letters of recommendation between and among the living and non- living components of the environment • Professional résumé that influence the sustainability and • Official GRE test score report preferred health of the earth’s environment.

• Understand the myriad ways that human REQUIRED COURSEWORK (27 CREDITS) activity affects the environment and the essential resources functional ecosystems The ESM Core (18 Credits) provide to sustain human society. ESM 501 Principles of Environmental • Be competent in modern environmental Science & Management I analysis and assessment methodology ESM 502 Principles of Environmental (Geographic Information Systems, Science & Management II Analytical Instrumentation, Digital Data ESM 504 Hydrology Collection, Survey Methods, etc.) ESM 505 Field Methods and Analysis

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ESM 506 Environmental Sampling and Course Descriptions Analysis ESM 511 Soils & Land Management ESM 501 Principles of Environmental Science & Management I Professional Skills Core (9 Credits) 3 CH ESM 503 GIS for Environmental This first course of a yearlong in-depth Analysis investigation into our environment will ESM 507 Environmental Toxicology focus on the scientific principles that WGB 521 Fundamentals of Management underlay the concept of sustainable environmental systems. Learning to think Elective Courses (6 to 9 Credits) about the environment with an emphasis on ESM 543 Restoration Ecology sustainability will lead us to pollution and waste prevention instead of only focusing on ESM 553 Ecosystem Ecology clean up and disposal. Future environmental ESM 561 Environmental Chemistry scientists must focus on preservation of ESM 563 Hazardous Waste ecosystems rather than a few select species, Management environmental restoration, conservation of resources, and the stabilization of our world’s ESM 573 Environmental Policy human population. ESM 599 Special Topics in Environmental Science & ESM 502 Principles of Environmental Management Science & Management II PS 531 Organizational Behavior 3 CH Project Requirement (3 to 6 Credits) This second course of our yearlong in-depth study of our environment will concentrate ESM 690 Environmental Research students’ efforts on sustaining environmental Project/Internship quality. We will explore multiple types of air, water and terrestrial pollution and the effects The program is designed to be completed of pollution on human and environmental in two years of full-time study, but may be health. The focus of the course will be case completed over a longer periods (typically studies and problem based learning exercises 4 years) for students on part-time status. In centered on examples of environmental addition, undergraduate students majoring degradation. The final section of the course in biology or chemistry are able to apply for concentrates on analysis of the economics admission to the program in their junior year and politics of the environment and the and begin taking graduate courses during concept of sustainability. their senior year while at the same time completing a Bachelor of Science degree. This 4 plus 1 option allows completion of a ESM 503 GIS for Environmental Analysis combined Bachelor and Master’s of Science 3 CH in 5 years. If you would like more information This course focuses on the GIS principles, on this accelerated track, please contact methods, and techniques that are the program director. Completion of this particularly relevant to and useful for combined degree in 5 years requires summer problem solving in environmental analysis coursework and careful planning is essential and management. Specifically this course to meet all program requirements. has four major components: an overview of selected GIS principles including data models, scale and spatial sampling, and spatial autocorrelation; a review of the major

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techniques or issues for environmental data have hands on laboratory experience in acquisition and integration; an introduction analyzing environmental samples for organic to environmental analysis and modeling and inorganic contaminants using EPA techniques; and a discussion of several test protocols and major environmental applied areas of environmental modeling instruments such as Gas Chromatography/ techniques as related to landscape ecology, Mass Spectrometry (GC/MS), Inductively hydrology, natural hazards, natural resources Coupled Plasma Spectroscopy (ICP) and management, and environmental planning. Atomic Absorption (AA). The course will concentrate on analyzing samples collected ESM 504 Hydrology from the Housatonic River watershed and adjacent Long Island Sound. 4 CH This course acquaints students with the basic ESM 507 Environmental Toxicology concepts of environmental geology with an emphasis on fundamental concepts and 4 CH methods in the study of hydrology and water This course will provide an overview of resources. This course focuses application of the major environmental pollutants and the principles of geology and hydrology to their sources, along with the mechanisms environmental characterization and problem and effects of toxicity and potential solving. remediation techniques. Abiotic and biotic factors affecting bioavailability will also be ESM 505 Field Methods and Analysis discussed. We will consider the impacts of pollutants at the organismal, population, 4 CH community, and ecosystem levels. The analysis of an ecosystem requires an appreciation of ecological principles, and ESM 511 Soils & Land Management an understanding of the physical processes and biological components that influence a 3 CH community. Students will learn and practice This course examines changes in soil basic techniques in environmental biotic properties and behavior caused by short- sampling and analysis in both terrestrial and long-term stresses from anthropogenic and aquatic environments. The course activities and environmental forces. The soil emphasizes sampling of vegetation, biological community will be studied with an vertebrates and invertebrates, as well emphasis on improving land management as management and analyses of data practices. gathered in the field. Extensive field work will be conducted in the Housatonic River ESM 543 Restoration Ecology watershed and adjacent Long Island Sound. 3 CH Due to the nature of New England’s seasons students enrolling in the course will be Ecological restoration is an intentional required to participate in intensive field work activity that initiates or accelerates the experiences during the late summer between recovery of an ecosystem with respect year 1 and 2 of the program. to its health, integrity and sustainability. Restoration ecology is the study of how to return an impaired or degraded ecosystem ESM 506 Environmental Sampling and to a close approximation of its remaining Analysis natural potential, as defined by such 4 CH indices as ecologic habitat, water quality, Students will be exposed to Environmental biodiversity, functionality, dynamic stability, Protection Agency’s (EPA) Quality Assurance etc. This course examines the scientific & Quality Control (QA/QC) plans and will basis of restoration programs in the U.S.

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and worldwide through consideration of ESM 561 Environmental Chemistry interdisciplinary theories and practices. 3 CH Specifically we will focus on restoration needs and goals, restoration approaches for The course explores chemical aspects of the various ecosystems, restoration planning and human environment and sources, reactions, implementation, and the uncertainty and transport, effects and fates of chemical sustainability of restoration designs. Students species in water, soil and living environments will be exposed to a variety of restoration and effects of technology thereon. concepts through lectures, seminars, and independent projects. Finally students will ESM 573 Environmental Policy actively participate in ongoing restoration 3 CH projects in the Housatonic River watershed. This course is designed to provide an intensive introduction to the study of ESM 553 Ecosystem Ecology environmental policy. Development of 4 CH environmental policy in the United States and Students will explore the interactions of the increasing globalization of environmental organisms and their physical environment politics are considered. It explores the as an integrated system by focusing on one role of key policy actors in environmental particular ecosystem. The model system policy formation and implementation. In utilized in this course will be the Housatonic addition, the course provides an overview Watershed. The faculty and students and assessment of key U.S. and international of the Environmental Systems Analysis environmental policy issues such as air and and Management program will become water pollution, waste management, energy, participating members of the Housatonic and population growth. Emphasis is placed Watershed Project organized by the federal on analyzing domestic and international Environmental Protection Agency and run case studies in environmental justice. The locally by numerous non-profit and state relations among science, politics, and policy organizations in Massachusetts, New York, are taught via case histories that include and Connecticut. The students will be endangered species, air pollution, water immersed in a thorough examination of quality, protected area management, facility the use, abuse, and management of this planning, and hazardous site restoration. watershed through the prism of ecosystem science. ESM 599 Special Topics in Environmental Systems Analysis and Management ESM 563 Hazardous Waste Management 1–3 CH 3 CH Regular offerings of one and two credit This course covers topics associated with the courses on topics of current interest will be management of hazardous waste. The topic regularly scheduled. Topics will depend on selection emphasizes: pollution prevention faculty expertise and student interest. The within industry; waste minimization; course will be taught in a seminar format. recovery, reuse, and recycling, treatment technologies; and site remediation. The ESM 690 Environmental Research Project/ basics of hazardous waste regulation are also Internship addressed. 3–6 CH A research project will be designed in consultation with a faculty advisor that addresses a real-world environmental questions or issue. The projects will typically address a topic of concern to industry,

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non-profit environmental organizations, or local, state, or federal government agencies. Team research projects that address related components of significant environmental issues are encouraged. Detailed professional project reports will be prepared and defended in a public presentation. Accumulation of between three and six credits in ESM 599 is required for completion of the ESM program. Students will typically enroll in ESM 690 in either or both of the two semesters of their second year of study to accumulate the required three to six credits.

WGB 521 Fundamentals of Management 3 CH Examines and analyzes principles of planning, organizing, leading and controlling the activities of business, government and other organizations in a globally competitive environment. Focus is not only on developing students’ knowledge of these areas, but also on developing their business skills, especially in the areas of analysis and written and oral communication.

WGB 612 Leading and Influencing with Integrity 3 CH Leaders and managers at all levels in organizations must influence others to enable achievement of the organization’s objectives. Leading and influencing with integrity requires understanding of one’s self, other people, the situational and cultural context, as well as both current and future impacts of actions taken. Through course learning experiences students develop individual and organizational strategies to influence others, shape culture, manage change, negotiate, and facilitate employee engagement and performance so organizations can contribute to society in ways that are effective, responsible and sustainable.

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68 College of Arts and Sciences SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

CHEMISTRY and inorganic compounds; MATHCAD; ChemDraw; Chem3D; IR Tutor; Introduction to Spectroscopy; Spectra Deck; Turbochrom. EID ALKHATIB, PH.D., DIRECTOR Phone: 203-365-7546 Email: [email protected] OTHERS Performance Plus HP 6890 GC/MS System with Purge-and-Trap Liquid Sample Concentrator; Rudolph Autopol IV Automatic Chemistry Laboratories Polarimeter; Johnson Matthey Mark II There are eight chemistry laboratories and Magnetic Susceptibility Balance; Jenway four research laboratories serving the needs PFP7 Flame Photometer; Bio-Rad Experion of inorganic chemistry, organic chemistry, Automated Electrophoresis System; PE physical chemistry, analytical chemistry, 48-well Thermal Cylinder for DNA analysis; instrumental analysis, biochemistry, IEC Centra CL2 Benchtop Clinical Centrifuge; environmental chemistry, and computational Classic Series C-Line Model C24 Benchtop chemistry. These laboratories contain the Incubator Shaker; Labconco Tissue Culture following major equipment: Enclosure., Shimadzu HPLC, Shimadzu GCMS, access to Shimadzu ICP. SPECTROSCOPY NMR 400 MHz; Flame and Graphite Furnace Atomic Absorption Spectrometer + Master of Science in Chemistry Autosampler; Raman Spectrometer; four FT- IR Spectrometers including ATR, Ultraviolet/ Sacred Heart University’s Graduate Visible Spectrophotometers; Near Infrared Chemistry program includes a number Spectrometers; Spectrofluorometer. of graduates with a Bachelor of Science degree in Chemistry who are working in the region and aspire to an advanced CHROMATOGRAPHY degree in Chemistry. The program is also PE HPLC Binary UV/Vis System with composed of science graduates with a B.S. Series 200 Autosampler; Gow Mac 550P degree in other fields of science who are and two Gow Mac 69-400 TCD-P Gas shifting career interests and want to obtain Chromatographs; Dionex DX- 80 Ion a degree in Chemistry. Enrollment in this Analyzer. program allows these students to use their science background to obtain an advanced ELECTROCHEMISTRY degree in Chemistry without first obtaining Pine Dual Potentiostat System; EG&G Parc a B.S. In Chemistry. This approach allows 264A and EG&G Parc 384 Polarographic students to obtain a higher degree in the Analyzer/- Stripping Voltammeter; EG&G same time frame that it would have taken Parc 303A SMDE Electrode; EG&G Parc 616 them to obtain just a B.S. In Chemistry. Local RDE Electrode. chemical industry scientists participate in the teaching of graduate courses. Students who opt to do research are allowed, if and when COMPUTERS AND SOFTWARE possible, to pursue their projects at their place of employment with joint supervision Licenses of their employer and University faculty. Hyperchem Molecular Modeling System; ACD This allows students to work on relevant proton and carbon-13 NMR software; Wiley projects that interest them, while at the same 6th edition MS spectral library of 138,000 MS time increasing collaboration between the Spectra and NIST Library Chemical Structure University and local industries. Database; Sadtler search software and infrared spectrum library of 3500 organic

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GOALS AND OBJECTIVES requirements in four semesters. Part-time The Master of Science in Chemistry program students may require at least three years. builds on the strength of the University’s The University’s graduate admission policy undergraduate Chemistry program. The is observed when admitting students to program meets the needs of students the program. Applicants with a B.S. degree and the chemical industry by offering a in Chemistry or Chemical Engineering are unique opportunity for career and personal accepted based on their undergraduate advancement to employees of the local performance in Chemistry and other chemical industry, while serving the industry supporting subjects. Applicants with a B.S. to employ and recruit better qualified degree in other areas of science and chemists. In order to serve part-time as well mathematics are admitted after completing as full-time students, graduate courses are the appropriate courses in Chemistry in offered in the evenings and on Saturdays. order to meet individual graduate course This, together with the University’s ideal prerequisites. location, allows chemical industry employees to continue their study on a part-time Students who have obtained their BSc in basis while working full-time and thus Chemistry from a university/college outside take advantage of tuition reimbursement of the United States (International Students) programs offered by their employers. and students who have a non-chemistry BSc from a U.S. school are required to take an ACS standardized test in General Chemistry COURSE LOADS and Organic Chemistry before registering Both full-time and part-time graduate for classes. Students who do not perform students are enrolled in the program. Full- satisfactorily on the exam will be required time students must enroll in nine credit to take Undergraduate course(s) in General hours per semester. This allows them to and/or Organic Chemistry. normally finish the degree requirements in two years. Part-time students are expected DEGREE REQUIREMENTS to enroll in three to six credit hours per semester. This allows them to finish the These tracks of study leading to an M.S. degree requirements in three years or less. degree in Chemistry are available: The department normally offers 2 graduate courses in the summer to expedite students’ • M.S. in Chemistry, Thesis Option need to complete degree in a timely manner. • M.S. in Chemistry, Non-Thesis Option

STUDENT TRANSFER CREDIT POLICY • M.S. in Molecular Biochemistry, Non- Thesis Option Transfer credits are granted for appropriate graduate-level courses with a grade of B or M.S. in Chemistry, Thesis Option better, taken at other regionally accredited institutions. Students, however, must Thirty semester hours of approved graduate complete at least 70 percent of the required credits must be completed for the degree credits including the thesis (when applicable) with a minimum grade point average (GPA) at Sacred Heart University and pass the of 3.0. Students must complete a 12-credit comprehensive exam, in order to obtain an core plus a thesis. M.S. degree in Chemistry. Required Courses ADMISSION REQUIREMENTS CH 521 Advanced Organic Chemistry or Admission to the program is in January CH 522 Organic Synthesis and September of each year. Full-time students are expected to finish the degree CH 531 Advanced Physical

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Chemistry I: Molecular M.S. in Molecular Biochemistry, Non-Thesis Structure Option Only or Thirty-four semester hours of approved CH 532 Advanced Physical graduate credits must be completed for the Chemistry II: Molecular degree with a minimum GPA of 3.0. Students Dynamics must complete 16-credits of core courses CH 551 Advanced Analytical plus 18 credits. Instrumentation I: Spectroscopy Required Courses or CH 521 Advanced Organic Chemistry CH 552 Advanced Analytical or Instrumentation II: CH 522 Organic Synthesis Chromatography CH 533 Biophysical Chemistry CH 553 Advanced Inorganic CH 553 Advanced Inorganic Chemistry Chemistry CH 599 Thesis CH 563 Biochemical Analysis M.S. in Chemistry, Non-Thesis Option CH 597 Computational and Thirty-four semester hours of approved Bioanalytical Class graduate credits must be completed for the CH 597L Computational and degree with a minimum GPA of 3.0. Bioanalytical Lab CH 598 Comprehensive exam - Oral Required Courses CH 521 Advanced Organic Chemistry Students electing the non-thesis option are or required to pass a comprehensive exam. CH 522 Organic Synthesis Students are required to take electives from CH 531 Advanced Physical graduate-level courses in Chemistry and Chemistry I: Molecular no more than six credits of other approved Structure courses in other related areas of science, mathematics, physics, biology and computer or CH 532 Advanced Physical science. Chemistry II: Molecular Elective Courses (for the Three Options) Dynamics CH 523 Organic Structure CH 551 Advanced Analytical Determination Instrumentation I: Spectroscopy CH 524 Special Topics in Organic or Chemistry CH 552 Advanced Analytical CH 525 Supramolecular Chemistry Instrumentation II: CH 529 NMR Spectroscopy & Lab Chromatography CH 533 Biophysical Chemistry CH 553 Advanced Inorganic Chemistry CH 534 Special Topics in Physical or Chemistry CH 598 Comprehensive Exam - Oral CH 545 Bioinformatics CH 547 Computation Chemistry and Molecular Modeling CH 549 Special Topics in Biochemistry

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CH 554 Special Topics: Electro- photochemistry and standard concepts of analytical Chemistry physical organic chemistry. CH 556 Chemical Applications of Group Theory CH 522 Organic Synthesis CH 559 Special Topics in Inorganic 3 CH Chemistry Prerequisite: CH 222 Organic Chemistry II or CH 561 Environmental Chemistry equivalent. CH 565 Environmental Sampling and Surveys three general classes of reactions: Analysis reduction, oxidation and the formation of CH 571 Polymer Chemistry carbon-carbon bonds. Each reaction is used as a tool in chemical synthesis. CH 590 Chemical Information: Sources and Technology CH 523 Organic Structure Determination 3 CH B.S./M.S. Combined Degree in Prerequisites: CH 222 Organic Chemistry II or equivalent and CH 351 Instrumental Analysis Chemistry (Only for students or equivalent. completing their Undergraduate Identification and structure determination of Degree in chemistry at SHU) organic molecules by modern spectroscopic This is a five-year undergraduate/graduate techniques. Emphasis is on IR, NMR, CMR accelerated track. Students who complete and mass spectrometry. Hands-on work in this track receive both B.S. and M.S. degrees. NMR and FT-IR. Students must elect this track in their Freshman, Sophomore or Junior year and CH 524 Special Topics in Organic Chemistry must apply to graduate school at Sacred 3 CH Heart University by the end of the 1st semester of their Junior year. Traditional and Topics include: heterocyclic chemistry, Biochemistry concentrations are available medicinal chemistry, polymer chemistry, at the undergraduate level. Students supramolecular chemistry, organometallic are required to complete 145 credits of chemistry, radical and photochemistry and undergraduate and graduate-level courses combinatorial chemistry. and a thesis. The thesis involves six credits of original research. CH 525 Supramolecular Chemistry 3 CH Prerequisite: CH 222 Organic Chemistry II. Course Descriptions This course explores the definition and concepts and aims to understand the CH 521 Advanced Organic Chemistry structure, function and properties of self- 3 CH assembled multi-component supramolecular assemblies of atoms, ions and molecules. Prerequisite: CH 222 Organic Chemistry II or equivalent. CH 529 NMR Spectroscopy & Lab Explores the effects of structure and environment on reaction rates and 3 CH equilibria and the use of statistical and The theory and principles of Nuclear quantum mechanics in organic chemical Magnetic Resonance and spectroscopy are reactions. Topics include: organic reaction presented to allow the physical and chemical mechanism, Huckel theory, orbital symmetry, properties of molecules, particularly organic,

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to be examined. Detailed information in living systems including molecular about molecular structure, dynamics, thermodynamics and equilibria, kinetics and properties and chemical environment, not transport phenomena, and applications of only in chemistry, but also in biochemical quantum chemistry and spectroscopy. Two and medical compound synthesis and 75-minute lectures per week. applications are presented, analyzed and discussed. The lab is a hands-on introduction CH 534 Special Topics in Physical Chemistry to modern NMR spectroscopy. Students 3 CH will gain experience with a wide range of techniques on a high field (400 MHz) Topics include: magnetic resonance NMR spectrometer. They will also have the spectroscopy, statistical mechanics and opportunity to manipulate NMR data using mathematical and computer concepts in provided software designed specifically for chemistry. our spectrometer. By the end of the course the student will be proficient in use of NMR CH 537 Microscale and Nanophase Materials: spectrometry as applied to a variety of Chemical Process and Analysis organic compounds. 3 CH Prerequisite: CH 332 Physical Chemistry II. CH 530 Physical Chemistry Explores the physical chemistry and 3 CH materials science for processing and Prerequisite: CH 331 Physical Chemistry I; characterizing materials at the microscale co- or prerequisite: MA 253 Calculus III or and nanoscale levels. permission of the program director. A prerequisite to CH 531. Explores advanced CH 545 Bioinformatics kinetics and quantum mechanics. 3 CH Covers basic computer programming CH 531 Advanced Physical Chemistry I: and database design, a basic review of Molecular Structure biochemistry, biomolecular sequence 3 CH comparisons and alignments, biomolecular Prerequisite: CH 332 Physical Chemistry II. structure prediction, biomolecular function prediction, and data analysis to solve Topics in quantum chemistry, molecular theoretical problems and application structure, group theory and applications of problems using bioinformatics programs. these topics to spectroscopy.

CH 547 Computation Chemistry and CH 532 Advanced Physical Chemistry II: Molecular Modeling Molecular Dynamics 3 CH 3 CH This course provides an introduction to Prerequisite: CH 332 Physical Chemistry II. computational chemistry that is suitable Topics in statistical thermodynamics, for graduate students and advanced collision theory, and reaction dynamics and undergraduate students. Topics covered mechanism. include a historical introduction to the subject, quantum mechanics, molecular CH 533 Biophysical Chemistry mechanics, a brief introduction to 3 CH statistical mechanics and a short review of thermodynamics. Students are required Prerequisite: CH 331 Physical Chemistry I. to solve theoretical problems and Explores the physical processes involved application problems using computational

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software, software that students might CH 553 Advanced Inorganic Chemistry have to purchase. Example problems 3 CH and applications are drawn from organic chemistry and biochemistry. Students must Prerequisite: CH 331 Physical Chemistry I or have access to a computer and the Internet equivalent. and are expected to purchase at least one The physical and chemical properties primary class text. of the elements and their compounds are correlated with their positions in CH 549 Special Topics in Biochemistry the periodic table. Bonding theory and coordination chemistry are emphasized. 3 CH (This undergraduate/graduate level course Topics include: carbohydrate chemistry; also has an undergraduate course number of enzyme kinetics; endocrinology; electrically CH 355, Advanced Inorganic Chemistry, or excitable cells; computer-aided access equivalent.) Three credits will be given for to proteins and databases; cell motility; the completion of this course with a grade of chemical concepts in genetic engineering. B or better.

CH 550 Instrumental Analysis CH 554 Special Topics in Electro-analytical 3 CH Chemistry Prerequisites: CH 252 Analytical Chemistry 3 CH and CH 331 Physical Chemistry I or Principles and techniques of electrochemistry permission of the program director. and electrochemical equilibrium with A prerequisite to CH 551. Explores theory and practical experience in context of electro- practice of instrumental methods of analysis: analytical chemistry include: potentiometry, spectrophotometric, electroanalytical and amperometry, coulometry and voltammetry. chromatographic methods of separation and quantification. CH 556 Chemical Applications of Group Theory CH 551 Advanced Analytical 3 CH Instrumentation I: Spectroscopy Prerequisite: CH 331 Physical Chemistry I or 3 CH equivalent. Prerequisite: CH 351 Instrumental Analysis. Presents basic principles of group theoretical Fundamentals and practical aspects of methods. Topics include: molecular analytical spectroscopy. Special emphasis symmetry, normal coordinate analysis, is given to theory and instrumentation; molecular bonding and energy levels and methods and applications are covered. theoretical basis for selection rules.

CH 552 Advanced Analytical CH 559 Special Topics in Inorganic Instrumentation II : Chromatography Chemistry 3 CH 3 CH Prerequisite: CH 351 Instrumental Analysis. Topics include: electronic spectra of transition metal complexes, reactions of Fundamentals and practical aspects of transition metal complexes, ionic liquids and analytical separation and chromatography. bioinorganic chemistry. Special emphasis is given to theory and instrumentation; methods and applications are covered.

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CH 561 Environmental Chemistry experiments effectively and efficiently, also 3 CH to teach students how to obtain information for characterization and optimization of Prerequisites: CH 221 Organic Chemistry systems. Students will also learn how to use I or equivalent and MA 151 Calculus I or Minitab software to conduct their analysis. equivalent.

Focuses on the chemical aspects of the CH 571 Polymer Chemistry human environment. Examines the sources, 3 CH reactions, transport, effects and fates of Prerequisites: CH 222 Organic Chemistry II or chemical species in water, soil, air and living equivalent and CH 331 Physical Chemistry I or environments and the effects of technology equivalent or permission of program director. thereon. An introduction to polymer chemistry through a study of step and chain CH 563 Biochemical Analysis polymerization and copolymerization 3 CH as well as block and graft copolymers. Prerequisite: CH 351 Instrumental Analysis. Polymerization techniques in solution, emulsion and microemulsion are discussed Explores theory and methods in analytical as well as polymer structure and spectroscopy, chromatography and characterization with an overview of the electrochemistry including UV-visible, properties of commercial polymers. fluorescence, luminescence, Raman, NMR, GC-MS, HPLC and voltammetry with special emphasis on applications to biochemistry. CH 590 Chemical Information: Sources and Two 75-min lectures per week. Offered every Technology 3 semesters. 3 CH Information is a vital key to success in today’s CH 565 Environmental Sampling and chemical industry. The premier chemical Analysis information sources will be reviewed with 3 CH emphasis on Chemical Abstracts Service and Beilstein. Chemical information retrieval Prerequisite: CH 561 Environmental applications will be highlighted including Chemistry. STN International, Scifinder and Crossfire, in Discusses methods and protocols of addition to Internet resources. Students will environmental sampling and analysis in gain an appreciation for chemical database water, air and biological matrices. Addresses design and content as well as formulating EPA quality assurance and quality control queries for keyword and structure-based plans. Laboratory and field work include: searches. sampling of surface and groundwater, performing chemical and biological analyses CH 597 Computational and Bioanalytical of water, monitoring treated effluent Class/CH 597L Lab quality control and detecting hazardous contaminants. 2+1 CH Prerequisite: CH 331 Physical Chemistry and CH 567 Experimental Design CH 341 Biochemistry. 3 CH This course is split into two different but fully integrated sections: (a) a 2-hour (in Prerequisite: knowledge of basic statistics. silico) class and (b) a 3-hour (in vitro) lab. The objective of this course is to teach During the class (in silico) students will students the statistical tools used by study and apply computational methods to Chemists to design, conduct, and analysis molecular biochemical problems, yielding

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predictions about the structure and activity of various biochemical molecules. During the lab (in vitro), students will test the in silico predictions against empirical reality. Students will then be required to analyze and to provide an integrated and coherent interpretation of their in silico and in vitro results. This format will introduce students to the well-established field of bioanalytical chemistry, the emerging field of computational biochemistry, and the vital relationship between the two. This class/lab will take advantage of HyperChem software, NMR 400 spectrometer and available analytical chemistry and biochemistry instrumentation.

CH 598 Comprehensive Exam - Oral 1 CH Chemistry graduate students (non-thesis track) are required to pass a comprehensive test (after the completion of 34 credits in coursework) in fulfillment of the MS degree.

CH 599 Thesis 3+3 CH Original research under the supervision of faculty member(s) leading to a written thesis.

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COMMUNICATION AND students learn with industry-standard digital technologies and software used to MEDIA STUDIES produce and distribute multimedia content. In addition, students developed a theoretical, JAMES CASTONGUAY, PH.D., DIRECTOR historical and practical understanding of Phone: 203-371-7710 the relationship of media to democracy E-mail: [email protected] and society, and the profound ethical and social responsibilities that come with being a The Department of Communication and Media professional communicator. Studies (CMS) offers three graduate degrees: Master of Arts in Communication, Master of GOALS AND OBJECTIVES Arts in Film and Television Production and a Master of Arts in Sports Communication and Corporate Communication and PR students Media. will learn how to plan, create, and distribute multimedia productions within organizations and to the public or consumers. CCPR gives students interested in working in a Master of Arts in Communication corporate or non-profit environment the (MACOMM) is a 36 credit program with professional multimedia skills that are three certificate options in Corporate increasingly attractive to a wide range of Communications/Public Relations (CCPR), employers in a competitive job market and Digital Multimedia Journalism (DMJ), and in the 21st century workplace. The focus of Digital Multimedia Production (DMP). The the Digital Media Journalism concentration required courses in theories, methods, and will be on updating the skill sets of practicing ethics will lay the conceptual and technical journalists while also training aspiring foundation for the applied learning sequence journalists to be a one-person crew and of multimedia production courses. These “all platform” news producers in the post- courses, in turn, prepare the student for print digital era. The post-print journalism internships and the capstone mentorship era provides new opportunities for news experience, which culminates in the creation producers and new media journalists trained of a digital portfolio (or digifolio) of the in the latest technologies and multimedia student’s work. By the completion of the techniques. The Digital Multimedia degree, students will have compiled a Production option will allow students to gain portfolio of materials that demonstrates advanced production skills by completing advanced skill sets for their respective job a broader range of projects than the CCPR sectors. MACOMM students’ productions and DMJ counterparts. DMP students retain a are also consistently distributed, broadcast, more general focus, or in close consultation and/or published through various media with their faculty advisor,can tailor their outlets while they are completing their production work to concentrate on sport/ multimedia production, internship, and athletic communication, advertising and mentorship coursework. MACOMM promotional multimedia production, or students acquire the social, artistic, digital filmmaking. and technical skills necessary to create substantive and professional multimedia ADMISSION REQUIREMENTS communication projects, presentations, A bachelor’s degree from an accredited and artifacts. Students gain the necessary institution and official transcripts from all skills to succeed in a professional context, undergraduate institutions attended are including effective communication and required. A one-page personal statement time management, teamwork and problem describing career goals and reasons for solving; and planning, organizing and leading interest in the program, along with two in a professional context. The MACOMM letters of recommendation and a professional

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résumé are also required. Communication Certificates In addition to the full Master’s degree, No previous media production experience or the MACOMM program also offers three communications coursework is required to 12-credit Graduate Certificates consisting of complete the MACOMM Program. Accepted CM 501, CM 502, CM 517 and an internship students will take an online pre-assessment and portfolio mentorship in the certificate’s survey and the appropriate MACOMM area of concentration. Courses taken as part training workshops will be offered to ensure of a Certificate may be applied to the full that all students have the necessary technical MACOMM degree upon admission to the skills to begin the program. degree program.

DEGREE REQUIREMENTS There are foundational courses in theories, methods, and ethics; a sequence of Master of Arts in Film and multimedia production courses; required Television Production internships; and a capstone portfolio project (FTMA) is a 36 credit program offered completed in close consultation with a at SHU’s Stamford Graduate Center at faculty mentor or a MACOMM-partnered Landmark Square. FTMA students acquire professional mentor from the student’s field the artistic and technical skills necessary to of interest. create substantive and professional film and television productions or artifacts using the Macomm Required Courses (21 Credits) latest digital technologies, equipment and CM 501 Media, Culture, and software. Students will develop a theoretical, Communication aesthetic, and historical understanding CM 502 Professional Communication of film and television as narrative media in the Digital Age and as industries. Students will learn all of the aspects of film and television CM 503 Media Ethics in a Professional production from narrative, screenwriting, Context cinematography, editing, lighting, and CM 517 Multimedia Production I post-production, to directing, producing, CM 518 Multimedia Production II marketing and distribution. The degree has a professional focus and a pedagogical CM 617 Advanced Multimedia approach through which students “learn by Production doing” in hands-on courses that produce CM 627 Capstone in Communication real-world projects and are taught by One Elective established film and television scholars and industry professionals. The FTMA Program Macomm Concentrations (12 Credits) will provide the education necessary for students to compete nationally for jobs in Corporate Communications & Public film and television, and to join the region’s Relations (CCPR) thriving film and television production Digital/Multimedia Journalism (DMJ) industry. Each FTMA student will leave with a Digital/Multimedia Production (DMP) portfolio of professional artifacts in her or his area of concentration (film or television). CM 696 internship I CM 697 internship II Our goal is to inspire and empower students to find their independent, artistic and CM 698 Digital Portfolio & intellectual visions by creating their own Mentorship I content. Students immerse themselves in the CM 699 Digital Portfolio & form and techniques of film, television, and Mentorship II

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transmedia storytelling. FTMA offers small ADMISSION REQUIREMENTS class sizes centered on in-class lectures, A bachelor’s degree from an accredited workshops and hands-on productions. Every institution and official transcripts from all student works closely with a mentor or undergraduate institutions attended are industry professional, who also serves as that required. A personal statement describing student’s artistic and academic advisor for career goals and reasons for interest in the the entire year-long program. program, along with a short creative writing sample, two letters of recommendation and a Students tailor their professional skills based professional résumé are also required. on their individualized goals while our faculty guides them toward completing meaningful DEGREE REQUIREMENTS projects and developing professional partnerships. FTMA students complete the There are foundational course in theories one-year program with real work experience and methods, a sequence of advanced and a finished professional reel ready for the production courses, an internship, and a job market. capstone portfolio project completed in close consultation with a faculty mentor or an GOALS AND OBJECTIVES FTMA-partnered professional mentor from the student’s field of interest. Specific learning goals and objectives for students in the MA in Film and Television FTMA REQUIRED COURSES (36 CREDITS) Production Program include: CM 505 The Art of Storytelling in Film • Acquiring the social, artistic, and & Television technical skills necessary to create CM 515 Directing for Film & substantive and professional film and Television I television productions or artifacts. CM 525 Writing for Film & Television I • Acquiring the skills necessary to CM 535 Producing for Film & succeed in today’s job market and Television I work environment, including effective communication and time management, CM 594 Capstone in Film Production I teamwork and problem solving; and or planning, organizing and leading in a CM 595 Capstone in Television professional context. Production I • Becoming proficient in the use of the CM 615 Directing for Film & industry-standard digital technologies, Television II equipment and software used to produce CM 620 Special Topics in Film & and distribute professional film and Television Studies television content. or • Developing a theoretical, historical and CM 621 Special Topics in Film & practical understanding of the social Television Production and ethical dimensions of the film and CM 625 Writing for Film & Television II television as storytelling media and CM 635 Commercial and Promotional modes of communication Production • Understanding the economics and CM 694 Capstone in Film Production II structure of the film and television or industries, from the production process CM 695 Capstone in Television through distribution. Production II

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CM 698 Digital Portfolio & ADMISSION REQUIREMENTS Mentorship I A bachelor’s degree from an accredited CM 699 Digital Portfolio & institution and official transcripts from all Mentorship II undergraduate institutions attended are required. A personal statement describing career goals and reasons for interest in the program, along with two letters of Master of Arts in Sports recommendation and a professional résumé Communication and Media (SCM) are also required. With academic/professional tracks in Sports Broadcasting and Athletic Communications DEGREE REQUIREMENTS and Promotions, the Master of Arts in Sports SCM students can choose either the Communication and Media is specifically Sports Broadcasting (SB) or Athletic designed from a humanities tradition to Communications and Promotions (ACP) track showcase multimedia production and Full-time students can complete the degree capitalize on Sacred Heart University’s in one year taking two classes each module ideal geographic location in the heart of while part-time students typically finish in the US sports media industry. Students two years. will receive training in the art and craft of digital storytelling across multiple media SCM REQUIRED COURSES (36 CREDITS) platforms from traditional television to contemporary social media as they move CM 550 Sports Communication in the through a program designed to produce Digital Age responsible and participatory citizens CM 551 Sports, Culture and the Media with well-developed critical thinking skills. CM 555 Sports Media Production Thus, students who move through SCM will acquire the knowledge and technical skills to CM 556 Sports Event Production pursue careers in the digital world of athletic CM 561 Studio Sports Broadcasting communications and sports broadcasting, CM 562 Sports Journalism as they develop a theoretical, aesthetic, and historical understanding of the professional CM 565 Sports Communication and communication field of sports media. Social Media CM 566 Sports Media in a Professional As they complete this 36-credit program, Context SCM students will have the opportunity to CM 656 Sports Media Practicum I create real-world multimedia productions for NCAA Division I sports teams, for broadcast, CM 657 Sports Media Practicum II and for nationally recognized sports media CM 696 internship I companies. SCM students will produce in- CM 697 internship II depth presentations, campaigns, and written work in addition to leaving with a practicum and internship experiences that showcase both their production skills and critical thinking ability.

Through the program’s emphasis on a hands- on curriculum, graduates of SCM will learn the advanced 21st century professional skills necessary to communicate effectively across a variety of media platforms in the specific area of sports media.

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Sports Communication and uses the professions of public relations Media Graduate Certificates and journalism as its two comparative case studies. Special attention is given to the ways In addition to the full Master’s degree, the in which digital media and communication SCM program also offers two 15-credit technologies (e.g., social networking, Graduate Certificates as follows: Web-based multimedia, blogging/vlogging, mobile Internet) are used by professional SPORTS BROADCASTING CERTIFICATE communicators in these fields. CM 550 CM 551 CM 503 Media Ethics in a Professional Context CM 555 3 CH CM 556 Examination of ethical issues in both CM 656 (SB) OR CM 696 (SB) journalism and public relations through the use of guidelines established by the Society ATHLETIC COMMUNICATIONS AND of Professional Journalists (SPJ) and the PROMOTIONS CERTIFICATE Public Relations Society of America (PRSA). CM 550 Students will become familiar with ethical CM 551C foundations and perspectives and apply those principles using case studies. CM 565

CM 566 CM 517 Multimedia Production CM 656 (ACP) or CM 696 (ACP) 3 CH A multimedia production course that teaches students the tools and skills necessary to Course Descriptions for MACOMM produce and manage digital content in the contemporary communication environment. CM 501 Media, Culture, and Communication In CM517 students design and develop regularly updated online content. Students 3 CH will learn image creation and manipulation, An advanced survey of media history, theory, document design, and techniques of and analysis that examines the impact of publication and distribution as they engage communication technologies on U.S. society with the world of digital communications. and global media culture. It also offers an overview of the development of the major CM 518 Multimedia Production II media industries and professions, with a particular focus on journalism and public 3 CH relations. A multimedia production course that is focused on delivering to students the CM 502 Professional Communication in the tools and skills necessary to produce and Digital Age manage digital content in the contemporary communications environment. The primary 3 CH focus of this course is the production Students learn the techniques of effective of video-based stories and projects. communication within organizational and Students will develop, write, shoot, and professional contexts. Students acquire edit productions in HD video. Projects will the methods necessary to communicate include both the construction of original effectively between organizations and a stories and the coverage of live events. In this variety of consumers and publics. The course course, students will learn lighting, sound,

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cinematography and editing, as they engage CM 696-7 Internship I and II with the world of digital communications. 3 CH each Prerequisites: Completed 6 credits with CM 599 Special Topics in Communication 3.0 GPA; internship application must be 3 CH approved by MACOMM Director. An advanced course in the theory and Faculty supervised placement with history of communication and media. CM599 professional media outlet or communications integrates significant production assignments company in student’s area of interest. as part of MACOMM’s commitment to applied learning. Topics are chosen based on CM 698-9 Digital Portfolio & Mentorship I the interests of the MACOMM cohort and in and II response to changes in the communication and media environment. 3 CH each Prerequisites: Completed 24 credits; CM 600 Special Topics in Multimedia mentorship agreement must be approved by Production MACOMM Director. 3 CH Offers qualified students a supervised mentorship experience with a working An advanced course in media production. professional or faculty member in the Topics are chosen based on the interests student’s area of interest. Students are of the MACOMM cohort and in response to required to deliver public presentations of changes in the communication and media their completed portfolios. environment.

CM 617 Advanced Multimedia Production Course Descriptions for FTMA 3 CH Building on the tools and experiences gained CM 505 The Art of Storytelling in Film & in Multimedia Production I and II, students Television in Advanced Multimedia Production refine and master their multimedia production 3 CH skills. In this practicum-based class, projects Examines theories of narrative and explores will include still and moving image creation the historical development of narrative in film and manipulation, and the design and and television. Film and television narratives management of web-based platforms to will be grounded historically in relation to display these sounds and images. Advanced other media and storytelling traditions. Multimedia Production centers on the creation, organization, and distribution CM 515-615 Directing for Film & Television of media artifacts in the service of digital I and II communications. 3 CH each In Directing I students explore the CM 627 Capstone in Communication grammatical rules, stylistic techniques, 3 CH and narrative elements of cinematic and An advanced course tailored to students’ televisual storytelling by completing short, areas of interest in the communication field. non-dialogue exercises and two sound The focus of the class is on acquiring skill exercises shot and edited in video. In sets specific to students’ career interests and Directing II, students direct a screenplay the latest developments within the industry. or script developed by a different student. Students will gain an a firm understanding of “the director’s work” on script, floor plans,

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staging, camera, and storyboards. CM 620 Special Topics in Film & Television Studies CM 525-625 Writing for Film & Television I 3 CH and II Special topics course focusing on a particular 3 CH each historical, theoretical, and/or methodological Students complete several short screenplays area or subject within film and television or scripts during the first semester and studies. Courses capitalize on timely topics complete a feature screenplay or a and a faculty member’s particular expertise. television pilot or spec script during the Course title is shown on the student’s second semester. Topics include dramatic transcript. theory, narrative structure, characterization, dialogue, adaptation and the unique CM 621 Special Topics in Film & Television demands of the specific media, as well Production as pragmatic matters of format and the 3 CH marketplace. Special topics course focusing on a particular genre or area of production or post- CM 535 Producing for Film & Television I production. Courses capitalize on timely 3 CH topics and a faculty member’s particular Students learn all major aspects of line expertise. Course title is shown on the producing. Students will create a script student’s transcript. breakdown and budget for the project they will produce by using industry standard CM 635 Commercial and Promotional software. Students will learn the business Production of film and television distribution, including 3 CH legal and financial aspects, managing the creative team, and marketing strategies. An advanced companion course to CM535, students apply the following practices in commercial and promotional contexts: script CM 594-694 Capstone in Film Production I breakdowns, budget creation, production and II agreements, DP reel selection, crew hiring, 3 CH each location and tech scouting, SAG paperwork, Students work collaboratively on each and permissions and permits. Legal and other’s projects, while also completing an ethical issues in relation to producing, individualized film or television capstone shooting ratio, set protocols, shot lists and project. Students will be given the scheduling are also covered. opportunity to focus on their desired area of specialization (e.g. screenwriting, producing, CM 698-699 Digital Portfolio & Mentorship directing, cinematography, post-production). I and II 3 CH each CM 595-695 Capstone in Television Offers students a supervised internship Production I and II and mentorship experience with a working 3 CH each professional or faculty member in the Students work collaboratively on each student’s area of interest. By the conclusion other’s projects, while also completing an of the 6-credit sequence, students will have individualized film or television capstone completed their portfolios. project. Students will be given the opportunity to focus on their desired area of specialization (e.g. screenwriting, producing, directing, cinematography, post-production).

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Course Descriptions for SCM CM 556 Sports Event Production 3 CH CM 550 Sport Communication in the Digital In CM 556 students will acquire the Age fundamentals skills needed to produce live 3 CH multimedia sports events. Students will CM 550 teaches effective communication move through various production roles such strategies and techniques within an as camera operators, technical directors, organizational and professional context for titles and graphics supervisors, etc. as they the sports industries. The course uses the become proficient in the skills necessary to professions of public relations and journalism capture and distribute live video of sporting as its foundation. Special attention is given events. to the ways in which digital media and communication technologies are used by CM 561 Studio Sports Broadcasting professional communicators in these fields 3 CH with an emphasis on writing and layout for This course will introduce students to basic web distribution. methods and technologies of sports media television studio production. Students CM 551 Sport, Culture and the Media will learn how to operate studio cameras, 3 CH use lighting instruments, fundamentals of Sporting culture impacts the American audio engineering, planning and managing public through economic and ideological a television studio production, and how to institutions that structure our perceptions create a sports television show from pre- of the world. In contemporary society, production to post-production. sport is both big business and personal recreation, and yet, despite its influence on CM 562 Sports Journalism American culture, sport remains a relatively 3 CH unexplored segment of popular culture. In Students develop the skills to produce both this class we will pay particular attention to written and multimedia sports stories as the images and narratives of sporting media they analyze current sporting media and that construct representations of class, construct their own work. Throughout CM masculinity, gender and nation in and around 562, students will be partnered with specific everyday mass-mediated athletic activities. SHU athletic teams, and will cover their CM 551 is an examination of sports and games throughout the semester. media in our everyday lives.

CM 565 Sport Communication and Social CM 555 Sports Media Production Media 3 CH 3 CH CM 555 is a multimedia production course CM 565 explores the role of social media in that teaches students the tools and skills the sports industry. In this course students necessary to produce and manage content will interrogate the sociological impact in the contemporary sports communication of these new media platforms on sports environment. In particular this course focuses communication as well and develop the skills on building video and audio production skills. necessary to create integrated, ethical, and Thus, in CM 555 students will develop, shoot, professional social media campaigns. and edit multimedia HD productions.

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CM 566 Sports Media in a Professional Context 3 CH In CM 566 students will examine the role of sports media industries and their impact on content and professional advancement through sports organizations. This course explores ethics in a professional context as well as the foundations of the sports media industry and its relation to the communications field.

CM 656 Sport Communication Practicum 1 3 CH Faculty supervised internal placement with SHU Athletic Communications or SHU sports show based on the student’s area of interest.

CM 657 Sport Communication Practicum 2 Faculty supervised internal placement with SHU Athletic Communications or SHU sports show based on the student’s area of interest.

CM 696 Sports Media Internship 1 3 CH Faculty supervised external placement with professional sports media outlet, athletic organization, or communications company in student’s area of interest.

CM 697 Sports Media Internship 2 3 CH Faculty supervised external placement with professional sports media outlet, athletic organization, or communications company in student’s area of interest.

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COMPUTER SCIENCE AND under unusual circumstances, applicants with a cumulative GPA of less than 2.5 are INFORMATION TECHNOLOGY not admitted. A GPA of 3.0 is required to maintain good standing in the program and DOMENICK J. PINTO, M.S., DIRECTOR for graduation. All prospective students Phone: 203-371-7799 must complete an application for admission, E-mail: [email protected] submit official transcripts from each college or university attended (including Sacred The University confers Master of Science Heart University) and forward two letters degrees in Computer Information Science of recommendation and a résumé. Course (MS), with tracks in Information Technology waivers (to a maximum of nine credits) are (IT), Computer Science (CS), and our granted on the basis of a student’s academic newest track, Computer Gaming Design record. and Development. It also offers recognized graduate certificates in .NET Technology, Computer Gaming Design and Development, Cyber-Security, Database Design, Information Program Prerequisites Technology, IT and Network Security, and Web Development and Multimedia, which Students who do not have a bachelor’s are some of the most lucrative and dynamic degree in Computer Science or in a fields in the contemporary marketplace. related field may be required to complete Students choose their curriculum track based prerequisite coursework before full admission on their educational and career interests. is granted. The number of courses is Course content includes use of software determined by which track a student chooses such as VB.net 2012, Flash CS5, Fireworks to pursue. CS5, Adobe Director 11.5, Java, C++, C#, ASP.net and content such as interactive multimedia, data communications, network Computer Science Track security, Oracle, Artificial Intelligence (AI) and software engineering. Most classes are PREREQUISITE REQUIREMENTS held in the evenings or on Saturday mornings in Fairfield, with some IT courses offered in The following prerequisite courses may Stamford and a few courses offered during be required for those who wish to pursue the day. This structure accommodates the Computer Science track. All courses working full-time students as well as those are to be completed with a grade of B or who may wish to participate in internships better. Additional prerequisites may be during the day. recommended by the program director. All students are required to complete the following coursework unless waived by the program director: Admission Requirements CS 500 introduction to Structured Applications are processed on a rolling Programming basis. Applicants should have a cumulative CS 501 introduction to Data undergraduate GPA of 3.0 (on a 4.0 scale) or Structures better. However, students may be admitted provisionally if their cumulative GPA is better Calculus than 2.5. Such students are allowed to take up to 12 credit hours and must maintain a 3.0 GPA in those courses. Provisional students who have completed 12 credit hours will then be considered for full matriculation. Except

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Computer Science Master’s Electives Degree Track Program 3–6 credits (see next page for list of The Computer Science track is ideal for electives) those who wish to pursue advanced study in Total: 36 credits areas of programming, data structures and fundamental computer language design.

REQUIREMENTS Information Technology Track This track requires a minimum of 36 credit hours of graduate-level coursework to PREREQUISITE REQUIREMENTS complete. Students may be required to The following prerequisite courses may be complete an additional 13 credit hours of required for those who wish to enter the prerequisite coursework. Students with Information Technology track. All courses an undergraduate degree in Computer or are to be completed with a grade of B or Information Science may receive waivers better. Additional prerequisites may be for some courses. Course waivers are not recommended by the program director. granted for work experience. A thesis is not Prerequisite courses cannot be taken required; however, for those students in concurrently. the scientific track who elect to complete a CS 500 introduction to Structured thesis, they must enroll in CS 690 Thesis I Programming and CS 691 Thesis II. Those who do not elect to complete a thesis must complete at least CS 501 introduction to Data three credits of CS 670 Research Project Structures Seminar. A degree will be granted upon satisfactory completion of all coursework and Prerequisites total: 6 credits a favorable recommendation of the faculty responsible for CS 670 or 690/691. Information Technology Master’s Required Courses Degree Track Program CS 551 introduction to Object- Oriented Programming with The Information Technology (IT) track Java is a new, innovative program designed CS 603 Database Design (Oracle) specifically to accommodate the dynamic demands of the contemporary marketplace. CS 604 Advanced Software With the exponential growth of the Internet Engineering and the wide-ranging ramifications of the CS 611 Operating/Multiprogramming accompanying technologies, the IT track will Systems prepare individuals for careers that utilize, CS 614 Theory of Computation or are affected by, the latest technological CS 615 Programming in Unix advances and methods of modern business and industry. CS 622 Network Security I CS 623 Advanced Network Security REQUIREMENTS CS 625 Cryptography This track requires a minimum of 36 credit CS 670 Research Project Seminar hours of graduate-level coursework. Students or may be required to complete an additional CS 690/691 Thesis (I and/or II) six credit hours of prerequisite coursework. However, students with an undergraduate degree in Computer or Information Science

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may receive waivers for some courses. CS 564 Action Scripting Course waivers are not granted for work CS 571 Advanced Computer Gaming experience. CS 572 OOP with C# and Games Required Courses CS 573 Advanced Game CS 551 introduction to Object- Programming Oriented Programming with CS 604 Advanced Software Java Engineering CS 552 Windows Interface Design CS 611 Operating/Multiprogramming (VB.net) Systems CS 553 Web Design with Java Script CS 622 Network Security I CS 554 Fundamentals of Interactive CS 623 Advanced Network Security Multimedia CS 624 Hands-on Network Security CS 601 Assembly Language CS 626 Cyber-Security Programming and Computer Systems CS 635 Digital Forensics CS 603 Database Design (Oracle) CS 640 Special Topics in Computer Science CS 620 information Analysis and Systems Design Elective courses total: 9 credits CS 621 Principles of Data Degree total: 36 credits Communication CS 670 Research Project Seminar

Required courses total: 27 credits Computer Gaming Design and Development Master’s Elective Courses Degree Program Track (Nine credits are required). A maximum of six credits can be an MBA (BU) offering. It is also This track in the MSCIS program is designed at the discretion of the academic program for the student who has: director to approve any other CS or MBA • already completed an undergraduate course offering as an appropriate elective. The track in Computer Gaming or following is a partial list of electives: BU 651 Management of Global • an undergraduate degree in Computer Telecommunications Science or BU 652 Project/Program Management • completed the graduate Gaming Design BU 653 international Electronic and Development certificate. Commerce and the Internet The objective of the track is to take the CS 550 Dynamic Web Page student beyond the rudiments of game Development design and development into more advanced CS 557 Web Programming with Gaming or areas such as 3-D Game design ASP.net and Game Design for mobile devices. It CS 558 Advanced Topics in ASP.net is intended that this track be structured for students who have pursued a CS track CS 559 C# OR who have sufficient mathematical and CS 560 Networking Applications programming credentials to successfully CS 563 Flash Animation complete the required courses.

College of Arts and Sciences 89 2014-2015 SACRED HEART UNIVERSITY GRADUATE CATALOG

PREREQUISITES: (3 CREDITS EACH) Certificate Programs CS 501 Data Structures CS 573 Advanced Game .NET TECHNOLOGY CERTIFICATE Programming or equivalent The .NET Technology graduate certificate is a comprehensive and consistent programming model for building applications that can REQUIRED COURSES (ALL COURSES ARE provide visually stunning user experiences 3 CREDITS) and the ability to provide a multiple tiered CS 551 introduction to Object- approach to creating and delivering a variety Oriented Programming with of applications for web-based programming. Java This certificate will allow the student to work CS 603 Database Design (Oracle) with and build projects in several of the most CS 614 Theory of Computation common and widely used .NET applications including VB.net, C# and ASP.net. All courses CS 615 Programming in Unix taken in this certificate program may be or applied to a full MSCIS degree. CS 611 Operating/Multiprogramming Systems Certificate Requirements CS 622 Network Security The program requires the student to CS 661 Game Design and complete a minimum of twelve (12) semester Development using 3-D credit hours of course work with a minimum CS 662 Game Design, Development, cumulative GPA of 3.0. There are two and Implementation prerequisites to the certificate: CS 500 and CS 501. All course credits earned in a CS 663 Game Design for Mobile certificate program may be applied to the Devices master’s program. CS 664 Advanced Topics in Multiplayer Gaming Prerequisite Courses (if required) CS 670 Research Project Seminar CS 500 introduction to Structured or Programming CS 690-691 Thesis Work CS 501 introduction to Data Structures Total required courses: 30 or 33 credits Required Courses Choose 2 CS electives (if non-thesis) or 1 CS elective (if thesis) from list below: CS 552 Windows Interface Design (VB. net) CS 602 Advanced Data Structures and Algorithms CS 603 Database Design (Oracle) CS 604 Advanced Software CS 557 Web Programming with Engineering ASP. net CS 623 Advanced Network Security Elective Courses (choose one) CS 642 Securing the Client/Server CS 558 Advanced ASP.net (highly recommended elective) CS 559 C# (or other electives approved by Program Certificate Total: 12-18 credits (Depending on Director) prerequisite)

Total required elective course credits: 3 or 6 Total Credits for track : 36

90 College of Arts and Sciences SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

COMPUTER GAMING DESIGN AND cumulative GPA of 3.0. Students matriculated DEVELOPMENT CERTIFICATE in the master’s program are not eligible for The graduate certificate in Computer Gaming a graduate certificate. However, students Design and Development is designed for who have successfully completed a graduate the graduate student who has not pursued certificate may apply to the master’s a computer gaming track or major on the program and may be able to use those undergraduate level. It will give students credits earned in the certificate program an excellent introduction to the field of toward the master’s degree. Contact the computer gaming design and development program director to determine which, if and courses taken may be applied to a full any, graduate certificate credits may apply. MS degree in either the IT, CS or a new Graduate admissions procedures must be Computer Gaming track which is expected followed. to start in Spring 2012. This certificate is NOT designed for those students who already Prerequisite Courses have significant course work in Computer CS 500 introduction to Structured Gaming. Programming CS 501 introduction to Data Prerequisite Courses Structures CS 500 introduction to Structured Programming Required Courses CS 501 introduction to Data CS 552 Windows Interface Design Structures (VB. net) CS 553 Web Design with Java Script Required Courses CS 603 Database Design (Oracle) CS 571 Advanced Computer Gaming One elective from any available electives CS 572 OOP with C# and Games approved by program director CS 573 Advanced Game Programming INTERACTIVE MULTIMEDIA CERTIFICATE CS 662 Game Design, Development In response to the recent growth and use and Implementation of multimedia applications in the modern business environment, this certificate has Certificate Total: 12 credits been explicitly designed for students who want to focus exclusively on the popular INFORMATION TECHNOLOGY discipline of multimedia. CERTIFICATE A student may choose to enroll in the Requirements Information Technology Graduate Certificate The program requires the student to program to learn specific skills in the area complete a minimum of 12 semester credit of Information Technology. The certificate hours of coursework, with a minimum program is ideal for those who are undecided cumulative GPA of 3.0. Regular program about committing to a full master’s degree prerequisites still apply (CS 500 Introduction program, but wish to pursue advanced study to Structured Programming and CS 501 in this field. Introduction to Data Structures). Students matriculated in the master’s program Requirements are not eligible for a graduate certificate. The program requires the student to However, students who have successfully complete a minimum of 12 semester credit completed a graduate certificate may apply hours of coursework, with a minimum to the master’s program and may be able to use those credits earned in the certificate

College of Arts and Sciences 91 2014-2015 SACRED HEART UNIVERSITY GRADUATE CATALOG

program toward the master’s degree. Prerequisite Courses (if required) Contact the program director to determine CS 500 introduction to Structured which, if any, graduate certificate credits may Programming apply. Graduate admissions procedures must be followed. CS 501 introduction to Data Structures Prerequisite Courses (if required) Required Courses CS 500 introduction to Structured Programming CS 550 Dynamic Web Page Development CS 501 introduction to Data Structures CS 552 Windows Interface Design (VB.net) Required Courses CS 553 Java Scripting for Web Design CS 553 Java Scripting for Web Design CS 557 Web Programming with CS 554 Fundamentals of Interactive ASP.net Multimedia Certificate total: 12–18 credits Elective Courses CYBER-SECURITY CERTIFICATE (Choose two; other electives may also be available after consultation with the program The Graduate Certificate Program in Cyber- director) Security is designed to provide individuals with an introduction to information security, CS 550 Dynamic Web Page risk and threat management, security Development architecture, and skills to effectively CS 552 Windows Interface Design address the constantly changing threat (VB.net) landscape faced by people, companies, CS 561 Multimedia Authoring and governments today. The courses in the (Authorware) certificate program will: CS 563 Flash Animation • Provide a broad knowledge of networking and network security. Certificate total: 12–18 credits • Provide an overview of proper technology WEB DEVELOPMENT CERTIFICATE risk management practices. This program provides students with the • Help the individual be able to identify background and technical skills needed new and existing threats and de- for a comprehensive understanding of the termining methods to mitigate them. development, design and construction of professional web pages. • Provide the individual the skills to handle security incidents. Requirements • Provide the individual with an The program requires the student to complete introduction to building secure and a minimum of 12 semester credit hours of defendable systems. coursework with a minimum cumulative GPA of 3.0. Two program prerequisites apply to Certificate Requirements those without suitable academic credentials in programming. Some required courses also The program requires the student to require additional prerequisites (e.g., CS 501) complete a minimum of twelve (12) semester All course credits earned in the program may credit hours of course work with a minimum be applied to the master’s program. cumulative GPA of 3.0. There are two

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prerequisites to the certificate: CS 621 and CS of concern mentioned above. The courses in 622 (see below). the certificate program:

Prerequisite Courses (if required - 3 credits • provide an overview of networking each) protocols and how they can be secured; CS 621 Principles of Data • introduce the individual to an array of Communication social and ethical issues that are CS 622 Network Security I • incumbent on those in providing security; and Required Courses (3 credits each) CS 626 Cyber-Security • provide the individual with an introduction to computer programming, CS 627 System Security as it relates to the maintenance of CS 628 Security Management security protocols.

Elective Courses (choose one of the Upon completion of the certificate program, following - 3 credits each) the student will be better equipped to enter CS 629 Ethical Hacking or continue as a professional in the cyber security field. CS 641 Securing the Cloud CS 642 Securing the Client/Server Requirements The certificate requires a total of 12 credits IT AND NETWORK SECURITY CERTIFICATE plus two prerequisite courses (CS 500 and Our country and, in fact, the entire world CS 501). Prerequisite courses may be waived have become increasingly dependent on if evidence of prior completion of these information technology as a means of prerequisites can be supplied. Courses taken staying competitive in business, industry, for the certificate can be applied toward the the arts, and commerce of all types. MSCIS degree. Education, electronic commerce, and the Defense Department are all areas that utilize Prerequisite Courses (if required) technology on an exponentially expanding CS 500 introduction to Structured level with each passing year. But this Programming dependence on and utilization of technology CS 501 introduction to Data are accompanied by a growing risk of Structures security issues that must be addressed if we are to thrive and survive in a technology- Required Courses driven world. Inadequate security practices have left corporations vulnerable to a CS 621 Principles of Data number of illegal activities such as computer Communication fraud, telecommunications abuse, and CS 622 Network Security I unauthorized disclosure, modification, CS 623 Advanced Network Security and destruction of information. National security has been and will continue to be Elective Courses threatened unless corporations and the CS 624 Hands-On Network Security government on all levels are able to effect and maintain sufficient computer security. CS 625 Cryptography The certificate program in IT and Network Security is designed to provide individuals with introductory networking, ethical, and security skills to effectively address the areas

College of Arts and Sciences 93 2014-2015 SACRED HEART UNIVERSITY GRADUATE CATALOG

DATABASE DESIGN CERTIFICATE Structures. Discusses advanced programming Prerequisites techniques with an emphasis on CS 500 introduction to Structured mathematical and scientific programming Programming applications. Topics include: recursion, CS 501 introduction to Data pointers and some advanced data structures. Structures C language is introduced in this course.

Required Courses CS 504 Introduction to Programming Using CS 603 Database Design (Oracle) Scripting CS 631 Data Warehousing 3 CH CS 632 Advanced Database Topics This course will provide an introduction to structured programming and elementary CS 633 Advanced Database data structures using the Javascript language Programming [or any other scripting or dynamic language (CS 603 will be a prerequisite for CS 631, CS such as Python, Perl, PHP, LUA or Ruby]. 632 and CS 633) Topics covered include basic programming concepts, control statements, loops and branching structures, string processing, and debugging. Course Descriptions CS 505 Computer Networks CS 500 Introduction to Structured 3 CH Programming Prerequisite: CS 504 Introduction to 3 CH Programming Using Scripting or permission This is an introductory course in computer of Department. programming using a structured Students in this course will study networks programming language. Representative and data communication concentrating on topics include: iteration, selection, the Internet model. This is a laboratory-based procedures, functions, arrays and classes. course that includes projects implemented on both Unix and Windows machines using CS 501 Introduction to Data Structures Wireshark. Students will review Hex and 3 CH Binary number systems. Topics such as network architecture, the Internet Protocol Prerequisite: CS 111 or CS 500 Introduction to Stack, LANs, WANs and MANs; hardware, Structured Programming or equivalent. software, protocols, routing, circuit-switching A continuation of CS 500 utilizing a and packet-switching networks, wireless structured programming language networks, compression and error handling and classes to further implement are studied. multidimensional arrays and other data structures including: linked lists, stacks, CS 550 Dynamic Web Page Development queues, trees, etc. Also provides introduction to recursion and data abstraction. 3 CH Prerequisite: CS 500 Introduction to CS 502 C: Advanced Programming Structured Programming. 3 CH This course enables students to develop low-bandwidth visual effects for web Prerequisite: CS 112 Data Structures or pages. A variety of software is employed equivalent, or CS 501 Introduction to Data to develop web sites and media for the

94 College of Arts and Sciences SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

web. Topics include: web animation and alone applications, Native Libraries and interactivity using Adobe Flash®, a vector- content/protocol handlers for extending web based animation tool; vector-based graphic browsers. construction and digital compression using Macromedia Fireworks®, a graphic optimizing CS 554 Fundamentals of Interactive tool; and dynamic web page construction Multimedia using Adobe Dreamweaver®, a visual HTML 3 CH editor. Prerequisite: CS 500 Introduction to Structured Programming. CS 551 Introduction to Object-Oriented Programming with Java Students develop multimedia applications 3 CH of their own design using Adobe Director®. This course explores principles for effective Prerequisite: CS 501 Introduction to Data interactive multimedia design from concept Structures. definition, storyboarding, multimedia Provides an introduction to the fundamental development and authoring to testing and concepts of object-oriented analysis (OOA), revision. It covers techniques to include design (OOD) and programming (OOP), sound, graphics, photographs, animation, and how object-oriented languages differ video and text into multimedia presentations. from procedural languages. Notation is Adobe Director movies are developed for use used to teach the concepts of abstraction, in authoring applications such as business encapsulation, modularity, hierarchy and presentations, interactive kiosks, CD-ROMs polymorphism. This course is designed and Shockwave movies for the web. for both programmers and analysts. Both C++ and Java are used to implement these CS 555 Advanced Scripting with Interactive objected-oriented concepts. Multimedia 3 CH CS 552 Windows Interface Design (VB.NET) Prerequisites: CS 501 Introduction to Data 3 CH Structures and CS 554 Fundamentals of Prerequisite: CS 501 Introduction to Data Interactive Multimedia. Structures. This advanced multimedia development This course introduces the fundamentals of course explores program control for effective writing Windows applications, event-driven design and delivery of interactive multimedia programming and the GUI. Topics include: applications. Students learn how to use the dialogues, menus, controls, data types, director’s full-feature scripting language scope and life of variables, objects and Lingo to develop the interactivity and instances, fonts and graphics, simple file I/O program control of multimedia projects. and other DLL procedures. VB.net is used in Xobjects, special code segments that control implementing various Windows applications. external devices, are also covered.

CS 553 Web Design with Java Script CS 557 Web Programming with ASP.net 3 CH 3 CH Prerequisite: CS 500 Introduction to Prerequisite: CS 552 Windows Interface Structured Programming. Design (VB.net) and CS 603 Database This course shows how to embed Java Design (Oracle) “applets” into HTML pages, as well as create Covers Active Server Pages and how they applets. The course covers the Java applet allow for powerful web site creation by paradigm and the standard Java-class combining program code with standard libraries. Students write Java applets, stand- HTML. The class is presented in a tutorial

College of Arts and Sciences 95 2014-2015 SACRED HEART UNIVERSITY GRADUATE CATALOG

system application. Students will successfully variety of projects: CBT, interactive kiosks, learn how to program using Visual Basic performancesupport applications, interactive Script, the most commonly used ASP magazines and catalogs, educational games programming language. Other relevant and interactive education and information topics include: integrating databases with a that can be delivered over intranets. web site and effective site functionality. CS 563 Flash Animation CS 558 Advanced Topics in ASP.net 3 CH 3 CH This is an introduction to Flash Animation Prerequisite: CS 557 Web Programming with class. Students will discover how to produce ASP.net interactive multimedia. The course covers The class will focus on some advanced ASP. the Flash interface and tools used to develop NET topics such as AJAX, web services, Flash animations such as shape and motion building custom components, profiles, LINQ, tweening, motion guide path, masking, and web parts. development of scenes, creation of movie clips and button symbols. They are used to create of a variety of animations such as: CS 559 C# interactive presentations, interactive greeting 3 CH cards, interactive tutorials, Web Sites, Prerequisite: CS 552 Windows Interface puzzles and small games. Basic ActionScript Design (VB.net) will be covered in this class. Introduces the .NET platform using C# which is a modern object-oriented language to CS 564 Action Scripting build interfaces with applications for both 3 CH windows and the web. OLE Automation, and Prerequisite: CS 563 or perm of dept Database (ADO.net) development will be introduced. The course provides the knowledge to use and write functions in ActionScript, understand the basics of event driven CS 560 Networking Applications programming, interact with onscreen objects, 3 CH use iteration to create objects and define Prerequisite: CS 621 Principles of Data custom classes and utilize the language’s Communication. built-in classes This hands-on course provides an in-depth introduction to IP addressing, TCP/IP, routing CS 571 Advanced Computer Gaming of IP packets, Internet protocol, TCP, DHCP, 3 CH DNS, network management and a brief Prerequisite: CS 501 Introduction to Data introduction to network security including Structures use of firewalls, proxy servers, and footprint analysis. An object-oriented approach to programming digital objects using Flash and Action Script 3.0. These programming CS 561 Multimedia Authoring (Authorware) techniques will be applied to both arcade 3 CH and adventure games. Prerequisite: CS 500 Introduction to Structured Programming. This authoring course covers design and delivery of interactive multimediausing an icon-based product. Students use the authoring tool Authorware to develop a

96 College of Arts and Sciences SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

CS 572 OOP with C# and Games on space and time efficiency: review of 3 CH recursion, data abstraction and complexity analysis, multilists, trees (including balanced Prerequisite: CS 571 Advanced Computer binary trees, n-ary trees and Btrees), hash Gaming tables, external sorting, graphs and algorithm An object-oriented approach to computer design techniques. graphics using C#. Topics covered will include: classes, instantiation, event listeners, CS 603 Database Design (Oracle) polymorphism, encapsulation, event handlers, functions and methods, and basic 3 CH game logic. Prerequisite: CS 501 Introduction to Data Structures. CS 573 Advanced Game Programming Discusses goals and techniques in the 3 CH design, implementation and maintenance of large database management systems: Prerequisite: CS 572 OOP with C# and Games physical and logical organization; file A game oriented programming course structures; indexing; entity relationship focusing on advanced graphics techniques models; hierarchical, network and relational using OpenGL and/or DirectX. models; normalization; query languages; and database logic. CS 583 Theory of Computer Gaming 3 CH CS 604 Advanced Software Engineering Computer Game Studies is an emerging 3 CH field. This course provides a solid, theoretical Prerequisite: CS 551 Introduction to background in the field of computer gaming Object-Oriented Programming with Java or which will assist them in their pursuit of permission of Department. game development throughout their career. Advanced Programming. Reviews models and metrics for software engineering in the CS 601 Assembly Language Programming large: software life-cycle models, software and Computer Systems modeling tools, design and analysis of 3 CH software subsystems, management of Prerequisite: CS 501 Introduction to Data software projects, test plans, configuration Structures. control, reliability and metrics. Explores programming concepts at the interface of hardware and software: CS 605 Discrete Structures and Logic addressing, instructions, symbol tables, 3 CH linkage, registers, ALU and CPU, anatomy Prerequisites: CS 501 Introduction to of an assembler, relocatable code, macros, Structured Programming and MA 151 Calculus interrupts and debuggers. I. Reviews the mathematical concepts and CS 602 Advanced Data Structures and foundations of logic for computer science: Algorithms sets, relations and functions; Boolean 3 CH algebras; graphs; propositional and predicate Prerequisites: MA 151 Calculus I, CS 502 logic; notions of logical consequence and C: Advanced Programming and CS 241 provability; soundness and completeness of Advanced Programming Concepts Using “C.” inference methods; resolution; unification; Explores the relationship between data and introduction to theorem proving. structures and algorithms with a focus

College of Arts and Sciences 97 2014-2015 SACRED HEART UNIVERSITY GRADUATE CATALOG

CS 611 Operating/Multiprogramming CS 620 Information Analysis and System Systems Design 3 CH 3 CH Prerequisite: CS 502 C: Advanced Prerequisite: CS 501 Introduction to Data Programming. Structures. Explores the management of resources in Discusses the design, analysis and a multiuser system: memory allocation and management of information systems: management, process scheduling, protection, system lifecycle management, hardware and concepts of concurrent processes, study software selection and evaluation, the role of of different operating systems and information systems in decision support and multiprocessing. other functional areas of business, project management, systems development and CS 613 Structure of Programming Languages analysis, module design and techniques to reduce system complexity. 3 CH Prerequisite: CS 602 Advanced Data CS 621 Principles of Data Communication Structures and Algorithms. 3 CH Discusses the syntax and semantics of programming languages including: an Prerequisite: CS 501 Introduction to Data introduction to theory of languages Structures. and grammars; concepts of design and A survey of modern data communication implementation of programming languages; techniques, including: data communication and the comparison of different language and local networking, hardware (e.g., paradigms such as imperative, functional, terminals, modems, multiplexors), nodal logic and object-oriented. and host processor architecture, packet switching, network control, protocols, CS 614 Theory of Computation software management and security. 3 CH CS 622 Network Security I Prerequisite: Permission of instructor. 3 CH Reviews the theory of the power and limitations of computation and computers: Prerequisite: CS 621 Principles of Data Turing machines, recursive and recursively Communication. enumerable functions, equivalence of Is there a security problem in computing? computing paradigms (ChurCH Turing How do IT and network managers interface thesis), undecidability, intractability and with business managers to create a security introduction to NP-completeness. system that meets the needs of both sides of the business? How does network security CS 615 Programming in Unix support the business mission and how many resources is business willing to give 3 CH to support network security? This course Prerequisite: CS 611 Operating/ addresses these complex issues. Among the Multiprogramming Systems or permission of topics covered are: conventional encryption instructor. and message confidentiality, public key Discusses main issues of Unix OS cryptography and message authentication, programming and administration. In particular, authentication applications, e-mail security, it explores a popular Unix text editor Emacs, IP security, Web security, firewalls, security Unix file system, process manipulation, regular in mobile networks, and other security issues. expressions and their use, filters, and system administration and security.

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CS 623 Advanced Network Security The course includes implementation of 3 CH Prerequisite: CS 622 Network Security I. various encryption algorithms in different programming systems. This is the second course in security that emphasizes security at the system level. The course covers secure encryption, CS 626 Cyber-Security systems, program security (viruses and 3 CH other malicious code), controls against Prerequisite: CS 622 Network Security I. program threats, protection in general What is Cyber-Security? What is a threat purpose operating systems, trusted and how do you protect against the operating systems, database security, constantly changing cyberworld? Securing security in networks and distributed systems, an organization’s cyber environment is administering security, and legal and ethical everyone’s responsibility. This course will issues in security. cover the following topics:

CS 624 Hands-On Network Security • Introduce Cyber-Security Concepts 3 CH • Cyber-Security Threats Prerequisites: CS 621 Principles of Data • Cyber-Security Attack Types Communication and CS 622 Network Security I. • Cyber-Security Attack History Designed for IT graduate students, this • Approaches to securing the organization course uses VMWare of Connectix Virtual PC to simulate different environments. • Protections from Cyber-Security Threats It examines networking security topics, firewalls (using Linux), packet filters, NAT, • Other security issues PAT, socks and HTTP proxies; public key infrastructure (using Microsoft Certification CS 627 System Security Server), encryption algorithms, decrypting 3 CH passwords, dictionary decryption, brute Prerequisite: CS 626 Cyber-Security. force decryption, certificate servers; and vulnerability assessment, identifying security How do you secure the critical infrastructure holes, forensics, tracing, log analysis, Layer that supports our cyber-security landscape? 5 vulnerabilities (Services/Daemons and What threats and attacks do systems OS), identifying denial of service attack constantly face? This course will address (simulation), identifying a virus/work attack these complex issues in securing the (simulation), packet monitoring (sniffing). system & applications that run in today’s organizations. Among the topics covered are: CS 625 Cryptography • Secure System Hardening 3 CH • Access Controls Prerequisite: CS 622 Network Security I or permission of instructor. • Security System Management Designed for CS graduate students, the • Secure Administration course covers theoretical and practical aspects of modern applied computer • Security Monitoring cryptography. Topics include: block and • Secure Back-ups stream ciphers; hash functions, data authentication, and identification; and • Application Security Concepts digital signatures. Special emphasis • Other security issues is given to public-key cryptosystems.

College of Arts and Sciences 99 2014-2015 SACRED HEART UNIVERSITY GRADUATE CATALOG

CS 628 Security Management Extraction, Transformation, and Loading 3 CH (ETL) processes; data quality issues; and reporting from the data warehouse using Prerequisite: CS 626 Cyber-Security. SQL and Online Analytical Processing (OLAP) All of the new security technologies require techniques. Several Oracle lab experiments good management to maintain effectiveness. are conducted to provide hands-on With so many new technologies, how do experience in the areas of data warehouse we make the security technology effective? design, construction, data loading, and Where do we start? How do we measure essential reporting techniques. and plan to improve a company’s security posture? This course will address these CS 632 Advanced Database Topics complex issues about managing security within an organization. Among the topics 3 CH covered are: Prerequisite: CS 603 Database Design (Oracle). • Policy & Information Security Program Development Provides students with an advanced understanding of database technology. In • Incident Response addition to the entity relationship model, alternate database models (such as EAV • Identity Access Management and OOD) are investigated. Possible topics • Security Governance include indexing, optimization, XML, online analytic processing (OLAP), embedded • Security Risk Management SQL, locking techniques and parallel and • Vulnerability Management distributed systems. Specific topics covered and focus of this course changes to reflect • Security Metrics modern trends and the latest technology.

CS 629 Ethical Hacking CS 633 Advanced Database Programming 3 CH 3 CH Prerequisite: CS 622 Network Security I. Prerequisite: CS 603 Database Design This course introduces students to the (Oracle). security threat of computer hacking and Provides students with a thorough system vulnerabilities & exploits. The course understanding of database programming. will introduce techniques and hacking skills Students use the latest technology to that blackhat hackers use to compromise create front-end applications to hit large- systems. The class will teach students how to scale backend databases. SQL and stored perform whitehat hacker and ethical hacking procedures are used to retrieve data from techniques to safeguard a computer network. various data stores. Emphasis is placed on a layered approach to programming. CS 631 Data Warehousing User-friendly design principles and business logic are used to teach students how to 3 CH implement large-scale windows and/or web Prerequisite: CS 603 Database Design applications. The specific technology used (Oracle) will vary to reflect current trends in database Provides a comprehensive review of data programming technology. warehousing technology. Areas of study include the evolution of the modern-day data warehouse; analysis and collection of business data requirements; dimensional modeling; the loading of data using

100 College of Arts and Sciences SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

CS 635 Digital Forensics limited to: network neutrality, corporate and 3 CH government policies, digital divide, child pornography, intellectual property, hacking Prerequisite: CS 505 Computer Networks or and phishing, malware as big business, permission of department. treaties and their limits. The course will In this course, students will learn how to: also examine recent bills being considered understand and differentiate between file by the U.S. government as well as the EU systems and operating systems; explain in and other countries. Examples taken from detail the FAT file system; be exposed to the real world such as how to handle the the NTFS file system; identify Windows cyber-security of installed medical devices, artifacts and registry artifacts; understand insulin pumps, pacemakers, and the tradeoffs hashing and its uses in digital forensics; between providing external access for EMTs understand 4th amendment considerations and keeping out hackers will be explored. when searching and seizing digital evidence (per CT law) chain of custody; use hardware CS 638 Concepts in Dynamic and Script write blockers, varieties and uses; perform Programming data acquisitions using methods and tools discussed in class; perform basic data 3 CH recovery; understand file signatures and its Prerequisite: CS 501 Introduction to Data uses; risk assessment. Structures or CS 504 Introduction to Programming Using Scripting CS 636 Secure Programming Techniques in This course will provide an introduction Java/.NET/JavaScript/SQL to dynamic programming and scripting 3 CH languages using [any dynamic language that can also be used for scripting such Prerequisite: CS 501 Introduction to Data as Python, Perl, PHP, TCL, or LUA]. Topics Structures or CS 504 Introduction to covered include flow processing, regular Programming Using Scripting. expressions, binding, object oriented It all starts with programmers: every concepts, shell scripting, frameworks and computer system today runs some type design libraries, script debugging, and of software in its core and as a result is exception handling. ground zero for all security concerns. Using Microsoft’s proven Secure Development CS 639 Vulnerability Management Lifecycle as a model, this course will provide an introduction on how to setup a secure 3 CH development environment, go over best Prerequisite: CS 505 Computer Network or practice models and secure programming permission of Department. techniques in Java or .NET frameworks, as This course will provide lectures on well as common web application languages vulnerability & compliance management such as client side JavaScript and SQL for multiple systems & perform hands-on database programming. experience with Tenable Nessus (one of the industry leading vulnerability and compliance CS 637 Professional Responsibility: scanning tools). It will provide students with Cyber Security: Policies and Practice a working knowledge and understanding of 3 CH vulnerability & compliance management. With many new system & application vulnerabilities This course will examine the issues that get identified on a daily basis, and how to associated with cyber-security from manage them. The purpose of this course is to business, technical and ethical perspectives. teach students how to identify vulnerabilities, What does it mean to be a cyber-security plan to remediate them, and track to make professional? Topics include but are not sure that they do not return.

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CS 640 Special Topics in Computer Science clipping, linear transformations, projections, 3 CH graphics standards and hardware, raster scan, refresh, storage, hidden line and surface Prerequisite: Determined at the time of elimination and shading. course offering.

Presents one-time and first-time offerings of CS 648 Distributed Database Systems courses on current topics. 3 CH

CS 641 Securing the Cloud Prerequisites: CS 603 Database Design (Oracle) and CS 611 Operating/ 3 CH Multiprogramming Systems. Prerequisite: CS 627 System Security. Explores the problems and opportunities Cloud computing is rapidly becoming a inherent to distributed databases: file popular choice for hosting everything from allocation, deadlock detection and entire operating systems, and software, to prevention, synchronization, update service (SaaS) applications such as websites, consistency, query optimization, fault databases, email, data backup, and so forth. tolerance, etc. The course will provide an introduction to cloud technologies and their best practices. CS 650 Principles of Natural Language Learn the unique challenges posed by Processing this type of platform and how to properly configure and secure cloud based assets. 3 CH Prerequisite: CS 613 Structure of CS 642 Securing the Client/Server Programming Languages or CS 642 Securing the Client/Server. 3 CH Studies the issues arising in computer Prerequisite: CS 626 Cyber-Security. processing of languages like English and Clients and servers run Operating System solution techniques: AI principles overview, (OS) software as well as many applications significance of language structure in with each presenting a unique concern from extracting meaning, ambiguities, parsing a security perspective. Get an in-depth techniques, semantic issues, semantic look at how to properly harden today’s models, pragmatics, text-based systems and most popular Operating Systems: Microsoft case studies. Windows, Apple OS X, and Linux. This course covers built-in security features of each CS 652 Neural Networks OS and how best to utilize these and other third party applications to setup a secure 3 CH system. The course will also introduce how Prerequisites: MA 151 Calculus I and CS 642 to secure services and applications provided Securing the Client/Server. with these OSes such as Sendmail and Discusses neural networks as a computation MS Exchange, MySQL and MS SQL Server, model complementary to symbolic AI: Apache and MS IIS. basic principles, history of neurocomputing, various models and their common ideas, CS 646 Computer Graphics applications in machine learning and pattern 3 CH recognition and hybrid systems. Prerequisite: CS 602 Advanced Data Structures and Algorithms. Reviews the principles of design and use of computer graphics: matrix algebra overview, basic drawing techniques, line and polygon

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CS 654 Object-Oriented Programming Using CS 663 Game Design for Mobile Devices C++ 3 CH 3 CH Prerequisite: CS 662 Game Design, Prerequisite: CS 502 C: Advanced Development, and Implementation. Programming or equivalent. In this course students explore the complex Reviews the principles of OOP: encapsulation, process required to design and build content polymorphism and inheritance. C++ is used as and games for mobile devices. Students will the main vehicle for getting the ideas across. learn how to structure and optimize code Issues of multiple inheritance, persistence, etc. as well as employ user interface controls. are covered, and comparison with other OOP Memory-awareness, limited performance, languages are made, as time permits. security, and limited resources will be covered.

CS 661 Game Design and Development Using CS 664 Advanced Topics in Multiplayer 3-D Gaming 3 CH 3 CH Prerequisite: CS 573 Advanced Game Prerequisites: CS 661 Game Design and Programming. Development Using 3-D and CS 662 Game The course will cover Open GL and/or Design, Development, and Implementation. some advanced tools of DirectX or other The course considers the technical, appropriate software which will facilitate the programming and creative aspects for integration of 3-D action and movement in a developing an effective multi-player game. game designed for the course. The students Topics covered include: virtual machines, will work in teams (if appropriate) to complete connection techniques, live player chat, a 3-D game during the course. authoritative client and authoritative server choices, latency and clock simulation, lobby CS 662 Game Design, Development, and systems, real time competitive games, Implementation cooperative game play avatars, virtual worlds and user homes. 3 CH Prerequisite: CS 573 Advanced Game CS 670 Research Project Seminar Programming. 3 CH In this course students work as a team to develop an innovative, original computer Prerequisite: Determined by the faculty game. Group responsibilities include project advisor. planning and documentation, teamwork, Required for the non-thesis option, the presentations and demonstrations. Students student works with a faculty advisor in learn the technical skills involved in game defining a short research or implementation architecture, including advanced character project. For a research project, the student animation and nesting, game physics, sound surveys relevant literature, critically analyzes syncing and editing, lighting simulation the state of the art and possibly synthesizes techniques, and game balance. Special improvements. For an implementation attention will be paid to emerging game project, the student implements and tests a development opportunities in education, solution to the chosen problem; the project professional training, medicine, advertising could involve a combination of research and and scientific research. implementation. At the end of the project, the student writes a report approved by the faculty member and makes a public presentation of the work.

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CS 690 Thesis I 3 CH Prerequisite: Determined by the faculty advisor. Required for the thesis option, the student works with a faculty advisor in defining a substantial research or implementation project. For a research project, the student surveys relevant literature, critically analyzes the state of the art and synthesizes improvements. For an implementation project, the student implements and tests a solution to the chosen problem, comparing it with other work, if any; the project could involve a combination of research and implementation. At the end of this course, the student should have a well-defined problem, have surveyed relevant literature and have made partial progress toward the completion of the work. The student should be ready to make a brief presentation of the work in progress, as required by the advisor. Also, by the end of this course, a proposal describing the work should be written and approved by a thesis committee chosen by the student and the advisor, according to University policy.

CS 691 Thesis II 3 CH Prerequisite: CS 690 Thesis I. A continuation of CS 690, this course is required for the thesis option. By the end of this course, the student completes the work remaining in the project started in CS 690, as defined by the written proposal. A thesis must be written and defended in front of the thesis committee. The presentation portion of the thesis defense is open to the public.

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CRIMINAL JUSTICE ADMISSION DEADLINE Although applications are reviewed by the JAMES MCCABE, PH.D., DIRECTOR Admissions Committee on a rolling basis, the Phone: 203-396-8002 University has a priority deadline of March 1 E-mail: [email protected] for Fall admittance and November 1 for Spring admittance for financial aid considerations.

Goals and Objectives The Master of Arts in Criminal Justice program Required Courses (12 credits) provides students with a comprehensive CJ 500 Foundations of Criminal Law knowledge of all components of the criminal and Procedure justice system. This program is designed to CJ 501 Theories and Analysis of be rigorous and challenging academically, Crime Causation and Deviance and flexible to meet individual student CJ 502 Critical Issues in the interests. The program is open to individuals Administration and with undergraduate degrees in any field of Management of the Criminal study. Thirty credits are required to graduate Justice System from the program, which may be completed on a part-time or full-time basis. Students CJ 581 Methods of Research Design must complete twelve credits of required and Statistical Analysis courses plus an additional eighteen elective credits. Students may also choose a twelve credit concentration of their own design. Elective Courses (18 credits) Examples of concentrations in management and national security are shown. The program The program offers a variety of courses also awards life-experience credit to eligible covering all aspects of the criminal justice students. Up to six credits can be earned system including: by students demonstrating substantial CJ 503 Law, Society and Ethics experience that is relevant to the educational CJ 504 issues in the Adminstration program. Students are also required to of the Adult and Juvenile prepare a thesis. The thesis is a three credit Correctional Systems course and is part of the overall thirty credit requirement. In lieu of the thesis requirement, CJ 505 Criminal Law students may opt for the comprehensive CJ 506 Victimology exam plus on additional elective course. CJ 507 Organizational Procedures CJ 508 Capital Punishment CJ 509 Criminal Behavior and the Admission Family • Bachelor of Arts or Science degree with CJ 510 Criminal Profiling a 3.0 GPA from an accredited four-year CJ 511 Emergency Management college or university (official transcripts CJ 513 issues in National Security required) CJ 514 Domestic and International • Completed Graduate application Terrorism • Application fee CJ 515 Budgetary Planning in Public Agencies • Two letters of recommendation CJ 581 Methods of Research Design • Personal statement and Statistical Analysis

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CJ 601 internship/Practicum controlling crime and deviance in society. Experience in Criminal Justice Students learn about the nature of criminal CJ 650 Criminal Justice Thesis behavior and the impact of this behavior on the victims, and study the development of programs and policies to control crime and assist the victims. Concentration in National Security (12 credits) CJ 502 Critical Issues in the Administration CJ 510 Criminal Profiling and Management of the Criminal Justice System CJ 511 Emergency Management 3 CH CJ 513 issues in National Security Examines the current problems and issues CJ 514 Domestic and International facing the American criminal justice system. Terrorism The course explores controversial policies such as the use of force, discretion, access to the justice system, organizational and legal Concentration in Criminal Justice issues related to decision-making within the Management (12 credits) criminal justice system, the role of the courts and the correctional system. CJ 507 Organizational Procedures

CJ 511 Emergency Management CJ 503 Law, Society and Ethics CJ 515 Budgetary Planning in Public 3 CH Agencies Focuses on constitutional and ethical issues CJ 601 internship/Practicum as they affect the operation of the criminal Experience in Criminal Justice justice system. Topics examined include legal issues related to punishment and the ethical responsibilities of criminal justice agents. Course Descriptions CJ 504 Issues in the Administration of the CJ 500 Foundations of Criminal Law and Adult and Juvenile Correctional Systems Procedure 3 CH 3 CH Explores the operation and nature of the Provides an in-depth analysis into United American correctional system. The course States criminal law through the model penal examines the Juvenile Justice System code and an in-depth analysis of the U.S. as well as the adult correctional system. Supreme Court cases that have shaped Theories and philosophies of correctional criminal justice. Students will apply criminal administration and the conditions that law and procedural acts of law as practiced generate delinquent behavior are examined throughout the country. as well as current critical issues such as overcrowding, alternatives to incarceration, efforts to maintain family cohesion. CJ 501 Theories and Analysis of Crime Causation and Deviance CJ 505 Criminal Law 3 CH 3 CH Examines the development and application of theories of crime causation and social Examines various topics in substantive deviance. The course includes an assessment criminal law as they affect the operation of the issues and problems involved in of the criminal justice system. Topics may include standards of evidence, defenses, and

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punishments. involved in planning and preparing for crises, and forecasting potential crisis situations. CJ 506 Victimology 3 CH CJ 513 Issues in National Security Examines the victim through history. Course 3 CH explores the victim movement, the nature Examines the changes in American policy and extent of criminal victimization and its fostered by the terrorist attacks of 9/11/01. affect on American society. Students study the organizations and resources developed since 9/11/01 to defend CJ 507 Organizational Procedures national security. The course explores the role played by all the components of the 3 CH criminal justice system in providing for the Examines the criminal justice system from an security of the nation. Also studied are organizational perspective. Course explores the policies and practices that have been fraud control, risk analysis, and corporate developed for this purpose by the various crime control through case studies. agencies that represent the criminal justice system. Specifically, students study the CJ 508 Capital Punishment adjudication process as it relates to issues 3 CH of national security and the correctional practices employed to maintain national Examines the theoretical, legal and ethical security. issues involved in this form of punishment.

CJ 514 Domestic and International Terrorism CJ 509 Criminal Behavior and the Family 3 CH 3 CH Examines the history, current developments, This course studies theories and research and responses to both international and concerning the socialization experience and domestic terrorism. Emphasis is on the their impact on behavior. Topics examined examination of the law enforcement include child abuse and neglect, parental response to terrorism, and the sociological substance abuse, disciplinary techniques, models of consensus and conflict in an single parent families, etc. effort to better understand the nature of terrorism. Assesses the strategies of CJ 510 Criminal Profiling terrorists, their funding and their use of the 3 CH media, and examines the efforts of terrorist Studies the process of identifying victimization. characteristics associated with individuals who become criminal sociopaths. CJ 515 Budgetary Planning in Public Sociological theories of crime causation are Agencies used in the examination of criminal typology. 3 CH Examines the nature of public budgeting and CJ 511 Emergency Management financial management from the perspective 3 CH of a public manager. Explores public Examines the policies and systems necessary budgeting from an analytical perspective. to govern in situations of conflict and uncertainty. Explores appropriate responses to serious incidents and disasters. Evaluates early warning systems and prevention strategies. Students learn the techniques

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CJ 581 Methods of Research Design and part of the paper will consist of a description Statistical Analysis of the work experience including the topics 3 CH provided by the instructor/advisor. This course must be taken at the graduate level. An undergraduate course in this subject CJ 650 Criminal Justice Thesis cannot be substituted for the graduate 3 CH course. Examines the research process and Prerequisite: Completion of 27 seven credits is designed to provide students with an required by the program and the submission understanding of the principles and practices of a thesis proposal approved by the of criminal justice empirical research. More Department. specifically, methods of research and data The student works with a mentor to analysis, as applied to the field of criminal develop a research project. The research justice, are presented. The application of project culminates in a thesis and an oral these methods to criminal justice practice presentation of the thesis to faculty and is demonstrated through various exercises. students in the program. To better prepare capable professionals, students are taught both the language of scientific discourse and the ability to CJ 698 Criminal Justice Comprehensive appraise empirical studies critically. To Examination better prepare practitioners who are fair and No credit is awarded for this exam. respectful toward individuals from diverse Students are eligible to take this exam at the backgrounds, research ethics, and sensitivity end of the semester in which they complete to populations-at-risk are promoted. the required 30 credits for the degree.

CJ 601 Internship/Practicum Experience in Criminal Justice 3 CH Prerequisite: Permission of Graduate Program Director. Students use their theoretical knowledge in a practical environment. Students are required to spend 150 hours interning in a criminal justice agency or use their current criminal justice work experience to apply theory. Students must observe and assist in the everyday operations of the agency. They are required to maintain a log of their activities and confer weekly with the faculty supervisor to discuss their individual progress. The class meets regularly with the professor so that students may share their internship/ practicum experiences. Upon completion of the 150 hours, the student will prepare a two- part paper. Those fulfilling the requirements through their current work experience will also prepare a paper. The first part of the paper will consist of a literature review on a topic related to the internship. The second

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PSYCHOLOGY combination of the two concentrations to graduate with a general degree. In addition, students may choose to begin by completing WILLIAM MAYER, PSY.D., DIRECTOR a certificate in either industrial-organizational Phone: 203-365-4859 E-Mail: [email protected] psychology or community psychology.

ADMISSION REQUIREMENTS Master of Science in • Bachelor of Arts or Science degree Applied Psychology from an accredited four-year college or university (official transcripts required)

GOALS AND OBJECTIVES • Undergraduate degree in psychology The Master of Science in Applied Psychology or completion of required prerequisite program provides students with the psychology courses knowledge and skill of how to apply • Minimum GPA of 3.0 the science of human behavior to solve practical real-world problems. The program • Statement of professional goals is built on a scientist-practitioner model • Two letters of recommendation in which students gain a solid foundation in the science of psychology and learn • GRE Scores preferred to apply this knowledge and skill set to real world, practical problems. With its ADMISSION DEADLINE strong foundation in research methods and Applications are reviewed by the Admissions quantitative reasoning and its numerous Committee on a rolling basis. connections with community agencies, schools, and corporations, the program provides excellent preparation for a wide PREREQUISITE REQUIREMENTS variety of careers in today’s data-driven The following prerequisite course will be economy. Students are particularly well- required for those who wish to pursue prepared for a variety of leadership positions the MSAP program. The course must be in governmental, community, and corporate completed with a grade of B or better. This settings. The program offers a unique prerequisite requirement may be waived by delivery system of 8-week courses that the director, if a candidate has completed allows one to complete his/her degree in one sufficient past coursework. calendar year by taking courses in our on- PS 450 Foundations of Psychological campus program. One may also choose to Science take a more moderate pace by participating in the online aspect of the program. A REQUIRED CORE COURSES (24 CREDITS - minimum of 38 credits are required to 20 IF PS 450 IS WAIVED) graduate from the program. Students must complete 26 credits of the core curriculum PS 500 Foundations of Applied and may be required to complete an Psychology additional four credits of prerequisite PS 520 Developmental Issues Across coursework. The remaining 12 credits are the Life Span fulfilled with the completion of four elective PS 525 identifying and Managing courses. Students may choose to complete Psychopathology in those 12 credits by participating in one of Community Settings two concentrations (industrial-organizational psychology or community psychology). PS 550 Applied Research Methods Students may also choose to take a and Statistics

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PS 551 individual Psychological Course Descriptions Assessment and Appraisal PS 552 Program Development and PS 450 Foundations of Applied Psychology Evaluation 4 CH This course is designed to provide those CONCENTRATION IN INDUSTRIAL that did not major in Psychology with a ORGANIZATIONAL PSYCHOLOGY (12 scientific foundation of psychology theory. CREDITS) It is a required prerequisite course that may PS 530 Personnel Psychology be waived, by the director, if sufficient past PS 531 Organizational Behavior coursework has been completed. A minimum PS 532 Job Analysis, Competency grade of B is required to continue to PS 500. Modeling and Criterion Development PS 500 Foundations of Applied Psychology PS 533 Employee Training and 4 CH Development (or appropriate This course focuses applying psychology BU course) to the workplace and community setting. There is additional focus on ethical and legal CONCENTRATION IN COMMUNITY psychological issues, as well as emphasis on PSYCHOLOGY (12 CREDITS) multiculturalism. PS 540 Foundations of Community Psychology PS 520 Developmental Issues Across the PS 541 Theories of Counseling and Life Span Personality 3 CH PS 542 Counseling Methods and This course will explore human development Techniques from childhood to old age, with a focus on PS 543 Community Health developmental milestones and their influence Psychology on behavior in applied settings.

GENERAL TRACK (12 CREDITS) PS 525 Identifying and Managing Psychopathology in Community Settings Four electives, chosen in consultation with an academic advisor from above 3 CH concentrations or PS 599 or other graduate In this course, students learn to identify courses, as appropriate those at risk of psychopathology in the Required Capstone Courses (6 Credits) community and to determine appropriate management and referral of these 1. Capstone I (PS 595) – 3 credits individuals. Comprehensive Exam (PS 590) – 3 credits or PS 530 Personnel Psychology 2. Capstone I (PS 595) – 3 credits 3 CH Capstone II (PS 596) – 3 credits Examines the application of psychological or research, employment law, and ethical 3. Thesis I (PS 600) – 3 credits principles to human resource issues. Thesis II (PS 601) – 3 credits Particular attention is given to hiring practices.

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PS 531 Organizational Behavior PS 542 Counseling Methods and Techniques 3 CH 3 CH Explores behavior in organizations at Prerequisite: PS 541 Theories of Counseling individual, interpersonal, group, intergroup, and Personality and organizational levels of analysis. This class will teach students to recognize Emphasis is on identifying effective ways to and apply basic counseling responses achieve organizational goals. common across all approaches as well as those specific to each approach studied. PS 532 Job Analysis, Competency Modeling, and Criterion Development PS 543 Community Health Psychology 3 CH 3 CH Prerequisite: PS 530 Personnel Psychology Prerequisite: PS 540 Foundations of Students will learn how to conduct job Community Psychology. analysis and competency modeling and how to use the results for designing personnel This course will examine the multidimensional selection systems and performance appraisal field of community health psychology, instruments. developing student skills in advocacy, community organizing, health promotion, and social change regarding health. PS 533 Employee Training and Development 3 CH PS 550 Applied Research Methods and Examines theory and techniques used to Statistics design, conduct, and evaluate instructional 4 CH programs based on theories and principles of adult learning. This course provides an overview of the basic principles of applied psychological research with a focus on conducting research in PS 540 Foundations of Community community settings. Psychology

3 CH PS 551 Individual Psychological Assessment This course considers the legal, ethical, and and Appraisal practical issues that arise when providing 3 CH counseling in community settings, and provides an overview of the entire process. Prerequisite: PS 550 Applied Research Methods and Statistics

PS 541 Theories of Counseling and This course is designed to improve the Personality knowledge, understanding and practices of those who take tests, construct tests, and 3 CH administer tests in applied settings. Prerequisite: PS 540 Foundations of Community Psychology. PS 552 Program Development and This class will cover the major approaches to Evaluation personality and the schools of psychotherapy 3 CH that have developed out of each. Students will critically evaluate each approach. Prerequisite: PS 550 Applied Research Methods and Statistics Students learn how to assess the need for and then design, implement, and evaluate a program that benefits the workplace or community.

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PS 590 Comprehensive Exam PS 601 Thesis II 3 CH 3 CH Prerequisite: Completion of 36 (32 if PS 450 Prerequisite: PS 600 Thesis I is waived) credits in graduate program In this course, the student completes the In this course, the student completes an research project begun in PS 600. The final applied comprehensive exam that covers thesis paper must be written and defended material from core and concentration courses before the thesis committee in a forum that is open to other students and faculty. PS 595 Capstone Project I 3 CH Prerequisite: Completion of 36 (32 if PS 450 is waived) credits in graduate program This course is dedicated to defining a short research or implementation project in an applied setting.

PS 596 Capstone Project II 3 CH Prerequisite: PS 595 Capstone Project I Students either continue Capstone Project I or complete applied written assignments combining psychological theory with field work hours, a case study, or another approved project.

PS 599 Special Topics in Applied Psychology 3 CH Prerequisite: Completion of 36 (32 is PS 450 is waived) credits in graduate program Designates new or occasional courses that may or may not become part of the department’s permanent offerings. Courses capitalize on current events or student and faculty interests.

PS 600 Thesis I 3 CH Prerequisite: Completion of 36 (32 is PS 450 is waived) credits in graduate program and approval from MSAP Director. Students work with a faculty advisor in defining a substantial research or implementation project that gathers data or responds to a particular problem in the community.

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RELIGIOUS STUDIES activities, the program supplies a broad range of valuable resources. Each graduate student, in consultation with a faculty BRIAN STILTNER, PH.D., CHAIR advisor, is encouraged to plan an appropriate Phone: 203-365-7567 Email: [email protected] course of study. In addition to the goal of intellectual enrichment, this program *NOTE: This program is currently not has proven particularly beneficial in the accepting new students as of 2014. professional advancement of educators, writers, human resource and personnel Throughout human history, religion has administrators, government employees, played an enormous role in the shaping of spiritual directors, and directors of religious human actions and perceptions, as well as education. It also offers a strong foundation social institutions and values. The academic for students contemplating further study study of religion involves a sympathetic yet toward a doctoral degree or the ministry. critical examination of the human attempt to answer the questions, “Who are we and why are we here?” It also allows us to understand M.A. Thesis better the complex world in which we live. The study of religion uses the methods Upon completing coursework, each MA of several disciplines, including theology, student must write a master’s thesis. The philosophy, history, psychology, sociology, thesis is a formal document that shows the anthropology, and literary criticism. student has made an original contribution to Methodologically and topically diverse, the knowledge. Writing the thesis is a learning Master of Arts in Religious Studies (MARS) experience in which the student draws upon program is unified by its commitment to the integrated knowledge of religious studies task of exploring the basic religious beliefs and research skills to present a distinctive and insights that render human life and interpretation of a problem in the field. experience meaningful. Specific courses in The process typically requires a semester’s the program examine the various symbols worth of planning and a semester’s worth and myths, rituals and creeds, and events of writing, under the direction of an advisor. and institutions that illuminate the religious See the program director to receive a full imagination and understanding. The student set of guidelines and to be matched with an who completes the MARS program will advisor. be able to engage in critical dialogue with his/her own religious tradition and other traditions; understand these traditions in Degree Requirements their complexity; and articulate coherent, religiously informed answers to basic All MA candidates must complete a total of questions of human meaning. 36 credit hours of graduate coursework, with a minimum GPA of 3.0. Student performance is reviewed by the graduate faculty at the end of each semester. If a student completes Goals and Objectives all coursework for the degree with a GPA The Graduate Program in Religious Studies below 3.0, then the student will be allowed is designed to suit the needs and interests to take a maximum of six additional credit of a wide variety of students. Whether hours of study to raise the average to 3.0. one wishes to prepare for doctoral work If this 3.0 average is not achieved, the in religion, pursue a career in religious student will not be allowed to continue in the education, or learn more about the world’s program and no degree will be awarded. If a religious traditions in order to enrich one’s grade below C is earned in a required course, personal and/or professional life and that course must be repeated. If a grade

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below C is earned in an elective course, the TRS 610 Philosophical Frameworks for the student must repeat that course or take Study of Theology and Religious Studies another elective. In any case, the original 3 CH grade is calculated into the GPA. Focuses on contemporary methods for the investigation of religion and prepares the student for graduate-level work. Required Courses TRS 600 Research in the Study of ELECTIVE COURSES Religion (3 credits) TRS 610 Philosophical Frameworks for †TRS 501 - Introduction to the Old the Study of Theology and Testament Religious Studies (3 credits) 3 CH TRS 501-504, One course in Biblical Studies Literary and historical study of the Old 601-605 Testament, also known as the Hebrew Bible TRS 520-523, One course in Theology and in Judaism. Relationship of literary form 530-533, Spirituality and interpretation in passages from the 620-628, Pentateuch, historical and prophetic books, 630-636 and wisdom literature. Comparison and contrast of theological meanings of these TRS 540-543, One course in Ethics writings for Jews and Christians. 640-645

TRS 560-564, One course in World Religions †TRS 502 - Introduction to the New 570-574, and Comparative Studies Testament 660-664, 671-672 3 CH Free electives (15 credits) Literary, historical, and theological study of the New Testament. Included topics: MA Thesis (3 credits) the origin, formation and development of the Gospels and letters; various types of interpretation; the distinctive views of the Course Descriptions New Testament writers about Jesus’ life, teachings, death, and resurrection. FOUNDATIONAL COURSES

TRS 600 Research in the Study of Religion †TRS 503 - Introduction to the Gospels 3 CH 3 CH Prepares the student for graduate-level work This course is an introduction and in religion. Provides opportunities to apply examination of the synoptic Gospels and various research methods used in the field, the Gospel of John. The course will explore including history, surveys, ethnographies, contemporary methods used by scholars and literary criticism, and philosophical/ the Church to interpret these texts. theological analysis. Develops customs of writing and citation for publications in †TRS 504 - The Letters of Paul religious studies and theology. 3 CH Examines the social and religious world of St. Paul, his biography, his writings in the New Testament, and how these influenced the developing Christian church.

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†TRS 520 - Introduction to Catholic †TRS 531 - History of Christianity II Theology 3 CH 3 CH Traces the history of the Christian faith from Introduces fundamentals of Catholic life the Middle Ages to the present time. Major and thought. Key doctrines examined are issues, controversies, and persons from these scripture, tradition, God/Trinity, Jesus Christ, centuries are studied. sacraments, and the Church in the modern world. Additional topics might include ethics, †TRS 532 - Christian Spirituality spirituality, and the saints. Placed in historical 3 CH context, Catholic theological reasoning about these doctrines is compared to theology in Presents spirituality as a topic worthy of other branches of Christianity. study, plumbs its meaning through selections from the writings of great spiritual masters through the centuries—for example, †TRS 521 - Understanding Theology Augustine, John of the Cross, Theresa of 3 CH Avila, Ignatius Loyola, Teilhard de Chardin, An introduction to the nature and role of and Thomas Merton. theology. Investigates both academic, or “public,” theology and confessional, or †TRS 533 - Women in Christianity “church-centered,” theology. 3 CH A theological, textual and gender-based †TRS 522 Faith and Reason in the Catholic examination of women in the history of Tradition Christianity, incorporating critical analysis of 3 CH texts written about and by Christian women. This course investigates the relationship Topics include the image of women and between faith and reason. In what ways are woman’s spirituality in the Bible, writings faith and reason compatible and what is the of the Church Fathers, mystics, sectarian history of the interaction between theology movements, and the feminist reconstruction and academic disciplines such as those in the of tradition. natural and social sciences? †TRS 540 - Foundations of Catholic Ethics †TRS 523 - Sacraments 3 CH 3 CH Explores the historical sources and methods Explores the history of the sacraments, of reasoning in the Roman Catholic moral the theology behind them and their role in tradition. Critically examines current moral contemporary Catholic life. issues in Catholicism.

†TRS 530 - History of Christianity I †TRS 541 - History of Christian Ethics 3 CH 3 CH Traces the history of the Christian faith from The ethical reflections of some of the most the New Testament period to the Middle influential Christian thinkers from the Church Ages. Major issues, controversies, and Fathers to the present (e.g., Augustine, persons from these centuries are studied. Thomas Aquinas and Martin Luther) applied to various important topics of ethical debate in Christian history (e.g., the notion of just war).

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†TRS 542 – The Catholic Social Justice denominations, and life cycle events. Tradition Explores the role of God in the life of Jews 3 CH past and present; compares the meaning of Judaism then and now. The social-ethical teachings of the Catholic tradition, especially since Pope Leo XIII’s letter On the Condition of Labor in 1891. †TRS 563 - Symbol, Myth and Ritual Course explores Catholic social teaching that 3 CH emerges from Church documents, traces Notions of symbol, myth and ritual, as well as it application to many issues of social and an introduction to the use of symbols, myths political conflict, and considers how this and rituals in a wide variety of religious teaching is challenged by the perspectives of traditions. women, minorities, and people in developing countries. †TRS 564 - Ancient Religions and Cults 3 CH †TRS 543 – Ethics in World Religions Explores the beliefs, practices, and teachings 3 CH of ancient world religions including those Examination of core ethical teachings and of ancient Egypt and Mesopotamia; the methods in several world religions. These mystery cults of the ancient Greco-Roman resources guide ethical analysis of conflicted civilizations, and the religious traditions of issues in contemporary society, such as pre-Christian northern Europe (Scandinavia) economic inequality, racism, violence, sexual and ancient Iran. Studies sacred writings of ethics, and bioethics. theses religions, with emphasis on topics such as deities and divine powers, rituals †TRS 560 - Eastern Religions of birth and death, gender studies, and the 3 CH relationships between ancient faith traditions and the emergence of monotheism. Explores history, beliefs and practices of Hinduism, Buddhism and other religions of India, China and Japan and the emergence of †TRS 570 - Religion in America the contemporary New Age movement. 3 CH Examines the historical factors responsible †TRS 561 - Islam for distinctive trends in American religion 3 CH and identifies common threads that run through the religious history of America from A theological and phenomenological the Puritans to today. exploration of beliefs, practices, and symbology of Islam, incorporating extensive readings from the Qur’an, the hadith and †TRS 571 - Celtic Religious Traditions shari’a, and Sufism. This course analyzes 3 CH contemporary topics such as religion and The mythic history of Ireland and “beginning” gender, and religion and politics. of the Irish, and the traditions by which the Irish have come to identify themselves and TRS 562 - Judaism give meaning to their world. Study of the 3 CH religious function of social institutions; gods, goddesses and ruling powers; holy places; Key components of the complex religion feasting and sacrifice; spirits and ancestors; of Judaism, including: Biblical foundations, and the other world. Also considered is the historical development, theological role of women in these traditions and the considerations, rituals and symbols, calendar continuation of “myth” in modern Ireland. and holidays, Jewish Mysticism, prayer,

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†TRS 572 - Death and Dying in the World †TRS 584 - Cults, Sects and New Religious Religions Movements 3 CH 3 CH All religious traditions have regarded the Explores beliefs and practices of new process of dying and the result of bodily religions in America, including Mormonism, death as significant events—as natural but Unification Church, Christian Science, also sacred states of being that impart to Scientology, Theosophy, New Age, earthly life its deepest meaning and value. Neopaganism and UFO cults. Presents both Course explores religious beliefs about, and sociological and theological approaches to practices developed around, human dying, understanding new religions. death and any subsequent conditions of existence. †TRS 599 - Special Topics in Religion 3 CH †TRS 573 - Religion and Sexuality Designates new or occasional courses 3 CH that may or may not become part of the Examines the relationship between religion department’s permanent offerings. Courses and sexuality in various world religions. capitalize on a timely topic, a faculty Topics include asceticism vs. eroticism; member’s particular interest, an experimental defining normality and deviance; sex as a alternative to existing courses, etc means to challenge or maintain the social Prerequisites established by the department order; religious responses to the changing as appropriate for the specific course. Course sexual morality in contemporary Western title is shown on the student’s transcript. society. Consult the current course schedule for available topics and prerequisites. †TRS 574 - Religion, Health and Healing 3 CH †TRS 601 - Death and Resurrection of Jesus Explores theories and practices of healing 3 CH in Eastern, Western and Primal religions. Traces the development of the traditions of Examines research on connections between the passion, death, and resurrection of Jesus religion and health and efficacy of alternative as they are found in the gospels of Matthew, and spiritual therapies. Mark, Luke and John.

†TRS 582 – Religion in Literature †TRS 602 - The Historical Jesus 3 CH 3 CH Explores religious dimensions in the fiction Investigates what can be known of the of 20th century and contemporary novelists historical Jesus—the form of his teaching, and short story writers, and possibility in his message, his actions—through a proper other literary formats, such as poetry and methodological examination of the sources. memoir. Jesus and his follower are understood in the context of the history, cultural, and religion †TRS 583 – Religion in Film of his day. 3 CH Explores the religious dimensions of a wide range of films, many of which are screened in class then discussed. The course considers both subject matter and style/techniques.

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†TRS 603 - The Gospel of John What do we mean by human nature, sin, 3 CH grace, and free will? Can the traditional Christian and the modern scientific notions A critical interpretation of the Gospel of of humanity be reconciled? John.

†TRS 624 - Eschatology TRS 604 - New Testament Ethics 3 CH 3 CH Investigates the varied aspects of Christian This course is an examination of the ethical eschatology—that is, the unfolding of the teachings found in the New Testament, and future, in relation to the cosmos and to the their legacy. individual. When, how, and why does the world end and where does the individual †TRS 605 – Scripture in the Life of the fit into all this? Topics covered include Church theological discussions of time, the future, 3 CH the human soul, death, the intermediate A overview of the entire biblical canon, an stage, and the journey of the Christian introduction to historical-critical study of community and the human family into the the Bible, and consideration of the Catholic future. Church’s contemporary methods for study and interpretation of Scripture. †TRS 625 - Faith and Science 3 CH †TRS 620 - Christology Explores history and interaction between 3 CH Catholic theology and science in the Examines the theological interpretation medieval, modern, and contemporary era. of Jesus as the Christ in the history of the The interaction is studied in the context Christian tradition. of such topics as: cosmology, evolution, ecology, and technology.

†TRS 621 - The Church: Catholic Perspectives †TRS 626 - Constructing the Concept of God 3 CH 3 CH An investigation of Catholic thinking and teaching about the nature of the Church. Imaginative construction of a concept of God appropriate for modern life.

†TRS 622 - The Christian Trinity †TRS 627 - Contemporary Roman Catholic 3 CH Thought Examines the Christian theological 3 CH conception of God as a trinity of persons. How has this theological understanding Various thinkers and movements that have of God developed over time? How does shaped contemporary Roman Catholic theology explain the Christian worship of one life and thought, including Karl Rahner, God who is also three? the Second Vatican Council and liberation theology.

†TRS 623 - Theology and the Human Person †TRS 628 - Contemporary Protestant 3 CH Thought Investigates theological conception of the 3 CH human person in light of Christian revelation, and asks: In what way is a person like God? Some of the most important Protestant theologians of the 19th and 20th centuries,

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including Kierkegaard, Schleiermacher, Barth contributions of both women in the context and Tillich. of their respective historical and religious milieus, as well as their Dominican and †TRS 630 - Mysticism Carmelite spiritualties. 3 CH †TRS 635 - Spiritual Teachers and Thinkers This course introduces the student to the dimension of spirituality known as 3 CH mysticism, through readings in and critical Explores the representative spiritual writings analysis of mystical texts of the world’s of a specific religious teacher from the religions, including Tao te Ching, the Hindu history of the world’s religions. Examples of Upanishads, Zohar and other Kabbalistic such spiritual teachers include Hildegard of texts, the poets of Sufism, and Christian Bingen, Meister Eckhart, George Fox, Teresa mystics from the history of Christianity. of Avila, Ibn al’Arabi, and Martin Buber. Consult instructor for relevant topic. †TRS 631 – Monks, Hermits, and Warriors 3 CH †TRS 636 – Theology and Native Irish Spirituality Introduces the dimension of Christian faith often termed “the religious life.” Studies the 3 CH historical development of monasticism in the Celtic Christianity is a tradition rich in its own West and its various manifestations, from history and particularities within the broader late antiquity to the modern era. culture of the Western Church, and so it is certainly worthy of a focused exploration. †TRS 632 - Medieval Theology The course will include a study of the general history and theological peculiarities of the 3 CH Celtic Church within Celtic cultures and A critical examination of central doctrines geographies, with a particular focus on Irish of Christianity, Judaism, and Islam as they spirituality and Irish Christianity. developed during the Middle Ages. This course analyzes particular modalities of †TRS 640 - Bioethics: Religious Approaches theological expression such as mysticism, sacred art/architecture, and women’s 3 CH visionary writings. Using methods and principles of biomedical ethics, explores several ethical issues in †TRS 633 – Women in Celtic Christianity medical practice and health care policy. Frameworks employed include religious- 3 CH ethical perspectives in Christianity and Examines the complex encounter between some other religious traditions, as well as women and the diverse traditions of Celtic philosophical and social theories. Topics spirituality. Historical scope of the course runs may include: euthanasia, reproductive form pre-Christian traditions to contemporary technologies, confidentiality, human subjects, times, with emphasis on primary texts. and allocation of health care resources.

†TRS 634 - Catherine and Teresa †TRS 641 - Religion, War and Peace 3 CH 3 CH Catherine of Siena (14th cen.) and Teresa of An examination of ethical attitudes toward Avila (16th cen.) are esteemed for enriching war and peace embraced by Christianity, the life of the Catholic Church with their Islam, and other religions. Just war theory theological writings and their distinctive and pacifism are applied to contemporary spiritual gifts. Explores the significant problems of violence.

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†TRS 642 - Human Rights between women and Islam from an historical 3 CH as well as contemporary perspective. Dismissing polemics, and grounding study on Investigates philosophical and religious writings by and about Muslim women across theories of human rights, the modern history the full scope of the Islamic world, the course of rights, and ways to implement a human will explore particularly how Muslim women rights agenda. have realized and their faith and engaged in patterns of religious practice. †TRS 643 - Philanthropy as Moral Action 3 CH †TRS 662 - Women in American Religion Presents the ethics, theology, and political 3 CH philosophy undergirding philanthropy. A critical analysis of women and religion Provides an opportunity to develop skills within the context of American history and of social entrepreneurship by studying or culture. This course examines religious volunteering in local nonprofits. writings/narratives by Native American women, and American women in Christianity, †TRS 644 - Virtue Ethics Judaism, and Islam. The impact of race, 3 CH class, history, and/or ethnicity upon religious The study of moral character. Course experience is also explored in the writings of investigates the philosophy and theology of feminist, Womanist (African-American) and virtue throughout history; the value of the Mujerista (Latina) theologians. social and natural sciences for understanding virtue; and the social dimensions of virtue. †TRS 663 - Pilgrimage and Sacred Journeys 3 CH †TRS 645 - Religion and Environmental Introduces the religious ritual activity of Justice pilgrimage, a spiritually inspired journey 3 CH in time and over space. The concept is Examines how religion has shaped studied in several religions and from several humanity’s relationship with nature, and methodological angles that occur in many explores various religious and ethical religious traditions. responses to contemporary ecological problems. The course also attends to †TRS 664 –Religion in Contemporary Ireland Christianity, which is criticized by some 3 CH environmentalists but has also given rise to Examines complex factors involved in its own environmentalist movement. shaping religion in contemporary Ireland. The changing face of Irish religious sensibility is †TRS 660 - Women in World Religions situated within such factors as: Irish history, 3 CH the major role of Catholicism in the culture, An analysis of women’s role in Christianity, and the multicultural dimensions of 21st Judaism, Hinduism, and Islam—both century Ireland. historical and contemporary—using theories and methods of gender study. †TRS 671 - Christian-Jewish Relations 3 CH †TRS 661 - Women in Islam Examines the historical and theological 3 CH relationship between Judaism and Christianity This course examines the theological, over the centuries. Attention is paid to anthropological and cultural encounter the recent positive strides in interreligious understanding since Second Vatican Council.

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†TRS 672 - Contemporary Religious Thinkers 3 CH Representative writings of a specific religious thinker. Focus is on the work of either an important theologian or a contemporary scholar of religion. Consult the course instructor for the topic.

†TRS 681 American Evangelicalism 3 CH History and character of evangelicalism, a distinctive variety of Protestant Christianity that has had a major influence on the U.S. Topics include fundamentalism, impact on major social movements, and the political influence of evangelicals today.

†TRS 682 - North American Christianities 3 CH Examines several American Protestant Christian movements that proposed new scriptures and new understandings of Christianity, for instance, the Shakers, Mormons, and Spiritualists. Asks how Christianity has adapted to cultural changes in areas such as work, education, family life, and health care.

†TRS 683 - Holocaust: Genocide and Religion 3 CH Analysis of the Holocaust and other 20th century genocides (Rwanda, Bosnia) with a focus on religion as a dimension of the causes of genocide. Assesses degrees of accountability for genocide among religious populations, both lay and clerical.

†TRS 684-385 - Elementary Ecclesiastical Latin I and II 3 CH Provides foundation in the vocabulary, morphology, and grammar of Latin as used in Catholic Church documents and liturgies.

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by persons of varied races, faith traditions, John F. Welch College ethnic backgrounds, and diverse opinions of Business and beliefs. We value academic excellence in all of our programs. JOHN CHALYKOFF, PH.D., DEAN Phone: 203-396-8084 Fax: 203-371-7869 What we do. E-mail: [email protected] To fulfill our mission, we teach and advise students. We foster academic rigor. We emphasize ethical dimensions in our Mission Statement curricula, promote active participation by The John F. Welch College of Business students in the learning process, include mission is to foster a continuous and experiential learning, and incorporate inquisitive learning community rooted appropriate technology and teaching in the catholic intellectual tradition, to techniques in our classes. As faculty, we provide students with business knowledge engage in research to understand and and appropriate skills, and to develop contribute to the development of our undergraduate and graduate students discipline, its practice, and ways in which prepared to achieve their personal and it is taught. We partner with the business professional goals in the business community community to improve practice and align our and global society. curricula to evolving business needs, and also work collaboratively to ensure that students develop an awareness of and appreciation for the resources and expertise available Who we are. to them from the faculty and sacred heart Our learning community includes faculty university community. We give service to our members who are teachers, scholars, and college, university, profession, and the wider experienced professionals supported by community, and emphasize to our students administrative staff members, undergraduate the importance and intrinsic rewards of and graduate business students, alumni, and being good citizens and the responsibilities members of companies and organizations of being educated persons. who provide employment, internships, and advice. Graduate Programs Offered The College of Business offers the Doctorate What we value. of Business Administration in Finance, the Rooted in the catholic intellectual tradition, Masters in Business Administration (MBA), we value scholarship as contributing to the Masters of Science in Accounting, the learning, understanding, and the search for Masters of Science in Digital Marketing, and truth. We stress the primacy of teaching the Masters of Science in Human Resource as the focus of our work and value active, Management. engaging, and personalized learning experiences in and outside of the classroom. We believe personal attention fosters the growth and development of our students, and strive to develop individuals who will act ethically and responsibly. We find strength in the rich diversity of the human family and invite participation in our community

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DOCTOR OF BUSINESS ADMINISTRATION PROGRAM-LEVEL GOALS AND IN FINANCE (DBA) OBJECTIVES In keeping with the program’s mission and LUCJAN T. ORLOWSKI, PH.D., vision, five key program-level goals have Program Director, Professor been determined: Office Phone: 203-371-7858 Fax: 203-371-7869 1. Our doctoral program graduates will E-mail: [email protected] be prepared for highly specialized careers in financial institutions, The DBA in Finance program is an applied consulting firms, government agencies, research doctoral degree designed for other business organizations, or finance executives and advanced business academic careers that do not require a professionals who aspire to reach higher level Ph.D. degree. of professional development and to make a constructive contribution to their industry. 2. Our doctoral program graduates will Unlike the traditional Ph.D. model that mainly acquire advanced, current knowledge prepares candidates for academic careers, in finance and gain research skills for the DBA program focuses on developing conducting independent, complex knowledge with direct global business financial projects. applications and prepares graduates for 3. Our doctoral program graduates high-level careers in financial institutions will demonstrate creation of new and other business organizations, consulting knowledge through original research. firms, government agencies or academic 4. Our doctoral program graduates will careers that require an equivalent of a PhD gain global perspective on issues degree from a reputable institution. The related to financial markets and cohort-based DBA program is highly focused institutions and personalized, as it leads to specialized, 5. Our doctoral program graduates original dissertation research projects will comprehend and appreciate matching the interests and career aspirations importance of high ethical standards of our students. and values for finance professionals. The program is devised as an extension of graduate study beyond a master’s degree DEGREE REQUIREMENTS in business and as a supplement to doctoral The DBA in Finance degree requires a degrees in non-business fields. It is intended student to complete 45 credit hours to train high-level critical thinkers and of graduate course work after earning analytical minds who can contribute to the a relevant masters degree in business challenges of a complex and dynamic global or equivalent. In addition, a student is business world. It can be also completed as a expected to maintain satisfactory academic transitional/bridge program. In addition, the progress, pass a “milestone” comprehensive program provides a doctoral level education examination and write, submit, and defend in finance for those who have earned a doctoral thesis. Only prior qualified doctorates in other business or quantitative doctoral work will be considered for transfer disciplines. credits. and only in exceptional cases. The transfer authorization decision is made by the DBA Program Director in consultation with the Chair of Department of Economics and Finance. Students may be required to enroll in additional foundational courses upon entering the DBA Program depending on their academic background and area

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of concentration; however, the credits for individually tailored by the finance faculty foundational courses do not count toward and DBA Program Director who evaluate the DBA degree. the candidate’s ability to integrate the program course material. Students are The length of study in our DBA Program allowed to proceed to dissertation courses is at a minimum of three and a maximum (Year III) after successfully passing the of seven years. An extension beyond the comprehensive exam composed of questions maximum seven-year period may be from the business foundation and finance approved by the WCOB Dean, but only concentration courses. Students who fail under special circumstances specified in a the comprehensive exam must wait three student’s request. A minimum GPA of 3.0 (B) months before attempting to pass the failed is required. sections of the examination. A maximum of two attempts are allowed for this exam. The DBA Finance Program curriculum is divided into 3 sections: business foundation courses, finance courses, and dissertation Doctoral Dissertation preparation: Upon completion of the DBA coursework 1. Business Foundation Courses and passing the qualifying exams, students begin research that will lead to a doctoral The required courses provide the students dissertation. Since the DBA is an applied with advanced knowledge in business research degree, the doctoral dissertation foundations as well as business careers must reflect original student research on a transition strategies (DBF900 and DBF901). topic related to applied issues in finance or financial economics. A successful dissertation 2. Finance Courses in our DBA Finance Program has to satisfy The finance courses reflect unique scholarly the following requirements: expertise of the SHU finance faculty and are taught by using an interactive seminar 1. It must be written within the context format and modern pedagogical tools. of the field of finance or financial After successfully passing a comprehensive economics and consistent with the exam, a student writes an extended research scholarly expertise of our DBA finance paper under the guidance of a faculty faculty. member in preparation for a thesis proposal. 2. It must be based on original research Coursework may include independent study and add new knowledge to the projects, research assistantships and directed discipline. Case studies and research readings. papers that merely apply the existing knowledge to solving business 3. Dissertation Preparation problems do not qualify for a doctoral Students are offered assistance at various dissertation. stages of their dissertation process. The dissertation seminars/advisory sessions help 3. It must address up-to-date, relevant students develop their dissertation topics, issues pertaining to financial markets design research, write initial drafts of a or institutions, in order to reflect the prospectus, collect data, write chapters and applied nature of our DBA Finance prepare for the oral examination. Program. The doctoral dissertation committee Comprehensive Field Examination consists of the faculty advisor and two other Within six months of the conclusion of faculty members who will be selected in required coursework, each student takes a consultation with the faculty advisor and comprehensive examination. Each exam is the DBA Program Director. The committee

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subsequently conducts the dissertation computer science, physics or mathematics is examination (oral defense). The doctoral a plus. Successful candidates for admission thesis must be completed within two years to our program must demonstrate a strong of the coursework completion. Only full time, academic record (reflected in academic academically qualified faculty members can transcripts), appropriate work experience, chair dissertation committees and serve as as well as sound writing skills and research thesis supervisors. An academically qualified potential (documented by writing samples adjunct faculty may serve as a dissertation submitted with the application for committee member. admission).

DELIVERY FORMAT The delivery method relies predominantly Master of Business on “executive program style” meetings. Administration (MBA) The executive style format encourages a collaborative environment. The weekend ANTHONY D. MACARI, J.D., MBA residency mode is based on face-to-face Executive Director of Graduate Programs and classroom instruction during the first Clinical Assistant Professor of Finance two years of the program. The weekend Office Phone: 203-371-7850 residency requirement entails fifteen (15) Fax: 203-371-7865 two-day sessions each year. At any stage, the E-mail: [email protected] program is delivered in the way preserving its academic consistency, integrity and The Master of Business Administration (MBA) overall high-quality. program at the John F. Welch College of Business is designed to prepare individuals ADMISSION REQUIREMENTS for successful careers in the complex world To be admitted to the DBA Program, the of business. The program prepares leaders candidates must have completed a masters who are global thinkers, socially responsible, degree in business or the equivalent. and ethical decision makers. Admission to the program is selective. An applicant is required to submit: a statement The MBA program is built on the pillars of: of purpose, academic transcripts from prior • Leadership studies, a proof of a relevant work experience of at least five years, and three letters of • Commitment to fostering up-to-date, recommendation. Students with relevant cutting edge knowledge of business doctoral level degrees may be given credit disciplines toward their DBA degree based on their prior • Ethical responsibility coursework at the discretion of DBA Program Director in consultation with the Chair of • Global awareness Department of Economics and Finance. The MBA program is focused on the All applicants are required to submit development of certain key competencies: evidence of the GMAT or the GRE. Waivers are possible and will be considered on a • Executional excellence and continuous case-by-case basis. Students admitted to the improvement through attention to detail, program should have a strong mathematical rigorous analysis, and decision-making background. The student’s GRE or GMAT • Accountability for decisions and actions scores may be considered along with of team and self, putting team goals other criteria such as evidence of industry ahead of individual goals, with the focus experience and prior academic work. A on contribution to the organization master’s degree in finance, economics,

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• Persuasive communication that is combines broad business experience articulate, candid, to the point, and leads and academic training that define the to action unique learning experience at sacred heart university’s John F. Welch College of • Personal and professional interest and the Business. belief that every person deserves space and dignity THE WELCH MBA Classes are conducted in the evening. The Welch MBA represents a new approach The program serves both professionally to graduate business education. The employed students and accomplished multidiscipline approach is structured to students who recently received their enable students to move beyond functional undergraduate degrees. Both segments earn expertise to true leadership skill. In addition an advanced degree under the direction to personalized professional planning, of faculty members who possess both the program features an integrated core academic credentials and pragmatic business taught in a “business process” approach. expertise. This core combines readings, case studies, and deliverables to provide a content-rich, PROGRAM OBJECTIVES stimulative learning experience.

The Welch MBA program goals: ADMISSION REQUIREMENTS • Our graduates will have a broad Individuals who hold a bachelor’s degree in understanding of the business disciplines any academic discipline from an accredited and functional skills critical to their roles institution will be considered for admission as business professionals. to the MBA program. The applicant’s undergraduate and post-graduate studies, • Our graduates will explore ethical GMAT score, essay, work experience and standards of behavior and develop their recommendations are considered in the own frames of reference and standards to admission process. guide their professional behavior. Applicants with an undergraduate degree • Our graduates will have the oral and in business and satisfactory course work written communication skills required to in Microeconomics, Macroeconomics and compete effectively in the workplace. statistics from an accredited institution • Our graduates will be able to identify are generally eligible for the 36-credit factors that affect business practices program of study. Applicants without an in the global environment and undergraduate degree in business are propose decisions and actions that are generally required to complete an additional appropriate in specific situations. 6 credits of coursework.

• Our graduates will be decision-makers In general, the minimum requirements and critical thinkers who use analytic and for admission to the MBA program are an problem-solving skills. undergraduate GPA of 3.0 on a scale of 4.0, a GMAT score of 400 and two years of full- • Our graduates will have an understanding time professional work experience (excluding of leadership theory and demonstrate internships). The work experience must be managerial skills with an understanding significant and demonstrate: of the global environment. • Oversight responsibility for the work of To help students achieve these objectives, others, or the university relies on faculty members who are dedicated to teaching. The faculty • Accountability for the tangible or

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intangible assets or accounts of others, or • Those candidates who complete a graduate business program certificate at • Responsibility for certifying the Sacred Heart University with a minimum successful outcome of the work of others, grade point average of 3.5. or • Those candidates who complete an • Acquiring/analyzing data for the benefit undergraduate degree program at Sacred of an employer or client Heart University with a minimum grade point average of 3.5 within two years of A current resume and employer reference application. Sacred Heart students who must be submitted with the application. have a cumulative grade point average of Meeting the minimum admission 3.5 at the end of their junior year will also requirements is no guarantee of acceptance be considered for the waiver. into the program. • Those candidates with 5 or more years For those applicants without full-time work of substantive work experience. Factors experience, the minimum GMAT score is considered include scale and scope of generally 500, with an undergraduate GPA responsibilities, managerial scope, and of 3.0. accountability for final fiscal or economic results including certification of the work Upon acceptance, students receive a copy of others and data analysis for clients of their planned academic program and or employer. A letter from an employer are assigned a faculty advisor. Students are or supervisor detailing specific work encouraged to meet periodically with their responsibilities is required, but may be advisor to discuss academic progress, career included in a letter of recommendation. issues, or special needs. MBA CONTINUOUS ENROLLMENT POLICY GMAT WAIVER POLICY Graduate students in the MBA program As a general policy, The Welch College of must maintain continuous enrollment in Business requires the GMAT of all applicants the program. Students who fail to enroll GMAT waiver requests for the MBA and for two consecutive terms (exclusive of Masters in Digital Marketing program are summer term) must reapply for admission. considered on a case-by-case basis and The MBA Director may require the student are based on a combination of advanced to meet current admissions requirements academic credentials with a substantial as a condition of readmission. Applications history of professional achievement. Waivers for readmission should be submitted to the are not automatic for any candidate. MBA office and will be reviewed by the MBA Director. Students who are readmitted must Eligibility adhere to the guidelines and curriculum in • Those candidates who hold a graduate effect at the date of readmission. degree from an accredited institution and who graduated with an overall grade DEGREE REQUIREMENTS point average of 3.0 or better (or the A total of 36 credit hours of graduate equivalent of a “B” average under the coursework and a minimum GPA of 3.0 are system used by that institution). This necessary for completion of the Welch MBA includes terminal degrees such as J.D., program for candidates who are waived from Ph.D., or M.D. the foundational coursework. Those who • Those candidates who possess a are not waived will need up to six additional recognized quantitative certification such credit hours of foundational coursework. In as a CPA, CFA, CMA, CIA, or CFP. all cases, a minimum of 27 credit hours must be taken in sacred heart university’s Welch

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MBA program. FOUNDATION COURSES WGB 520 introduction to Economics COURSE WAIVER POLICY and Statistics (3 Credits) Upon application, transcripts will be reviewed WGB 521 Fundamentals of Management for possible course waivers. For students (3 Credits) transferring from another accredited graduate program, the MBA Director will PROGRAM COURSES review transcripts and make a determination of course equivalency. A maximum of nine Planning and Assessment credits, plus the foundation courses, can be WGB 600 Professional Planning (1 transferred. The two foundation courses, credit) as well as WGB 601 and WGB 603 have formal waiver requirements. It is important Breadth Courses to note that a strong working knowledge of economics, accounting and finance is WGB 601 Accounting and Information required for the integrated core courses systems (3 credits) (WGB 640 and WGB 641). WGB 603 Financial Management (3 credits) WGB 520 can be waived for those who WGB 612 Leading and Influencing with have completed three credit hours in Integrity (3 credits) Microeconomics, Macroeconomics and three credit hours in Statistics with grades of B or WGB 614 Social and Legal better in all. Responsibilities in Business (3 credits) WGB 521 can be waived for those with an undergraduate degree in business or Integrated Core Courses in exceptional situations upon review of WGB 640 and WGB 641 candidate work and academic experience by Dynamic Business the MBA Director. Management I and II (6 credits each, total of 12 credits) WGB 601: For those who have completed twelve credit hours in Accounting, including Electives three credit hours in Financial Accounting and three credit hours in Information Three 600-level courses (9 credits) Technology with grades of B or better Capstone Course within the last two years, or have received an undergraduate degree in Accounting WGB 691 Welch Competency within the last three years WGB 601 can be Demonstration and substituted with either AC 610 or AC 617. Implementation (2 credits)

WGB 603: For those who have completed MBA CONCENTRATIONS twelve credit hours in Finance, including Students may choose among four three credits of Financial Management with concentrations: Accounting, Finance, grades of B or better within the last two Management, or Marketing. There are some years, or have received an undergraduate restrictions on available concentrations degree in Finance within the last three years for students who intend to take their , WGB 603 can be substituted for with an coursework exclusively at the Luxembourg elective in Finance or Stamford campus locations.Students who choose Accounting, Finance, Management, or Marketing must take three electives in

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the respective discipline. Students who do Fairfield campus from 9 a.m. – 5 p.m. Our not meet the elective requirements for a faculty members are established scholars concentration will simply receive an MBA. and in the accounting field and the program content is essential as students prepare for the CPA exam. Master of Science in ADMISSIONS INFORMATION AND Accounting (MSA) REQUIREMENTS

BARBARA E TARASOVICH, DPS, CPA, CGMA The following must be submitted and will be Director of Masters of Science in Accounting considered when applying: Program Assistant Professor of Accounting • Online application: http://apply. Office Phone: 203-416-3513 sacredheart.edu E-mail: [email protected] • Non-refundable application fee The Master of Science in Accounting • GMAT program at the John F. Welch College of Business is designed to respond to a • Official transcripts from all undergraduate growing industry demand for professionally institutions attended trained accountants. Graduates will learn • A one-page personal statement and develop the fundamental concepts of accounting, effective accounting methods • Resume and gain the knowledge and skills essential • Two letters of recommendation to pass the CPA exam. The minimum acceptable cumulative CONCENTRATIONS grade point average is a 3.0. Students who The one-year master’s in accounting program complete the undergraduate program in offered through the AACSB-accredited Accounting at from Sacred Heart University John F. Welch College of Business has with a 3.0 GPA will be waived from the GMAT two concentrations: forensic accounting requirement. and international accounting. The forensic accounting concentration will teach students This program is designed for students with how to apply forensic accounting principles business-related undergraduate degrees. in complex financial transactions such as The following conditions must be met to mergers and acquisitions, bankruptcies earn a master’s in accounting from Sacred and contract disputes. The international Heart University’s John F. Welch College of accounting concentration is offered in Business: response to the growing demand for • Students with a baccalaureate degree in international rules as a result of the accounting are required to complete 30 globalization of business. Students will learn credits for the program. about the latest activities of the International Accounting Standards Board. • Undergraduate enrolled in the five-year program are required to achieve an PROGRAM BENEFITS overall “B” average in all accounting The MSA program can be completed in one courses and an overall G.P.A. of 3.0 or year with hybrid courses taken in a trimester better to remain in the program. format. Courses will be offered online Students with a baccalaureate degree in with once-per-month Saturday seminars. other business areas but have completed Saturday classes will meet at our main 6 accounting credits (Financial Accounting

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– 3 credits and Managerial Accounting - 3 INTERNATIONAL ACCOUNTING credits), must take the following 12 credits as CONCENTRATION (9 CREDITS) prerequisites for the program: MSA 625 international Accounting & • Two Intermediate Accounting courses – 6 Reporting (3 credits) credits MSA 626 Global Financial Reporting and Analysis (3 credits) • Auditing- 3 credits MSA 699I Master’s Capstone (3 credits ) • Advanced Accounting – 3 credits FORENSIC ACCOUNTING Students with a baccalaureate degree in a CONCENTRATION (9 CREDITS) field other than accounting or other business MSA 670 Forensic and Investigative area are required to complete 15 credits Accounting (3 credits) of accounting and 15 credits of business prerequisites before an application to the MSA 671 Understanding Business MSA program will be considered. Valuation (3 credits) MSA 699 Master’s Capstone (3 ACCOUNTING COURSE REQUIREMENTS credits)

The Master of Science in Accounting is a 30-credit degree program with two concentrations to choose from: Masters of Science in Digital Marketing (MSDM) • International Accounting • Forensic Accounting DAVID G. TAYLOR, PHD Faculty Director, MSDM Required Courses (21 credits) Assistant Professor, Marketing and Sport Management MSA 600 Financial Accounting Theory 203-613-5722 and Practice (3 credits) [email protected] MSA 610 Advanced Issues in Management Accounting (3 The Master of Science in Digital Marketing credits) Program prepares students to meet the MSA 621 Federal Taxation (3 credits) growing demand from employers for professionals educated in all aspects of MSA 630 Advanced Issues in Financial digital marketing. Students who complete Accounting (3 credits) the new MS in Digital Marketing will: MSA 631 Contemporary Issues in Auditing (3 credits) • Gain foundational marketing knowledge; MSA 641 Accounting and Information • Get an overview of digital marketing’s Systems (3 credits) scope and purpose; MSA 690 Financial Statement Analysis • Gain knowledge of today’s digital (3 credits) marketing tools and their impact on business; Students will select one of the following concentrations: • Learn about methods for creating synergy and consumer segmentation; • Learn about the development and use of digital marketing plans;

• Be aware of the ethical dimensions

John F. Welch College of Business 131 2014-2015 SACRED HEART UNIVERSITY GRADUATE CATALOG

related to the digital marketing realm; CAPSTONE PROJECT OR THESIS (6 CREDITS) • Gain helpful information on calculating return on digital marketing investment MK 688 Capstone Thesis in Digital Marketing • Learn about online marketing tools and or strategies (including display advertising, MK 689 Capstone Project in Digital e-mail marketing, affiliate marketing, Marketing social media, copywriting for the Web, search engine optimization (SEO), search Candidates with an undergraduate degree engine marketing (SEM), and Web other than business will have to take 6 analytics). additional credits (2 courses) before they start the program. The 6 credits are: The Masters in Digital Marketing program requires the completion of 36 credits as WGB 520 intro to Economics & Statistics outlined below: (can be waived with proven coursework in statistics) MARKETING STRATEGY FOUNDATION WGB 521 Fundamentals of Management (9 CREDITS) (can be waived with proved coursework in management) MK 661 Marketing Management (may be waived for students In general, the minimum requirements for with substantial marketing admission to the MSDM program are an experiencee) undergraduate GPA of 3.0 on a scale of 4.0, MK 651 Marketing Research a GMAT score of 400 and two years of full- MK 658 Consumer Behavior time professional work experience (excluding internships). The work experience must be WEB PAGE DEVELOPMENT AND DESIGN significant and demonstrate: FOUNDATION (9 CREDITS) • oversight responsibility for the work of CS 500 intro to Structured others, or Programming • accountability for the tangible or CS 554 Fundamentals of Interactive intangible assets or accounts of others, or Media CS 553 Web Design w/ Java • responsibility for certifying the successful outcome of the work of others, or or CS 550 Dynamic Web Page • acquiring/analyzing data for the benefit Development of an employer or client.

DIGITAL MARKETING MODULE A current resume and employer reference (12 CREDITS) must be submitted with the application. Meeting the minimum admission MK 670 Digital Marketing requirements is no guarantee of acceptance MK 671 Marketing Analytics into the program. MK 680 Applied Topics in Digital Marketing (students will take For those applicants without full-time work two sections-topics rotate experience, the minimum GMAT score is every trimester) generally 500, with an undergraduate GPA of 3.0.

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GMAT WAIVER POLICY • acquiring/analyzing data for the benefit As a general policy, The Welch College of of an employer or client. Business requires the GMAT of all applicants for the Masters in Digital Marketing program. The minimum requirements for admission Waivers are considered on a case-by-case to the Full-Time MSHRM program are an basis and are based on a combination undergraduate GPA of 3.0 on a scale of 4.0 of advanced academic credentials with and the completion of 6 credits of internship a substantial history of professional in the HR field during the program. achievement. Waivers are not automatic for A current resume and employer reference, as any candidate but guidelines are similar to well as a personal essay, must be submitted those for the MBA program provided above. when applying to either the Part-Time or Full-Time MSHRM programs. Meeting the minimum admission requirements is no Masters of Science in Human guarantee of acceptance into the program. Resource Management (MSHRM)

MICHAEL CARRIGER, M.S., D.MGT. Career Development Faculty Director, MSHRM The career Development office offers Assistant Professor graduate business students guidance on 203-396-8252 [email protected] how to conduct a successful job search. They also arrange for interviews with The Masters of Science in Human Resource companies visiting the campus to recruit Management (MSHRM) is designed for students. Employment opportunities and human resource professionals seeking internships are publicized through the career upward mobility in the HR field and for Development office. professionals wishing to enter the HR field. The Masters in Human Resource Management focuses on developing the Graduate Professional Certificates next generation of senior HR leaders with a focus on HR as a strategic business partner Students who would like to specialize in one with quantitative skills and high-level critical of the areas below without pursuing a full thinking skills that are necessary to succeed graduate degree or those who already have in a global business environment. a master’s degree and would like to upgrade their skills may want to consider a graduate In general, the minimum requirements for professional certificate. admission to the Part-Time MSHRM program are an undergraduate GPA of 3.0 on a Students who have successfully completed scale of 4.0, and three years of full- time a graduate certificate may apply to the professional work experience (excluding master’s program and, upon acceptance, internships). The work experience must be may be able to use credits earned in the significant and demonstrate: certificate program toward the master’s degree. Students currently matriculated in • oversight responsibility for the work of the master’s program are not eligible for others, or a graduate certificate. Also, an individual course may not be used for multiple • accountability for the tangible or certificates. Admission procedures and intangible assets or accounts of others, or requirements may vary by graduate • responsibility for certifying the successful certificate program. outcome of the work of others, or

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Contact the MBA office or graduate FN 661 Global Financial Markets and Admissions for further information on the Institutions (3 credits) graduate business certificates offered in FN 663 Global Investments (3 credits) Accounting, Corporate Finance, Digital Marketing, Global Investments, Human FN 665 international Financial Resource Management, International Management (3 credits) Business, Leadership, and Marketing. FN 669 Global Financial Crisis and Risk Management (3 credits) ACCOUNTING (12 CREDITS PLUS FN 670 Mergers, Acquisitions and PREREQUISITE IF REQUIRED) Joint Ventures (3 credits) FN 672 Derivatives and Risk Prerequisite Management (3 credits) WGB 601 Accounting and Information FN 675 Financial Regulatory Systems (3 credits) Compliance (3 credits) Required course AC 617 Financial Statement Analysis (3 credits) AC 615 Managerial Controls and Budgeting (3 credits) *If WGB 603 is waived, the student will select a third elective course. 3 elective courses from the following: AC 610 Accounting for Decision- DIGITAL MARKETING (12 CREDITS) Making and Control (3 credits) MK 661 Marketing Management* (3 AC 617 Financial Statement Analysis credits) (3 credits) MK 670 Digital Marketing (3 credits) AC 621 Federal Taxation (3 credits) MK 671 Marketing Analytics (3 credits) AC 622 Advanced Federal Taxation (3 credits) MK 680 Applied Topics in Marketing (3 credits) AC 625 international Accounting (3 credits) * For students with substantial work AC 629 Contemporary Issues in experience in marketing, an additional MK Auditing (3 credits) 680 course may be substituted for MK 661 AC 699 Contemporary Issues in with the consent of the program director. Accounting (3 credits) GLOBAL INVESTMENTS (12 CREDITS PLUS CORPORATE FINANCE (12 CREDITS PLUS PREREQUISITE IF REQUIRED) PREREQUISITE IF REQUIRED) Prerequisite Prerequisite WGB 603 Financial Management* WGB 601 Accounting and Information (3 credits) Systems (3 credits) Required Course Required Courses FN 663 Global Investments (3 credits) WGB 603 Financial Management* (3 credits) 3 elective courses from the following: FN 662 Corporate Finance (3 credits) FN 661 Global Financial Markets and Institutions (3 credits) 2 elective courses from the following: FN 668 Portfolio Management (3 credits)

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FN 669 Alternative Investments BU 687 Contemporary Issues in Global (3 credits) Management FN 670 Mergers, Acquisitions and BU 699 Contemporary Topics in Joint Ventures (3 credits) Management FN 672 Derivatives and Risk Management (3 credits) MARKETING (12 CREDITS) FN 675 Financial Regulatory Required Course Compliance (3 credits) MK 661 Marketing Management FN 699 Financial Crisis and Risk (3 credits) Management (3 credits) 3 electives from the following: HUMAN RESOURCE MANAGEMENT (12 BU 610 Entrepreneurship (3 credits) CREDITS) MK 650 Product Development and Required Courses Management (3 credits) HR 610 Performance Management MK 651 Marketing Research (3 credits) HR 615 Finance for HR Professionals MK 656 Advertising Management HR 611 Workforce Planning and (3 credits) Talent Management MK 658 Consumer Marketing and BU 636 Legal Issues for HR Behavior (3 credits) MK 668 international Marketing Alternative (3 credits) A customized course of study, developed for MK 669 Contemporary Issues in the individual student’s unique needs and Marketing (3 credits) interests can be created, in collaboration with the Faculty Director DBA Course Descriptions LEADERSHIP CERTIFICATE (12 CREDITS) PREREQUISITE DBF 900: Business Strategy, Ethics and WGB 521 Fundamentals of Management Research Required Courses 1.5 CH WGB 612 Leading and Influencing with This DBA orientation seminar introduces Integrity students to the requirements of writing research papers. It also elaborates on the One Course from Group 1 nature, uses and objectives of a doctoral- BU 621 Comparative Management level applied research. Students learn how to and Intercultural construct arguments, devise and test analytical Communication models and write publishable studies. or DBF 901: Career Transition Seminar BU 665 international Business 1.5 CH Two Courses from Group 2 A DBA program-concluding special seminar BU 610 Entrepreneurship that overviews career trajectories for BU 632 Managing Change DBA Finance graduates in both business and academic institutions. It also covers BU 667 Team Management professional networking strategies.

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FN 901: Advanced Corporate Finance FN 904: Quantitative Research Methods II 3 CH (Financial Econometrics) Prerequisite: DBF900 3 CH The purpose of this course is to provide a Prerequisite: FN 903 background for understanding the major The second lab-based quantitative research research directions in corporate finance. methods course covers the analytical Topics include theory of the firm, capital material comprised within the growing structure, external financing decisions, discipline of financial econometrics. The payout policy, agency problems, corporate course material encompasses time-series control and governance, investment analyses and their applications to financial decisions, and the role of financial processes. Students gain foundations of institutions in corporate transactions. modeling and forecasting key financial variables, including asset prices, returns, FN 902: Investment and Asset Pricing interest rates, financial ratios, defaults, etc. They become familiar with modern, state- 3 CH of-the-art estimation methods of high- Prerequisite: DBF900 frequency financial data (such as ARCH-class This course is an advanced treatment of tests, PCA, ARMA, VAR and cointegrated portfolio choice and asset pricing theory. systems estimation). Topics include expected utility maximization, stochastic discount factors, arbitrage, mean- FN 905: Price Theory variance analysis, representative investors, 3 CH and beta-pricing models. Single-period and dynamic models are studied. Prerequisite: DBF900 The course overviews key concepts of FN 903: Quantitative Research Methods microeconomic analysis. It is designed I: Advanced Statistics and Mathematical for students with a sound quantitative Modeling preparation. The material delineates the main theories of the firm, the consumer 3 CH and the market. It includes modern Prerequisite: DBF900 analytical techniques of general equilibrium Students learn in this lab-based course and welfare economics, along with their mathematical statistics along with econometric verification. In addition, it applications to business decisions. The main examines basic concepts of the economics of topics include: probability, random variables, information, including price signaling, moral normal and non-normal distribution, hazard and multiple equilibria. hypothesis testing, linear and non-linear regressions, analysis of variance and FN 906: Global Financial Markets and nonparametric statistics. A special emphasis Institutions is on cross-sectional, panel and stochastic 3 CH analyses of financial data. The course material is particularly useful to professionals Prerequisite: DBF900 who aim at quantitative positions at financial The course examines equity, fixed income institutions and consulting firms. and derivative markets in the global context. The advanced analytical material focuses on modeling market trends, cycles and volatility. It examines impact of monetary, fiscal and regulatory policies on market dynamics. It highlights new research on financial crisis, banking, and credit markets. Major risks

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faced by financial institutions are thoroughly advanced financial studies. Students learn to covered. formulate motivation, underlying hypotheses; they gain skills for developing advanced FN 907: Doctoral Field Seminar I analytical models. The course material also emphasizes advanced estimation techniques 3 CH of financial models. Students learn to test Prerequisite: FN901 and FN902 underlying hypotheses and formulate This is an advanced seminar examining practical policy conclusions. modern theories and concepts in several sub-fields of finance. These functional FN 910: Finance Dissertation Research areas include: A: Fixed Income Securities, Seminar I B: Investments, C: Market Microstructure, 3 CH D: Derivative Securities, E: International Finance, F: Portfolio Management. The Prerequisites: Comprehensive Field Exam course normally covers both seminal and An interactive in-class, lab-based instruction. recent literature in one, two or three of these This seminar leads to formulation of a functional areas. The current selection of the motivation and hypothesis for a specific specified areas is consistent with the specific finance dissertation project. It concludes with expertise of the departmental faculty and a development of a dissertation proposal. may be expanded in the future. The required readings include a set of appropriate seminal FN 911: Finance Dissertation Research research papers from areas covered in a Seminar II single course. The seminar will conclude with 6 CH a specific guided research project conducted in an individual financial institution. Prerequisite: FN 910 An interactive in-class, lab-based and FN 908: Doctoral Field Seminar II individualized instruction. This seminar 3 CH emphasizes empirical testing and articulation of policy applications of a specific analytical Prerequisite: FN901 and FN902 model or a set of models utilized in a DBA A continued advanced seminar examining dissertation. modern theories and concepts in the functional areas of finance other than FN 912: Empirical Methods in Finance those selected in FN907. As in FN907, the 3 CH functional areas include: A: Fixed Income Securities, B: Investments, C: Market Prerequisite: FN 901 Microstructure, D: Derivative Securities, This course is an introduction to empirical E: International Finance, F: Portfolio research in finance, covering the techniques Management. most often used in the analysis and testing of financial economic theory. The course FN 909: Research Methods and Dissertation covers both time-series and cross section Design in Finance methods. Topics include event studies, 3 CH empirical tests of asset pricing models, forecasting relationships, return predictability Prerequisites: FN901 and FN902 in the time-series and cross-section, asset The course provides a survey of modern pricing anomalies, and specification and research methodology in the field of finance. identification issues in corporate finance. The course material focuses on leading models of financial analyses, seminal studies, recent literature and bibliographical sources. A special emphasis is on writing skills for

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FN 913: Advanced Financial Risk FN 907/908B: Investments Management 3 CH 3 CH Prerequisites: FN 902, FN904 and FN912 Prerequisite: FN 912 The course focuses on risk, return and the The course provides a comprehensive institutional structure of equity, bond and overview of various types of financial risk derivative securities markets. It overviews and the techniques employed to manage modern theories of portfolio analysis and them. The material covers standard risk performance evaluation, as well as cutting- identification and measurement models as edge methods employed in managing well as alternative models addressing options portfolio choices and asset allocation. and structured credit risks. Real-world Students gain familiarity with analytical complexities of risk modeling are discussed, methods used in projecting individual stock along with the background on financial and bond performance such as discounted innovation, liquidity, leverage and financial cash flows, factor models, value versus crises. growth and an analysis of factors affecting the risks and returns of individual securities. FN 907 AND FN 908: DBA FIELD SEMINAR COURSES FN 907/908C: Market Microstructure 3 CH FN 907/908A: Fixed Income Securities Prerequisites: FN 902, FN904 and FN912 3 CH The lecture material reviews the Prerequisites: FN 902, FN904 and FN912 fundamental theories and models of market The lecture material provides an analysis microstructure such as the Inventory Model, of various fixed income products, their Sequential Trading Model (e.g. Glosten- trading and pricing. Examined are their Milgrom model, Easley, O’Hara model), applications for achieving financial goals, Strategic Trading Models (e.g. Kyle model) as including: capital formation, interest rate risk they apply to markets for equities, currencies management, and portfolio diversification. and fixed income securities. The content of Topics covered include treasury, agency, the course will also focus on issues related corporate, and municipal bonds, floating rate to limit order market, information and price bonds, mortgage-backed securities, term discovery, trading cost and liquidity, and structure modeling, immunization, credit risk market depth. Using super-high-frequency management, credit derivatives, and interest data, students work with models of the limit- rate derivatives including swaps, caps and order markets, and optimal order execution: floors, and swaptions. optimal order slicing, and maker-versus-taker strategies. Quantitative, technical analyses The lecture material also includes the include: stochastic and deterministic trends, valuation of fixed income securities, the momentum, oscillation, arbitrage trading, management and hedging of fixed income pair trading, implementation and methods portfolios and the valuation and usage of back-testing. Students learn to formulate of fixed income derivatives. Some of the and back-test various trading strategies contracts analyzed in the course include developed upon understanding the pure discount bonds, coupon bonds, callable mechanics of market microstructure. bonds, floating rate notes, interest rate swaps, caps, floors, swaptions, inflation- indexed bonds, and convertible bonds.

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FN 907/908D: Derivatives Securities mean-variance theory, dynamic asset 3 CH allocation, asset-liability management, and life cycle finance. The main focus of this Prerequisites: FN 902, FN904 and FN912 course is to present a financial engineering The material covers a comprehensive and approach to dynamic asset allocation in-depth treatment of valuation methods for problems of institutional investors such as derivative securities. Extensive use is made pension funds, mutual funds, hedge funds, of continuous time stochastic processes, and sovereign wealth funds. Numerical stochastic calculus and martingale methods. methods for implementation of asset The main topics to be addressed include allocation models will be presented. (a) European option valuation, (b) Exotic options, (c) Multi-asset options, (d) Swaps, (e) Stochastic volatility, (f) American options, and (g) The role of derivatives in modern Welch MBA Course Descriptions financial risk management. FOUNDATION COURSES FN 907/908E: International Finance WGB 520 Introduction to Economics and 3 CH Statistics Prerequisites: FN 902, FN904 and FN912 3 CH A comprehensive survey of the structure and Key topics in statistics and economics dynamics of international financial markets will be covered. Economic topics include and their linkages to domestic markets. supply, demand, market equilibrium price Topics include the global profile of capital and quantity; elasticity; economic cost; movements, the Eurocurrency markets and economies of scale; perfect completion; major money markets, international capital monopoly; monopolistic completion; and markets, including bonds and syndicated oligopoly. In addition, macroeconomic credits, and the foreign exchange market. terminology of GDP, inflation and An emphasis will be placed on the hedging unemployment; the basics of the aggregate techniques and tools used to reduce the supply and aggregate demand model; fiscal risks associated with international financial policy; monetary policy; and the role of markets. exchange rates will be covered. Statistics topics include an introduction to statistical FN 907/908F: Portfolio Management capabilities of excel; graphical descriptive 3 CH techniques; numerical descriptive techniques Prerequisites: FN 902, FN904 and FN912 and simple linear regression analysis. This course provides an advanced treatment of the theory and practice of modern WGB 521 Fundamentals of Management portfolio management. Topics include 3 CH quantitative concepts, portfolio analysis, Using a framework of managerial roles and capital asset pricing theory, performance competencies, this course explores what measurement, efficient market hypothesis, management involves, how it affects people portfolio management process, use of within an organization, why it is critical to the derivative securities, ethical and legal effective functioning of an organization, and considerations and professional standards. how the accomplishment of management functions may vary in different cultural The course will also provide students with contexts. The course surveys competencies a concise introduction to recent results on and knowledge necessary for successfully optimal dynamic consumption-investment facing current challenges in the rapidly problems. Lectures will also cover standard changing global business environment.

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PLANNING & ASSESSMENT corporate investments; an introduction to WGB 600 must be taken as first course in global capital markets; the relationship the 600 sequence of courses. Foundation between risk and return; determinants of a courses (500 level) can be taken before, firm’s cost of raising capital and the basic concurrent with or after WGB 600. factors impacting the value of financial securities. WGB 600 Professional Planning 1 CH Students plan their MBA program based INTEGRATED CORE on personal and professional assessments. Must be taken in sequence The course also introduces a management model and managerial thinking. Students review academic, writing, and presentations WGB 640 and WGB 641 Dynamic Business skills needed to successfully complete the Management I and II program, complete self assessments, and (6 CH each, total of 12 CH) develop plans for professional development Prerequisite: WGB 600 and satisfaction of and program completion. Must be taken as quantitative competencies. first course in the MBA program. Organizational success relies on effectively leading and managing holistically across BREADTH: QUANTITATIVE COMPETENCIES many disciplines. The integrated core Note: students without these competencies takes a process-based approach to present must take the courses before the core. fundamental knowledge on accounting, Students waived from these courses may finance, management, marketing, operations, substitute two approved AC, EC or FN and strategy. Classroom discussions are team electives and take at any time during the taught with multiple professors and senior program. professional experts using real-life business simulations. WGB 601 Accounting and Information WGB 640 follows the process of developing Systems new business sources, including new 3 CH products and services. The viewpoint is Provides an introduction to both accounting from the top of the organization and how and information systems with a focus organizational leaders allocate resources. on the preparation and interpretation of WGB 641 takes a more operational viewpoint. financial statements and the effective This includes the examination of processes planning, implementation and integration of involving order management, planning and information technology. budgeting, performance measurement, and talent management. WGB 603 Financial Management 3 CH Provides an introduction to three key areas in finance - financial markets, financial management and valuation- focusing on how capital is effectively raised and invested in a value based management framework. Topics covered include: analysis of firm performance using financial ratios and other measures; techniques to assess new opportunities including new product lines, projects or

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BREADTH: LEADERSHIP COMPETENCIES Capstone Both courses are required. Students may The capstone should be taken as one of the take at any point in their program, before the last two courses in the students’ program of capstone. study, and after students have successfully completed the breadth and integrated core WGB 612 Leading and Influencing with courses. Integrity 3 CH WGB 691 Welch Competency Demonstration and Implementation Leaders and managers at all levels in organizations must influence others to 2 CH enable achievement of the organization’s Prerequisites: WGB 640 and WGB 641 objectives. Leading and influencing with Dynamic Business Management I and II. integrity requires understanding of one’s This is the capstone course of the MBA self, other people, the situational and cultural program. Through the Action learning context, as well as both current and future consulting project, cases, readings, and impacts of actions taken. Through course experiential exercises, students hone their learning experiences students develop management skills and make presentations individual and organizational strategies to to business practitioners, non-profit influence others, shape culture, manage executives and faculty. Seminar topics change, negotiate, and facilitate employee cover corporate strategy, leadership, and engagement and performance so that their sustainability and. Students prepare an organizations can contribute to society in e-portfolio to demonstrate their learning ways that are effective, responsible and in the program as well as a personal and sustainable. professional self-development plan.

WGB 614 Social and Legal Responsibilities in Business Accounting Course Descriptions 3 CH (For MBA and Accounting Sustainable organizational practices Certificate Students ) require managers to pay attention to the economic, environmental and social impact of organizational strategies and actions. AC 610 Accounting for Decision Making and This course focuses on ethical and legal Control issues that organizations and individual 3 CH managers face in achieving triple bottom Prerequisite: WGB 601 Accounting and line sustainability. Ethical decision-making information systems frameworks provide principles for dealing with challenges posed by technology, Explores the essentials of providing relevant globalization and societal changes and for and useful cost and managerial information fulfilling personal as well as corporate social to both multinational and domestic corporate responsibility. Legal topics survey business managers. Ethical aspects of each of these regulation and processes, forms of business areas are examined. Written assignments, organizations, intellectual property and case studies and team presentations commercial transactions. comprise much of the classroom interaction.

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AC 615 Managerial Controls and Budgeting include: corporate organization, earnings and profits, redemptions, liquidations, 3 CH corporate capital gains and losses, net Prerequisite: WGB 601 Accounting and operating losses, alternative minimum tax, information systems. consolidation issues, and international tax The basic considerations of controllership issues. In addition, provides a comparative and budgeting are set forth and analyzed, survey of other business entities, including and the importance of business planning and partnerships and limited liability companies. control is emphasized from a management perspective. Emphasis is on budgeting AC 625 International Accounting practices and theory as a tool for profit and 3 CH control. Prerequisite: WGB 601 Accounting and information systems. AC 617 Financial Statement Analysis Examines the diverse accounting systems 3 CH employed by different countries and Prerequisite: WGB 601 Accounting and the relationship of those systems to information systems. environmental factors (cultural, economic, Examines current financial reporting political, legal and religious). Principal and disclosure practices. Emphasis is on topics include: performance evaluation development of the ability to analyze in multinational enterprises, social financial statements to evaluate the current responsibility, harmonization of accounting financial condition of a firm and assess its practices and transfer pricing within an future trends. Topics include: use of various international framework. The course ratios to analyze income statements, balance addresses these topics in part through an sheets and funds flow. applied approach in the discussion and AC 621 Federal Taxation analysis of cases. 3 CH AC 629 Contemporary Issues in Auditing 3 CH Prerequisite: WGB 601 Accounting and information systems. Prerequisite: WGB 601 Accounting and Studies the integration of the managerial information systems. decision-making process and the main Emphasizes completion of the audit elements of short and long-range planning engagement. Includes preparation of with applicable economic theory. Topics various reports, other services offered by include demand analysis and forecasting, CPAs, legal liability, ethical and professional risk analysis, and planning for profit under responsibilities. different market structures and government regulations. Students learn the body of AC 699 Contemporary Issues in Financial useful managerial economic concepts being Accounting applied by informed management today. 3 CH Prerequisite: AC 610 Accounting for Decision- AC 622 Advanced Federal Taxation Making and control. 3 CH Prerequisite: AC 621 Federal Taxation. Emphasis is on the usefulness of accounting Introduces and extensively covers the information in financial markets through taxation of corporations, including c and the study of the accounting conceptual s corporations, pass through entities, framework. Analyses include the standard- compensation issues, and consolidated setting process, asset valuation and income corporate tax returns. Other topics determination. Examines accounting policies,

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ethical issues, FASB financial accounting MSA 630 Advanced Issues in Financial rules and the impact of international Accounting accounting policies, all with a focus on 3 CH application to current issues. The course will focus on the development of generally accepted accounting principles MASTERS OF SCIENCE IN ACCOUNTING (GAAP) in the United States. Students COURSE DESCRIPTIONS (FOR MS IN will become familiar with the Financial ACCOUNTING STUDENTS ONLY) Accounting Standards Board (FASB), the International Accounting Standards Board MSA 600 Financial Accounting Theory and (IASB), the standard-setting process, and Practice how the two Boards interact. In addition, 3 CH recent standards that have been issued The series is designed to give the student by the FASB and/or the IASB and current a basic knowledge of financial accounting issues being addressed by each of those theory and practice as well as to develop standard setting bodies will be addressed. the analytical skills necessary for careers in The course will also cover the relationship of corporate or public accounting. The course the SEC to the FASB/IASB and the authority provide an introduction to the pertinent of and the role that the SEC plays in the theoretic and various applications relevant standard setting process in relation to GAAP. to the analysis of financial statements by Discussions and analysis of current real applying both finance and accounting world corporate issues such as Sarbanes principles. Oxley, executive pay, corporate boards, and financial statement quality (earnings management) will also be included.

MSA 610 Advanced Issues in Managerial MSA 631 Contemporary Issues in Auditing Accounting 3 CH 3 CH Examines advance issues in auditing This course introduces and examines theories including in depth review of the following: and practices of managerial accounting and forensic accounting and fraud examination; cost management. Emphasis is given to litigation support and expert witness strategic cost management, product costing services; the use of statistical sampling in systems, cost analysis, cost allocation, auditing; internal auditing; assurance services responsibility accounting, performance and extending the attestation function. The management including balance scorecard course makes use of cases, articles and for multinational corporations. Ethical issues current pronouncements in the field. faced by managerial accountants are also discussed. MSA 641 Accounting and Information Systems MSA 621 Federal Taxation 3 CH 3 CH This course introduces different applications This course introduces the basic principles of and technologies essential to transacting taxation common to all types of taxpayers, business within the rapidly developing global with special emphasis on business taxation Internet and web. This course also explores and planning. Topics include: tax policy issues relating to management information issues, tax planning, computation of business system that impacts accounting environment. taxable income, and an introduction to the The course makes use of cases, articles and taxation of corporations, S corporations, current pronouncements in the field. partnerships, and limited liability companies.

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MSA 690 Financial Statement Analysis for financial statement analysis. The course 3 CH includes case studies, computer-based assignments, and research projects. This course emphasizes the content of corporate financial reports and helps students learn to analyze the information MSA 699I Master’s Capstone therein. It also includes information for 3 CH evaluating the financial health, operating This course is designed to bring together performance, and growth prospects of the knowledge gained through the program corporation-type companies. The topics to and permits the student to demonstrate be covered include the corporate financial mastery of the various course competencies. statements and their relationships, ratio The major deliverable in this course is a analysis for profitability and risk evaluation, project that illustrates a graduate student’s assets/liabilities/owners’ equity analysis, ability to explore, develop, and organize intercompany investments, and forecasting materials relating to a specific problem or financial statements. an applied orientation within a field of study. The student must exhibit an ability to pursue research and investigation in a rigorous and Concentration Courses: (Choice perceptive fashion and to present the results in an extended scholarly statement in a clear, of one concentration) direct, and concise manner.

INTERNATIONAL ACCOUNTING: FORENSIC ACCOUNTING:

International Accounting & MSA 625 MSA 670 Forensic and Investigative Reporting Accounting 3 CH 3 CH This course examines the diverse accounting This course is designed to acquaint the systems employed by different countries student with the field and practice of and the relationship of those systems to Forensic Accounting. Topics to be discussed environmental factors (cultural, economic, include: Fraudulent financial reporting; political, legal and religious). Principal Employee Fraud; Indirect methods of topics include: performance evaluation Reconstructing Income; Money Laundering in multinational enterprises, social and Transnational Financial Flows; Various responsibility, harmonization of accounting Courtroom Procedures and Litigation practices and transfer pricing within an Support; Cybercrime and Business Valuations international framework. The course addresses these topics in part through an applied approach in the discussion and MSA 671 Understanding Business Valuation analysis of cases. 3 CH This course is designed to acquaint the MSA 626 Global Financial Reporting and student with the business valuation process. Analysis Topics to be discussed include: Business 3 CH Valuation Overview; Valuation standards; Various types of reports; Appraisal theory; This course focuses on policy issues the appraisal engagement; Market Approach; of foreign currency translation, global Asset Approach; Income Approach; inflation, transnational reporting and Discounts and Capitalization; Premiums; disclosure, international accounting and Completing the engagement. auditing standards. Financial statements of multinational and foreign firms are used

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MSA 699F Master’s Capstone FN 663 Global Investments 3 CH 3 CH This course is designed to bring together Prerequisite: WGB 603 Corporate Financial the knowledge gained through the program Management. and permits the student to demonstrate Course exposes students to the theory and mastery of the various course competencies. practice of investments on a global scale. The major deliverable in this course is a Key topics include: capital markets and project that illustrates a graduate student’s instruments, efficient investment sets, basic ability to explore, develop, and organize equilibrium models such as CAPM and APT, materials relating to a specific problem or bond prices and yields, equity valuation an applied orientation within a field of study. models, and an overview of portfolio theory The student must exhibit an ability to pursue and derivatives. research and investigation in a rigorous and perceptive fashion and to present the results FN 665 International Financial Management in an extended scholarly statement in a clear, direct, and concise manner. 3 CH Prerequisite: WGB 603 Corporate Financial Management. Finance Course Descriptions A study of financial management concepts and techniques, applied to international operations. Topics include: foreign currency FN 661 Global Financial Markets and spot and forward trading; exchange rate Institutions systems and determination, and country risk 3 CH assessment; taxation and regulatory issues Prerequisite: WGB 603 Corporate Financial of non-U.S. markets; and sources and uses of Management. funds for multinational corporations. Analyzes modern financial markets from the risk/management and risk measurement FN 668 Portfolio Management perspective. Presents overviews of key 3 CH theories and recent developments in Prerequisite: WGB 603 Corporate Financial international securities markets. Emphasis Management and FN 663 is on managing risk on the balance sheet at various financial institutions. implications of Develops the student’s ability to evaluate monetary policy decisions by international securities in the context of a portfolio. Topics monetary authorities are also examined. include: portfolio construction rules based on risk and return goals, valuation measures and risk-reduction techniques using derivative FN 662 Corporate Finance products. 3 CH Prerequisite: WGB 603 Corporate Financial FN 669 Alternative Investments Management. 3 CH Examines corporate finance topics including Prerequisite: WGB 603 Corporate Financial working capital management, financial Management. analysis, leverage, capital structure, capital budgeting and valuation. Emphasis is on Examines financial concepts applied creating financial models to analyze issues. to current issues in finance such as risk management products and techniques.

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FN 670 Mergers, Acquisitions and Joint FN 674 Advanced Risk Management Ventures The complexity of the global financial system 3 CH makes understanding risk management Prerequisite: WGB 603 Corporate Financial essential for anyone working in, or planning Management. to work in, the financial sector. As the real economy is also exposed to financial risk, risk Examines the role of each of these strategies management has become more important to as part of the whole restructuring process non-financial corporates and institutions. faced by corporations in their attempt to compete and grow in the United States Students will become familiar with financial and abroad. Emphasis is on each method’s risk assessment and management and strategic and financial advantages. Group the regulations applicable for financial analysis of cases and computer applications institutions. They will learn how important are utilized. market participants, such as banks, insurance companies, pension funds, mutual and hedge FN 672 Derivatives and risk Management funds, are looking at risk measurement and 3 CH management. Risk mitigation strategies are explained. Prerequisite: WGB 603 Corporate Financial Management. Various risk types such as market risk An overview of derivative securities (interest rate risk, cross-currency risk, etc.), and their use in corporate strategy and credit risk, operational risk, systemic risk are risk management, this course employs covered and risk management strategies quantitative methods to analyze, design, and instruments are analyzed. Recent risk price and use derivative instruments in management topics such as counterparty a managerial context. Basic derivative credit risk for derivatives, central clearing contracts such as forward, futures, options and collateralization will be covered. and swaps are covered, as well as the pricing of these claims, arbitrage, and hedging in FN 675 Financial Regulatory Compliance these markets. Students apply the analytical models to real-life situations through case 3 CH studies. This course is designed to enable students to understand the laws, regulations and FN 673 Mathematics for Finance reporting requirements necessary for Practitioners financial firms to do business in the United States. It will also serve as an introduction to Risk managers need to have a sound a career in compliance. understanding of mathematics and statistics. The course covers important statistical concepts including volatility, regression FN 699 Financial Crisis and Risk analysis and hypothesis testing. Popular Management models of risk measurement, such as 3 CH Value-at-Risk, factor analysis, Monte Carlo Risk management is becoming more simulations, and stress testing are studied. important and more complex, while at the Functioning of the mathematical/statistical same time being viewed by regulators and concepts is demonstrated with practical risk investors as an essential and integral part of management problems, e.g. bond pricing, investment governance. The advent of new portfolio credit risk, optimal hedging. investment strategies (e.g., hedge funds and private equity) and new investment vehicles (e.g., CDOs and SIVs) has made risk more difficult to measure and to manage.

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This course reviews and assesses various working with and managing people of techniques, both quantitative and qualitative, different cultural backgrounds. for the measurement and management of risk including how to price credit default BU 632 Managing Change swaps, counterparty credit risk, stress 3 CH testing, and portfolio risk. Prerequisite: WGB 521 Foundations of Management Management Course Descriptions Note: BU 601 organization Management may be substituted Examines strategies and techniques for BU 610 Entrepreneurship successfully introducing and managing 3 CH change in organizations. Explores power, Prerequisites: WGB 601 Accounting and influence, leadership, motivation, and information systems or equivalent, WGB communication in the change process, 603 Corporate Financial Management or as well as organization development, equivalent and WGB 640 Dynamic Business organizational learning, and innovation Management I. management. Student teams develop a Students utilize their interdisciplinary framework for recognizing factors that business knowledge and creativity to influence change and a process map to evaluate an entrepreneurial opportunity, manage change effectively. whether a new product/service/business, or a new application of an existing product BU 635 Human Resources and Career or service. In developing a comprehensive Development business plan student teams use their 3 CH knowledge of the market and the Prerequisite: WGB 521 Foundations of competitive landscape, engage in research, Management develop financial models/forecasts, and gauge the project’s financial feasibility, Note: BU 601 organization Management may taking into consideration inherent business be substituted risk and the likelihood of being able to raise Focuses on the role of the contemporary venture capital. human resources function in organizations. Emphasis is on analysis of policies related BU 621 Comparative Management and to the organizational life cycle from hiring Intercultural Communication through termination, workforce and 3 CH succession planning, compensation and benefits, career development, labor relations Prerequisite: WGB Foundations of and employee training. These concepts Management are discussed in light of working with and Note: BU 601 Organization Management may managing a multicultural workforce. be substituted. Sensitivity to different perceptions, values, BU 639 Innovation Management traditions and ways of thinking are critically 3 CH important in today’s global workforce and Prerequisites: BU 521 Fundamentals of as organizations interact across cultures. Management or BU 601 Organization This course explores how culture affects Management or WGB 612 Leading and individuals as well as organizations, and Influencing with Integrity introduces frameworks for understanding how cultures may vary. Students develop This course will cover the definition of strategies for effectively communicating, innovation, the barriers and enablers for

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making innovation real in companies, the BU 687 Contemporary Issues in Global core principles for innovation management Management (foresight, ideation, discovery-driven 3 CH planning, rapid prototyping, open platforms, wisdom of crowds, technology adoption and Prerequisite: WGB 521 Foundations of diffusion) and how innovation management Management note: BU 601 organization is being applied by market leaders and Management may be substituted. companies in highly competitive industries. Explores a variety of current issues and emerging trends affecting global business, BU 664 Negotiations utilizing a cross-disciplinary approach to the management of today’s global enterprises. 3 CH

“Negotiation is the art and science of BU 699 Contemporary Topics in securing agreements between two or more Management inter-dependent parties. Hence, the purpose of this course is to develop an understanding 3 CH of the psychological and strategic dynamics Prerequisite: prerequisites will vary according of negotiation. The course is grounded in the to the specific course topic. major concepts and theories of bargaining, The BU 699 course number is used for negotiation, and mediation and is designed courses offered on a one-time basis or to use a combination of simulations and courses being piloted. analysis to build one’s own personal experience in the classroom and in the real world.” Human Resource Course BU 665 International Business Descriptions 3 CH HR 605 Analytics, Metrics, and Problem Describes the scope of international business Solving for HR Professionals and studies multinational enterprises in light of cultural, historical, political and economic 3 CH factors. Trade theories are examined in This course is designed to give students the context of international economics a basic understanding of analytics and and finance. The focus then turns to the metrics that are frequently used in the management of global operations, from human resources field. A primary objective initial entry into international markets to of the course is to teach students how to strategy development for the multinational use statistics to make data driven decisions enterprise. regarding workplace issues as well as strategic human resource issues. Additionally, BU 667 Team Management coursework will focus on developing students into informed consumers of statistical 3 CH information and developing skills to manage Prerequisite: WGB 521 Foundations of analytical vendors. The course will include Management hands on experience conducting statistical Note: BU 601 organization Management may analyses using basic univariate, bivariate and be substituted examines the use of teams to multivariate statistics, and basic modeling accomplish organizational strategies. Topics skills to solve common problems in the HR include: team leadership, goal-setting, group field. Focus will be placed on interpretation dynamics, group decision-making, diversity of data and implementing decisions which and multicultural issues. are data driven.

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HR 607 Introduction to Human Resource attention is given to how these issues are Management dealt with as companies expand globally. 3 CH Prerequisite: HR 610 In-depth exploration of the contemporary human resources function and the HR 611 Workforce Management and Talent fundamental human resources processes. Development The course provides an introduction to 3 CH the key areas in human resources and the Prerequisite: HR 607 issues confronting organizations today. In an effort to be competitive, organizations Particular emphasis is places on recruitment of all types must efficiently manage their and selection, training and development, workforce in order to achieve organizational performance evaluation systems, and goals. Human resource professionals compensation and benefits. need to understand how to manage an organization’s human capital needs including HR 610 Performance Management workforce planning and forecasting, training 3 CH and leadership development, succession This course examines systems and planning, globalization and diversity of processes for evaluation and improvement workforce, outsourcing/rightsizing, and of employees’ performance. Systematic the contribution of human capital to and organizational processes for setting organizational development. This course performance standards, monitoring, will focus on how organizations can best documenting and evaluating performance manage and develop their workforce in will be reviewed. Performance improvement order to achieve short term and long term interventions will also be evaluated. organizational goals. Particular attention will be placed upon performance as a strategic issue, HR 612 Strategic Human Resources and application in the students’ work 3 CH environment. Current best practices will be Prerequisites: HR 610, HR 611 considered in the discussion. Prerequisite: HR 607 The strategic impact that HR leaders have on their organizations has never been more important given the value of human capital BU 636 Legal Issues in Human Resources and our changing world economy. It is critical 3 CH for HR leaders to maintain their competitive This course examines the legal relationship edge and bring broad business skill sets to between an employer and an employee their role. The focus of the class will be the in the business environment. The course development of critical thinking, strategic includes a survey and analysis of the laws planning and business strategy skills and the which govern the employer-employee implementation of those processes within relationship. Topics include contract law, anti- the HR organization. discrimination law (Title VII, ADA, ADEA and related EEOC procedure), family and medical HR 613 Diversity and Inclusion leave law, workers compensation law, wage 3 CH and hour statutes, collective bargaining and union organizing. The objective of this Diversity in the workforce is a critical issue course is to offer the student the necessary for all organizations. As organizations familiarity with prevailing workplace legal become more global in nature, an issues so to enable the student to help organization’s workforce becomes more recognize and prevent potential liability and ethnically and culturally diverse. This efficiently work with legal counsel. Special course will explore the strategic issues

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with managing, motivating, and engaging in attitudes in requiring both a localization diverse workforces to meet organizational of practices in different countries/regions objectives. Particular emphasis will be places and a global integration of business practices on developing cultures of inclusion for all across the organization. members of an organization’s workforce. Prerequisite: BU 636 HR 638 Compensation and Benefits CH 3 HR 615 Finance for HR Managers Compensation and benefits is the 3 CH cornerstone of many human resource Fundamental education in the use of financial strategic plans. This course will give students statements and financial management an in-depth understanding of the design increases business credibility within the and implementation of compensation and organization. This course provides an benefit systems. Topics covered will include introduction to the basic financial statements pay for performance systems, compensation (balance sheet, cash flow, and income equity across global locations, integrating statement) from an end users perspective, compensation systems and performance not a detailed accounting perspective. Topics systems, executive compensation, and team within financial management will include based performance systems. analysis of firm performance and techniques to assess new business opportunities. HR 634 Training and Development CH 3 HR 689 Capstone and Applied Research A critical part of maintaining an Project organization’s workforce such that it 3 CH is uniquely qualified to achieve the This course is the final required course in the organization’s short term and long term program. Students should have successfully goals is to provide training and development completed all required courses before opportunities at all levels of the workforce. enrolling in this course. Students will develop This course will explore in depth the theories a project plan or research proposal for their and best practices used in workforce final project in this class. The course will training, skills development, and leadership cover acceptable project ideas, problem development. Additionally, we will discuss statements, literature reviews, research how to use training and development as and project evaluation methodologies, and a retention tool for top performers in the project plans. Each student is required to organization. complete a proposal ready for consideration of review and approvals. Prerequisites: HR 620 Personnel Psychology Completion of core or permission 3 CH This course examines the application of HR 631 Managing a Global Workforce psychological research, employment law, 3 CH and ethical principles to human resource This course focuses on helping the student problems in organizations. It focuses on develop an international perspective of applications designed to make employees, the human resource management (HRM) and organizations, more effective and function. Students will examine the creating organizations that are satisfying unique demands of global firms and their places to work. Particular attention is given consequential impact on strategic human to hiring practices, including recruitment, resource management issues. Specific focus screening, and selection, training and will be on the role of culture, and differences development, and performance evaluation.

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PS 532 Job Analysis, Competency Modeling MK 656 Advertising Management and Criterion Development 3 CH 3 CH Prerequisite: MK 661 Marketing Management. This course covers the fundamental Provides an analysis of the advertising processes of job analysis and competency function from a management viewpoint. modeling. Students will learn how to conduct Emphasizes the mechanics and techniques job analysis and competency modeling of advertising as part of an overall marketing and how to use the results for designing strategy. Topics include: role of the personnel selection systems, performance corporate advertising director, role of the appraisal instruments, 360 feedback, advertising agency and role of the media. training, and career development. Special emphasis is on understanding and participating in the creative process, essential for effective advertising. Marketing Course Descriptions MK 658 Consumer Marketing and Behavior MK 650 Product Development and 3 CH Management Prerequisite: MK 661 Marketing Management. 3 CH Focuses on the consumer, and in particular Prerequisite: MK 661 Marketing Management. what makes consumers behave the way Examines the product development and they do in specific purchase situations. innovation process and cycle, its tools Emphasis is on behavioral, psychological and techniques. The role of marketing, and motivational theories as well as risk engineering, accounting and other functions perception. Various consumer buying models is closely assessed. Use of techniques to are analyzed. The case method is utilized. enhance creativity, market research, and psychographics to assist with product MK 661 Marketing Management development is the foundation of this course, 3 CH with emphasis in the areas of product Explores how firms analyze market planning, competitive positioning, channels opportunities; select target markets; develop of distribution, pricing and promotion. the marketing mix (product, price, place and promotion); plan; manage; organize and MK 651 Marketing Research control the marketing resources throughout 3 CH an enterprise; deal with competition; and Prerequisite: MK 661 Marketing Management. extend marketing to the global marketplace. Gives a managerial approach to market research activities. Primary emphasis is MK 668 International Marketing on applying qualitative and quantitative 3 CH research information toward marketing Prerequisite: MK 661 Marketing Management. decisions. The research process is Provides an analysis of marketing concepts discussed, then qualitative and quantitative and applications in a global environment, methodological alternatives are focusing on market management and cultural systematically reviewed. Careful attention is and institutional differences. paid to how to analyze and present research findings.

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MK 669 Contemporary Issues in Marketing MK 689 Capstone Project in Digital 3 CH Marketing Prerequisite: MK 661 Marketing Management. By arrangement with Program Director Current marketing issues are examined in light of the competitive global environment.

MK 670 Digital Marketing 3 CH Examines the rapidly evolving dynamics of digital marketing. Emphasis is on consumer behavior and opportunities, problems, tactics and strategies associated with incorporated digital methods into the marketing function. Internet and mobile marketing tools such as search engine marketing, social media, and viral marketing are addressed.

MK 671 Marketing Analytics 3 CH Prerequisites: MK 661 Marketing Management Explores how companies assess marketing performance. It is a survey course covering a variety of return on investment metrics for marketing investments. The course introduces formulas and ratios used to gauge customer profitability, product portfolio mix as well as advertising and web spending effectiveness. Links between finance and marketing are pointed out.

MK 680 Applied Topics in Digital Marketing 3 CH Prerequisites: MK 661 Marketing Management This course covers in depth one digital marketing topic from an applied perspective. The topic is examined from a company’s point of view with multiple examples from industry. Students work hands-on learning what practitioners do within the topic on a day-to-day basis. Topics rotate throughout trimesters.

MK 688 Capstone Thesis In Digital Marketing By arrangement with Program Director

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Isabelle Farrington Conceptual Framework According to the Council for the College of Education Accreditation of Educator Preparation, National Council for the Accreditation JAMES “JIM” C. CARL, DEAN of Teacher Education states that “the Phone: 203-365-4787 conceptual framework establishes the Fax: 203-365-7513 shared vision for a unit’s efforts in preparing E-mail: [email protected] educators to work in P–12 schools.” The School of Education Farrington College of Education at Sacred Heart University Mission actively uses its conceptual framework to develop, implement, monitor, and assess The Faculty of the Isabelle Farrington College its programs and to articulate and evaluate of Education at Sacred Heart University candidates’ competencies in content engage in “preparing men and women to mastery, skill development, the integration live in and make their contributions to the of technology and appreciation of diversity; human community.” Our primary purpose and the development of dispositions in is to develop the capacities, talents and which the intellect and heart are focused abilities of our teacher candidates through on a greater good in teaching, leadership, an integration of theory and practice in a and serving others. The overarching theme performance-based program. Our teacher of our conceptual framework is “Promoting candidates possess the knowledge, skills, and a Culture of Excellence in a Changing dispositions to facilitate the learning of all World” and it is based on our belief that students. a culture of excellence is promoted when four underlying principles are met: the educational practitioner possesses a Accreditation comprehensive, integrated and context- dependent professional knowledge base; The Farrington College of Education is the educational practitioner effectively committed to meeting the highest regional utilizes natural and acquired personal and national standards for educator and professional skills; the educational preparation. We are currently accredited by practitioner cultivates and consistently the Council for the Accreditation of Educator demonstrates professional dispositions Preparation (CAEP). This accreditation and commitments; the educational covers initial and advanced certification practitioner is responsive to cultural and programs based at the Fairfield and Griswold technological influences that affect change campus sites. These certification programs in the educational environment. We further are also fully approved by the Connecticut contend that to be an educator committed State Department of Education. Moreover, to promoting a culture of excellence; the our preparation programs in building-level candidate must demonstrate proficiency leadership, secondary English, and secondary in each of the five domains of professional Spanish have received national recognition excellence identified by the our College. The by their respective governing bodies, and our five domains are: context, content, learner, other programs are in process. In addition pedagogy, and educator. Our system of to educator certification programs, our assessing the learning outcomes of our College also offers a masters degree (the candidates is based on these five domains. Master of Arts in Teaching) and Certificates of Advanced Study (CAS) in Leadership, Literacy, and Teaching. All of these degrees are approved by the Connecticut Office of Higher Education.

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Horizons at SHU Sacred Heart University Certificate in Education Technology JEFFREY RUMPF, M.S. *New students no longer being admitted; Director present candidates will be assisted through Horizons at Sacred Heart University is an completion of their program affiliate of Horizons National, an organization that provides academic and cultural support to underserved children in urban areas. Horizons at SHU serves children and youth Graduate Education from the City of Bridgeport with the purpose Degree Programs of narrowing the academic achievement gap Master of Arts in Teaching between city and suburban students. The Certificate of Advanced Studies (C.A.S.): program’s mission is to create a dynamic Administration (Sixth Year) learning environment during the summer and on Saturdays during the school year. Certificate of Advanced Studies (C.A.S.): The children spend their time honing their Teaching (Sixth Year) literacy and math skills as well as enjoying Certificate of Advanced Studies (C.A.S.): cultural activities such as swimming, violin Literacy Specialist (Sixth Year) and guitar instruction, dance and gymnastics, gardening, science experimentation, martial arts and more. Application Requirements

ADVANCED DEGREE PROGRAMS (MAT, Graduate Education CAS IN ADMINISTRATION, CAS IN Certificate Programs LITERACY AND CAS IN TEACHING) Initial Teacher Certification: Elementary All applicants to graduate programs in (005) Education must meet the same admissions Initial Teacher Secondary: Biology (030) standards as certification candidates, unless they hold a current teacher’s certificate Initial Teacher Secondary: Business (010)* with the exception of applicants to the MAT Initial Teacher Secondary: Chemistry (031) Concentration in Adult TESOL. Initial Teacher Secondary: English (015) Initial Certification Programs Initial Teacher Secondary: General Science (034) Candidates must meet the following entrance requirements: Initial Teacher Secondary: Math (029) Initial Teacher Secondary: Social Studies • Complete online graduation application (026) form Initial Teacher Secondary: Spanish (023) • Meet with faculty advisor to complete a Intermediate Administrator Certification transcript review and preliminary plan of (092) study. Candidates for initial certification programs must have a completed Remedial Reading and Language Arts transcript review with a Farrington Certification (102) College of Education faculty advisor— Reading and Language Arts Consultant demonstrating mastery of appropriate Certification (097) academic content material—prior to Adult TESOL Certification (088) attending their first graduate course. An action plan to successfully remediate identified deficiencies must be completed

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prior to beginning student teaching. other requirements are the same as for initial certification. • Pass the Praxis I Exam or qualify for waiver by meeting the following Adult TESOL (088) and MAT alternative testing requirement: A waiver may be granted to candidates To be eligible for admission, the candidate furnishing official proof of achieving must meet these requirements: high scores on the SAT, ACT or PAA • Hold a bachelor’s degree from a higher tests. Complete information and test education institution accredited by registration materials may be obtained a regional association of colleges from the Farrington College of Education. and schools recognized by the U.S. Candidates for initial teacher certification Secretary of Education and recognized programs must present scores from the as accredited by the Connecticut relevant content area knowledge test State Department of Education or a (Praxis II or ACTFL) prior to attending Connecticut higher education institution their first graduate course. An action accredited by the Connecticut Board of plan to successfully remediate identified Governors of Higher Education deficiencies must be completed prior to beginning student teaching. • Pass the Praxis I Exam or qualify for waiver by meeting the following • Resume alternative testing requirement: A waiver • Applicant Statement of Understanding may be granted to candidates furnishing official proof of achieving high scores • Provide evidence of having submitted a on the SAT, ACT or PAA tests. Complete current state and national criminal history information and test registration background check. materials may be obtained from the School of Education. • Present a clearly worded essay that explains reasons for wanting to enroll in • Present a clearly worded essay that the program and emphasizes experience explains reasons for wanting to enroll in relevant to teaching. the program and emphasizes experience relevant to teaching. • Present at least two letters of recommendation from people able to • Present at least two letters of testify to the candidate’s suitability as a recommendation from people able to prospective teacher. testify to the candidate’s suitability as a prospective teacher. • Be interviewed by members of the faculty of the Department of Teacher Education. • Submit a copy of resume.

• Present an undergraduate GPA of at least Intermediate Administrator Certification 2.75. (092) and CAS in Administration Master of Arts in Teaching (MAT) To be eligible for admission, the candidate must meet these requirements: Admission requirements for the MAT are the same as admission requirements to the • Resume initial teacher certification programs, with the following exceptions. For those who • Meet with faculty to complete a already hold teaching certification, upon preliminary plan of study presentation of the certificate, requirements • Applicant Statement of Understanding for the Praxis I Exam are waived. For those who are not seeking teaching certification, • Hold or be eligible for a Connecticut an MAT-Only agreement must be signed; all teaching certificate

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• Hold a master’s degree from a regionally Certificate of Advanced Studies (C.A.S.): accredited institution with a minimum Teaching (Sixth Year) GPA of 3.0 To be eligible for admission, the candidate • Have completed five years of teaching must meet these requirements: experience before applying for • Hold or be eligible for a Connecticut certification teaching certificate • Have completed a course in special • Hold a master’s degree from an approved education (at least 36 hours) before institution with a minimum GPA of 3.0 applying for certification. • Have completed 30 months of teaching • Complete a case study essay experience before applying for • Provide evidence of having submitted a certification current state and national criminal history • Provide evidence of having submitted background check a current state and national criminal history background check Remedial Reading and Language Arts Certificate (102), Reading and Language GPA GUIDELINES Arts Consultant (097), and CAS in Literacy Candidates applying to a graduate To be eligible for admission, the candidate teacher certification program must hold must meet these requirements: a bachelor’s degree from an accredited • Hold or be eligible for a Connecticut institution of higher education and have a teaching certificate minimum undergraduate cumulative GPA of 2.75. Graduate candidates who apply for • Hold a master’s degree from an approved entrance into the Intermediate Administrator institution with a minimum GPA of 3.0 Certification program must hold or be eligible • Resume for a Connecticut teaching certificate and hold a master’s degree from an approved • Meet with faculty to complete a institution having achieved at least a 3.0 preliminary plan of study GPA. Candidates who apply for entrance into the Remedial Reading and Language Arts • Applicant Statement of Understanding Certification program must hold or be eligible • Have completed 30 months of teaching for a Connecticut teaching certificate. experience before applying for certification GPA WAIVER • Have completed a course in special Graduate candidates who apply for education (at least 36 hours) admission to a certification program, but who do not qualify because their • All candidates for reading certification undergraduate cumulative average falls must earn a minimum of 12 credits from below 2.75, may ask for consideration under Sacred Heart University to be eligible for the School of Education’s Farrington College certification recommendation of Education GPA Waiver Policy. To qualify • Provide evidence of having submitted a for consideration for GPA waiver, candidates current state and national criminal history must submit materials (transcripts, letters background check of recommendation, personal statements of extenuating circumstances and other relevant information) to the GPA Waiver Committee. The committee may then recommend to the chair:

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• waiving the 2.75 GPA requirement; established parameters for appropriate course loads during these terms. A graduate • rejecting the request; or candidate is typically permitted to take three • inviting the candidate to take a specified 3-credit graduate courses in each 12-week number of undergraduate courses as term, two 3-credit graduate courses in each described below. 6-week term, and one 3-credit graduate course in each 3- week term. Permission to Candidates who choose to take additional take more than these limits may be given coursework must demonstrate “B” level by Dean of the College of Education after achievement in the courses, and upon receipt of formal appeal. Such appeals completion of the courses, reapply for a should be based on the candidates’ waiver. The waiver policy on additional workload. coursework is as follows: TRANSFER GUIDELINES All courses required for achieving an A candidate may request to transfer up to 6 acceptable standing for a GPA waiver graduate credits of coursework completed at must be from the following disciplines: another regionally accredited university. Only English literature, history, mathematics, graduate-level courses in which a candidate social sciences, natural sciences, linguistics, has received a grade of B or better that philosophy and religious studies. All courses are not part of a previously earned degree must be taken at the junior level or higher. and were earned within six years prior to the request, will be considered. Transfer Courses selected for fulfilling the cognate of credits to apply to a planned program area requirement must be approved in of study leading to recommendation for writing on the GPA Waiver Course Approval certification may be transferred from an Form before the courses are taken. Copies institution whose planned program is should be given to the candidate and placed similarly approved or which otherwise in the candidate’s file. meet the particular learning objectives and All courses required for achieving acceptable assessments required by the Sacred Heart standing for the GPA waiver must be University planned program. Requests taken at accredited four-year colleges and for transfer of credit should be made to universities. the Dean of the College of Education in writing, include an official transcript of the To achieve acceptable standing and further courses completed and contain supporting consideration for a waiver, the candidate documentation (e.g., catalog descriptions or must earn a minimum grade point average of syllabi). 3.0 or better.

REGISTRATION LIMITS Application for Degree Completion The graduate Education program offers All candidates for graduate degrees are courses in a variety of terms: Fall and required to complete an online application Spring, Late Spring and Summer, and for graduation via Web Advisor. intensive sessions. To ensure appropriate academic standards, permit field experience, and facilitate reflective engagement in the education process—and recognizing that most of our graduate candidates are fully engaged in internship or other work responsibilities—the School of Education Farrington College of Education has

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Graduate Teacher with an average grade of “B” or better. Certification Programs Candidates for initial certification may need to fulfill additional course requirements in the The Graduate Teacher Certification programs appropriate academic content area. allow candidates to meet requirements (36 credits) to become certified as public ELEMENTARY CERTIFICATION COURSE school teachers while applying some of REQUIREMENTS the earned credits toward an advanced degree. Candidates who have completed Block I (9 Credits) a bachelor’s degree in a field other than teacher education may enter the graduate ED 101 ED 553 Educational Psychology program to obtain a teaching certificate. The (3 credits) Graduate Education program offers approved ED 152 ED 552 Education in the United States programs for the preparation of teachers (3 credits) for the elementary grades (1–6), and for the ED 271 ED 578 Educational Technology secondary grades (7–12) in the academic (or an advanced computer areas of English, history and social studies, technology course) (3 credits) mathematics, general science, biology, chemistry and Spanish. Course offerings in Block II (12 Credits) the Farrington College of Education may ED 205 ED 569 Education of Special Needs also provide certified teachers with the Students (3 credits) opportunity to obtain additional teaching endorsements. ED 430 Elementary Curriculum & Methods: Social Studies & Health (3 credits)* REQUIRED COURSES The graduate program for Teacher ED 229 ED 523 Multicultural Education Certification requires the completion of 36 (3 credits) credits in professional studies, including a ED 207 ED 566 Classroom Management semester of student teaching. In a typical (3 credits) planned program of study, 21 credits of the professional studies may be applied Block III (9 Credits) toward fulfillment of the master’s degree ED 387 EDR 560 Children’s Literature (3 requirements. credits) ED 413 Elementary Curriculum & INITIAL CERTIFICATION Methods: Reading, Writing & Candidates admitted to the elementary or Language Arts (3 credits)* secondary school certification program, must ED 459 Elementary Curriculum & complete the courses listed below. Each Methods: Mathematics & course in the program is identified by its Science (3 credits)* undergraduate course number (UG No.) and Student Teaching (6 Credits) its graduate course number (GR No.). The courses are grouped in sequentially-ordered ED 491 Student Teaching Seminar: blocks. It is recommended that candidates Elementary School progress sequentially through the program, (6 credits)** completing the courses and field experiences in a block before enrolling in courses General and Course Requirements and scheduled in the next block. Candidates Farrington College of Education policies and must complete all 10 prerequisite courses interpretations of certification regulations are before entering student teaching. Candidates subject to change. must complete the courses in their program *Credits applicable to MAT degree for five-

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year program candidates only ACADEMIC MAJOR FOR INITIAL CERTIFICATION **Credits not applicable to MAT degree Elementary candidates must achieve an acceptable subject area major (not SECONDARY CERTIFICATION COURSE Education) as recommended by the REQUIREMENTS Farrington College of Education transcript review. Secondary candidates must achieve Block I (9 credits) a major in their endorsement (or present ED 101 ED 553 Educational Psychology (3 the equivalent coursework as defined by credits) State statutes and the College of Education ED 152 ED 552 Education in the United States transcript review). (3 credits) ED 271 ED 578 Educational Technololgy GENERAL EDUCATION REQUIREMENTS FOR INITIAL CERTIFICATION (or an advanced computer technology course) (3 credits) All candidates must achieve 39 credits of general education courses including Block II (12 Credits) English, Math, Social Studies, Science, Fine ED 205 ED 569 Education of Special Needs Arts World Language. All candidates must Students (3 credits) present a 3-credit course in American history. Elementary candidates must achieve 6 ED 229 ED 523 Multicultural Education (3 credits of human growth and development credits) coursework (three credits are satisfied ED 272 ED 627 Societal Issues in Adolescence by ED 553 Education Psychology; the (3 credits) remaining 3 credits must include adolescent ED 207 ED 566 Classroom Management (3 development). In the Elementary and credits) Secondary Teacher Certification programs, completion of the master’s degree is not Block III (9 Credits) required for teacher certification. Candidates who have completed equivalent coursework ED 428 Secondary Curriculum (3 meeting certification requirements through credits)* previous studies should not repeat the ED 429 Secondary Methods in the same coursework at the graduate level. Content Areas (3 credits)* The candidate’s program is completed with EDR 510 Content Area Reading course selections with an advisor’s approval. Instruction (7–12) (3 credits)* Student Teaching (6 Credits) INTERNSHIP PROGRAM FOR INITIAL CERTIFICATION ED 495 Student Teaching Seminar: Secondary School (6 The Teacher Internship affords candidates credits)** the opportunity to complete teacher certification and master’s degree program *Credits applicable to MAT degree for five- requirements (total of 48 graduate credits) year program candidates only in a supervised internship setting in a public school. Tuition costs for 33 credits of this **Credits not applicable to MAT degree program are supported by the public school system under a contract arrangement with Farrington College of Education policies and the University and the intern. Potential interpretations of certification regulations are interns who desire certification in the subject to change. program typically initiate coursework in the semester/summer prior to placement. Candidates need to meet with an advisor to

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develop their plans of study and schedule of Master of Arts in Teaching (MAT) coursework. The MAT program is intended accommodate the educational goals for three sets of DURATIONAL SHORTAGE AREA PERMIT educators: The MAT for those who have (DSAP) already earned initial teacher certification, Sacred Heart supports the DSAP process the MAT for those holding bachelors degrees for candidates already engaged in the who are also pursuing initial certification, and University’s planned programs of study. the MAT for SHU candidates who participate The offer of a DSAP position from a school in the bachelors to masters degree Five district cannot be the basis for admission Year Program.. The MAT program has the to Sacred Heart’s certification programs. following four components that are designed Contact the certification officer in the to build on the applicant’s prior academic College of Education for information and and school experience. authorization. For DSAP associated with initial certification, the candidate must have CORE REQUIREMENTS (12 CREDITS) completed 24 credits of Sacred Heart’s The core requirements of the MAT degree planned program and be admitted to ED focus on the broad foundation of knowledge 492 and 493 (elementary) or ED 496 and and skills required of all effective educators. 497 (secondary). Through these courses, The three areas of study in the core are: the University provides on-site supervision to individuals who are working as school Foundations: A course in history or professionals under a DSAP issued through philosophy of education, or social the Connecticut State Department of foundations of education (3 credits) Education. Expressive/Receptive Communication: ADULT TESOL 088 ENDORSEMENT An advanced reading methods course The Isabelle Farrington College of Education or a course in content or professional offers coursework leading to the Non- development course in writing or personal or English Speaking Adults (088) Connecticut professional effectiveness (6 credits) Endorsement. Candidates seeking this certification intend to teach adult English Seminar: Candidates may fulfill this language learners. Completion of the Praxis I requirement only after the completion of Pre-Professional Skills Tests is required. a minimum of 24 credits in MAT studies. Candidates select from several course Course Requirements for the 088 options designed to assist them in analyzing Endorsement and integrating their knowledge of teaching (3 credits) ED 569 Education of Special Needs Students (3 credits) Function: Seminars are designed to bring EDU 502 Adult TESOL Methodologies together small groups of advanced level and Materials (3 credits) candidates who will explore a relevant topic or theme in education and engage in discourse related to assigned readings.

Class Size: Seminars will be limited to 15 students.

Active Participation: The seminar experience is characterized by active participation among all class members, each of whom is responsible for conscientious preparation,

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regular attendance and contributing to that the categories of study for the ongoing dialog. Intermediate Administrator’s Certificate listed below be completed anytime in Scope: Seminars focus on essential questions the post-baccalaureate program [Sec. related to current research and/or practice 10- 145d-242 (g)]. In planning the program utilizing instructional approaches and for certification, the candidate is advised formats that include: inquiry, class discussion, that 18 credits are needed beyond the written reports or original projects and/or master’s degree. Specific requirements for presentations. this certificate may have been met on the master’s level. Consequently, in meeting the CONCENTRATION (12 CREDITS) 18-credit requirement, the candidate will be Candidates select courses for focused study directed to take enrichment studies specific in their area of interest. Concentrations to his or her career objective. are available in Elementary Education, Courses taken for the certificate may be Secondary Education, Reading, Technology, applied toward completion of the Certificate Science, and Professional Enrichment. of Advanced Studies in Administration (Sixth-Year Degree program). ELECTIVES (6 CREDITS) Subject to faculty advisor’s approval. To obtain the Professional Educator Certificate, the candidate must complete CULMINATING REQUIREMENT (3 CREDITS) not less than 30 semester hours of graduate credit at an approved institution Candidates may select one of the following: or institutions in addition to the master’s • Ideal School (3 credits) degree.

• Master’s thesis or project (3 credits) All applicants for the 092, Intermediate • Special Projects in Education Technology Administrative Certification must pass the (3 credits) Connecticut Administration Test (CAT). • Professional Seminar (3 credits) • Advanced TESOL Clinical Experience (3 Two Models for Delivering the credits) Administrative Programs Two different models are available for completion of both the Intermediate Intermediate Administrator Administrative Certification (092) and the Certification (092) 6th Year Certificate of Advanced Study in Administration. REQUIRED CURRICULUM—STATE OF The “Accelerated Weekend Cohort” model CONNECTICUT is delivered to a cohort of students with Applicants for the Intermediate each course meeting on one Friday and four Administrator Certificate must complete a alternate Saturdays during the first year minimum of 18 semester hours of graduate from September to June. At that point, after credit beyond the master’s degree. Fifteen only 10 months, students would be eligible credit hours must be taken at the institution to take the Connecticut Administrator Test providing the recommendation for (CAT) and, if successful, could apply for the certification. Intermediate Administrative Certification (092). For those choosing to continue on for State of Connecticut regulations mandate the 6th Year Degree in Administration (CAS)

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there will be an additional summer and fall EDL 696 Administrative Certification requirement resulting in a total of 15 months Program: Internship I: of study for both the 092 and CAS. This (3 credits) Prerequisite: cohort model is available at the Trumbull and successful completion of two Stamford locations. The application deadline EDL courses for this Fall cohort program is March 1st.

The “Traditional” model is delivered according to each student’s individual Certificate of Advanced pacing. Some courses are also offered on Studies (CAS): Administration Saturdays. Students in the “Traditional” (Sixth Year Degree) model can register for 1 – 2 courses each semester, working through the program REQUIRED COURSES (15 CREDITS) at their own pace. The “Traditional” model EDL 695 Technology and Information for delivering these programs is available Management for at the Trumbull and Griswold locations. Administrators (3 credits) Applications are reviewed on a rolling basis. EDL 697 Administrative Internship II (3 REQUIRED COURSES (18 CREDITS) credits)

Psychological Foundations (3 Credits) CULMINATING SERIES (9 CREDITS)* EDL 626 Assessment and Evaluation: EDL 689 Review of Educational Quantitative and Qualitative Leadership Literature (3 Analysis (3 credits) credits) EDL 690 Research Seminar (3 credits) Contemporary Education Problems (3 Credits) EDL 691 Thesis Seminar (3 credits) EDL 654 Leadership and Administrative *Note: Courses in the culminating series must Policy: Contemporary be taken in numerical order. Educational Problems (3 credits) or EDL 655 Distinguished Lectures in Certificate of Advanced Education (3 credits) Studies (CAS): Teaching (Sixth Year Degree) Curriculum Development (3 Credits) The Isabelle Farrington College of Education EDL 605 Advanced Curriculum offers a sixth year degree in advanced Development and Program teaching. For program information please Monitoring (3 credits) contact the Farrington College of Education.

School Administration (3 Credits) EDL 650 Educational Law and Finance (3 credits)

Supervision and Evaluation (6 Credits) EDL 635 Teacher Supervision, Evaluation, and Staff Development (3 credits)

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Connecticut Literacy teaching certificate and have taken a Specialist Program (CLSP) course in special education. The CLSP accommodates part-time candidates who are currently teaching in a school system. 102 AND 097 CERTIFICATION AND The program is available to certified teachers CERTIFICATE OF ADVANCED STUDIES with a Master’s degree and a minimum of 30 (CAS) IN LITERACY months classroom experience as a teacher. The CLSP provides professional education Candidates are eligible to apply for state to graduate candidates in the area of reading certification after the successful Reading and Language Arts. The overall completion of program requirements and goal of the program is to prepare candidates 30 months classroom teaching under a valid to lead educators and school districts teaching certificate. into the best practices of school reform available in the 21st century. They will Tier I: Remedial Reading and Remedial be knowledgeable proponents of action Language Arts Teacher Certification (102) research and change agents assisting schools The Remedial Reading Remedial Language in promoting community literacy as well as Arts Certification (102) requires 21 credits student performance. The CLSP prepares of study. Candidates may complete these graduates to promote literacy in a variety credits as part of a post-baccalaureate of positions within a school system. Their degree (MAT or CAS). To be recommended training will give them the skills to lead for certification, candidates must provide staff development, run intervention clinics, evidence of meeting 30 months of classroom chair appropriate departments, manage experience as a teacher. summer programs, write grants or provide all of these services in single school settings. Tier II: Reading and Language Arts Candidates will study reading and language Consultant (097) from a much broader perspective than that of a classroom teacher. Study will include The prerequisite for admittance into systemic evaluation and programming, the the 097 program is the (102) Remedial training and supervision of professionals Reading and Remedial Language Arts and paraprofessionals and the utilization of Certificate. Therefore, candidates applying community resources. Further, candidates for admittance into the program must have develop competence through a supervised a valid teaching certificate, 30 months of practicum on and off-campus, including a full-time teaching experience, and have university-based reading clinic. Graduates completed all program requirements as will be prepared to assume the leadership stipulated within the (102) plan of study. role in any school system seeking expertise in the area of Reading and Language Arts, to CAS IN LITERACY perform independent research or to pursue Candidates may complete their CAS (Sixth doctoral study. The CLSP accommodates year degree) in the Connecticut Literacy part-time candidates who are currently Specialist Program with the addition of one teaching in a school system. more course (three credits) beyond the 33 credits of requirements listed above. The CLSP program consists of Remedial Reading and Remedial Language Arts Program Requirements Certification (102), the Reading and Sequences I and II are program requirements Language Arts Consultant Certification for 102/Remedial Reading and Remedial (097), and the CAS in Literacy. The CLSP Language Arts Certification. is a 36-credit program that is developed in collaboration with an advisor. Candidates applying for the CLSP must have a valid

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Sequence I—Classroom Instruction (9 Candidates may then select to complete Credits) their Sixth year degree in the Connecticut EDR 505 Early Reading and Language Literacy Specialist Program with the addition Arts Success (PK-3)* of three more credits in literacy for a total of 36 credits in all. EDR 507 Developmental Reading and Language Arts (4–6)* Sequence IV - 3 Credits EDR 510 Content Area Reading EDR 518 Reading and Language Arts: Instruction (7–12)* Instruction and Assessment Sequence II - 12 Credits EDR 520 Methods of Teaching and Evaluating Writing Processes EDR 540 Advanced Diagnosis and Remediation I* EDR 525 Methods and Materials for English Language Learners EDR 545 Assessment and Evaluation: CT Model* EDR 552 Language Arts Practicum EDR 550 Clinical Experience I EDR 560 Children’s Literature (University Clinic) Pre- EDR 562 Middle School Literature requisite EDR 540* EDR 564 Young Adult Literature EDR 555 Clinical Experience II (Public EDR 565 Seminar in Poetry Education School) Pre-requisite EDR 550* EDR 570 Reading and Language Arts Research Seminar *Indicates course required for 102 EDR 580 Reading Interventions certification. EDR 620 Utilizing Technology in Reading Instruction Upon successful completion of the first seven courses, candidates apply for Remedial EDR 690 Teaching Fellowship Reading and Remedial Language Arts Certification. Course Descriptions Sequence III are program requirements for 097 Reading and Language Arts Consultant Note: Only those courses numbered 500 and Certification: Prerequisite: 102/Remedial higher apply to the MAT degree. Candidates Reading and Remedial Language Arts admitted as Sacred Heart University Certificate undergraduates to the Five Year program may apply methods courses (see * with Sequence III - 12 Credits course description) to the MAT degree. EDR 527 Organization, Administration and Supervision: Reading ED 413 Elementary Curriculum and Methods: Professional** Reading, Writing and Language Arts EDR 541 Advanced Diagnosis and 3 CH* remediation II** A study of methodology in the areas of EDR 691 Practicum in Consulting** reading instruction and language arts for elementary education candidates EDR 692 Applied Reading and consistent with the National Reading Panel’s Language Arts Research** recommendations for the inclusion of explicit instruction of phonemic awareness, phonics, **Indicates course required for 097 fluency, vocabulary and comprehension into Certification and is available to CLSP a research-based literacy framework for students only. beginning teachers. This course addresses

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ACEI standards for reading, writing, and oral develop subject-specific curricula language and prepares the candidate for the appropriate to secondary biology. A content- CT Foundations of Literacy Exam. area specialist supports candidates in biology. ED 428 Secondary Curriculum Relisted under ED 451-458 ED 452 Secondary Curriculum: Business 3 CH* Explores national and state curriculum Course is differentiated by subject-content standards for grades 7–12. Philosophical, area. Explores national and state curriculum psychological and practical implementation standards for grades 7–12. Philosophical, of business curriculum in the secondary psychological and practical implementation classroom is emphasized. Candidates of curriculum in the secondary classroom is develop subject-specific curricula emphasized. Candidates develop subject- appropriate to secondary business. A specific curricula appropriate to secondary content-area specialist supports candidates disciplines. in business.

ED 429 Secondary Methods in the Content ED 453 Secondary Curriculum: Chemistry Areas Relisted under ED 461-468 3 CH* 3 CH* Explores national and state curriculum Course is differentiated by subject-content standards for grades 7–12. Philosophical, area. Examines various methods of psychological and practical implementation instruction applicable to all academic areas. of chemistry curriculum in the secondary Candidates plan and teach micro lessons in classroom is emphasized. Candidates content areas, develop short- and long-range develop subject-specific curricula lesson plans and complete a subject specific appropriate to secondary chemistry. A portfolio for an extensive unit. Philosophical, content-area specialist supports candidates psychological and practical implications for in chemistry. instruction; process learning; and cooperative learning are discussed and practiced. ED 454 Secondary Curriculum: English ED 430 Elementary Curriculum and 3 CH* Methods: Social Studies and Health Explores national and state curriculum 3 CH* standards for grades 7–12. Philosophical, Examines the scope and sequence of the psychological and practical implementation curriculum, as well as content and methods of English curriculum in the secondary of instruction, in elementary grades. Special classroom is emphasized. Candidates attention is on lesson and unit planning and develop subject-specific curricula skill development in the subject areas. This appropriate to secondary English. A content- course addresses ACEI standards for social area specialist supports candidates in studies and health. English.

ED 451 Secondary Curriculum: Biology ED 455 Secondary Curriculum: General 3 CH* Science Explores national and state curriculum 3 CH* standards for grades 7–12. Philosophical, Explores national and state curriculum psychological and practical implementation standards for grades 7–12. Philosophical, of biology curriculum in the secondary psychological and practical implementation classroom is emphasized. Candidates of general science curriculum in the

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secondary classroom is emphasized. and science. Attention is given to lesson and Candidates develop subject-specific curricula unit planning/skill development utilizing appropriate to secondary general science. A application of current research in effective content-area specialist supports candidates mathematics and science instruction. in general science. Emphasis is on the student as a learner and the role of the teacher as facilitator of ED 456 Secondary Curriculum: Math math and science investigation. This course addresses ACEI standards for math and 3 CH* science. Explores national and state curriculum standards for grades 7–12. Philosophical, ED 461 Secondary Methods in Biology psychological and practical implementation of math curriculum in the secondary 3 CH* classroom is emphasized. Candidates Examines various methods of instruction develop subject-specific curricula applicable to all academic areas, with appropriate to secondary math. A content- emphasis on biology. Candidates plan and area specialist supports candidates in math. teach micro lessons in biology, develop short- and long-range lesson plans and ED 457 Secondary Curriculum: Social complete a subject specific portfolio for an Studies extensive unit. Philosophical, psychological and practical implications for instruction; 3 CH* process learning; and cooperative learning Explores national and state curriculum are discussed and practiced. A content-area standards for grades 7–12. Philosophical, specialist supports candidates in biology. psychological and practical implementation of social studies curriculum in the secondary ED 462 Secondary Methods in Business classroom is emphasized. Candidates develop subject-specific curricula 3 CH* appropriate to secondary social studies. A Examines various methods of instruction content-area specialist supports candidates applicable to all academic areas, with in social studies. emphasis on business. Candidates plan and teach micro lessons in business, develop ED 458 Secondary Curriculum: Spanish short- and long-range lesson plans and complete a subject specific portfolio for an 3 CH* extensive unit. Philosophical, psychological Explores national and state curriculum and practical implications for instruction; standards for grades 7–12. Philosophical, process learning; and cooperative learning psychological and practical implementation are discussed and practiced. A content-area of Spanish curriculum in the secondary specialist supports candidates in business. classroom is emphasized. Candidates develop subject-specific curricula ED 463 Secondary Methods in Chemistry appropriate to secondary Spanish. A content-area specialist supports candidates 3 CH* in Spanish. Examines various methods of instruction applicable to all academic areas, with ED 459 Elementary Curriculum and emphasis on chemistry. Candidates plan and Methods: Mathematics and Science teach micro lessons in chemistry, develop short- and long-range lesson plans and 3 CH* complete a subject specific portfolio for an Candidates learn the basic concepts, scope extensive unit. Philosophical, psychological and sequence of instruction and current and practical implications for instruction; methodology in elementary mathematics

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process learning; and cooperative learning ED 467 Secondary Methods in Social Studies are discussed and practiced. A content-area 3 CH* specialist supports candidates in chemistry. Examines various methods of instruction applicable to all academic areas, with ED 464 Secondary Methods in English emphasis on social studies. Candidates 3 CH* plan and teach micro lessons in social Examines various methods of instruction studies, develop short- and long-range applicable to all academic areas, with lesson plans and complete a subject specific emphasis on English. Candidates plan and portfolio for an extensive unit. Philosophical, teach micro lessons in English, develop psychological and practical implications for short- and long-range lesson plans and instruction; process learning; and cooperative complete a subject specific portfolio for an learning are discussed and practiced. A extensive unit. Philosophical, psychological content-area specialist supports candidates and practical implications for instruction; in social studies. process learning; and cooperative learning are discussed and practiced. A content-area ED 468 Secondary Methods in Spanish specialist supports candidates in English. 3 CH* Examines various methods of instruction ED 465 Secondary Methods in General applicable to all academic areas, with Science emphasis on Spanish. Candidates plan and 3 CH* teach micro lessons in Spanish, develop Examines various methods of instruction short- and long-range lesson plans and applicable to all academic areas, with complete a subject specific portfolio for an emphasis on general science. Candidates extensive unit. Philosophical, psychological plan and teach micro lessons in general and practical implications for instruction; science, develop short- and long-range process learning; and cooperative learning lesson plans and complete a subject specific are discussed and practiced. A content-area portfolio for an extensive unit. Philosophical, specialist supports candidates in Spanish. psychological and practical implications for instruction; process learning; and cooperative ED 471 Student Teaching Seminar: Biology learning are discussed and practiced. A 6 CH content-area specialist supports candidates in general science. Student teaching field experience in secondary biology in conjunction with a weekly student teaching seminar is the ED 466 Secondary Methods in Math culminating experience of the certification 3 CH* program. Application for student teaching Examines various methods of instruction placement must be made with the director applicable to all academic areas, with of student teaching in the semester before emphasis on math. Candidates plan and beginning student teaching placement. teach micro lessons in math, develop Student teaching is conducted in the Fall and short- and long-range lesson plans and Spring semesters only. (Student teaching complete a subject specific portfolio for an is 10 weeks for interns; 12 weeks for non- extensive unit. Philosophical, psychological interns. There is a lab fee attached.) Interns and practical implications for instruction; must register for the companion seminar process learning; and cooperative learning course. are discussed and practiced. A content-area specialist supports candidates in math.

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ED 472 Student Teaching Seminar: Business ED 475 Student Teaching Seminar: General 6 CH Science Student teaching field experience in 6 CH secondary business in conjunction with Student teaching field experience in a weekly student teaching seminar is the secondary general science in conjunction culminating experience of the certification with a weekly student teaching seminar is the program. Application for student teaching culminating experience of the certification placement must be made with the director program. Application for student teaching of student teaching in the semester before placement must be made with the director beginning student teaching placement. of student teaching in the semester before Student teaching is conducted in the Fall and beginning student teaching placement. Spring semesters only. (Student teaching Student teaching is conducted in the Fall and is 10 weeks for interns; 12 weeks for non- Spring semesters only. (Student teaching is interns. There is a lab fee attached.) Interns 10 weeks for interns; 12 weeks for non-interns. must register for the companion seminar There is a lab fee attached.) Interns must course register for the companion seminar course.

ED 473 Student Teaching Seminar: ED 476 Student Teaching Seminar: Math Chemistry 6 CH 6 CH Student teaching field experience in Student teaching field experience in secondary math in conjunction with a weekly secondary chemistry in conjunction with student teaching seminar is the culminating a weekly student teaching seminar is the experience of the certification program. culminating experience of the certification Application for student teaching placement program. Application for student teaching must be made with the director of student placement must be made with the director teaching in the semester before beginning of student teaching in the semester before student teaching placement. Student beginning student teaching placement. teaching is conducted in the Fall and Spring Student teaching is conducted in the Fall and semesters only. (Student teaching is 10 Spring semesters only. (Student teaching is weeks for interns; 12 weeks for non-interns. 10 weeks for interns; 12 weeks for non-interns. There is a lab fee attached.) Interns must There is a lab fee attached.) Interns must register for the companion seminar course. register for the companion seminar course. ED 477 Student Teaching Seminar: Social ED 474 Student Teaching Seminar: English Studies 6 CH 6 CH Student teaching field experience in Student teaching field experience in secondary English in conjunction with a secondary social studies in conjunction with weekly student teaching seminar is the a weekly student teaching seminar is the culminating experience of the certification culminating experience of the certification program. Application for student teaching program. Application for student teaching placement must be made with the director placement must be made with the director of student teaching in the semester before of student teaching in the semester before beginning student teaching placement. beginning student teaching placement. Student teaching is conducted in the Fall and Student teaching is conducted in the Fall and Spring semesters only. (Student teaching is Spring semesters only. (Student teaching is 10 weeks for interns; 12 weeks for non-interns. 10 weeks for interns; 12 weeks for non-interns. There is a lab fee attached.) Interns must There is a lab fee attached.) Interns must register for the companion seminar course. register for the companion seminar course.

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ED 478 Student Teaching Seminar: Spanish the usual tuition rate.) Interns must register 6 CH for the companion seminar course. Student teaching field experience in secondary Spanish in conjunction with a ED 492/493 and ED 496/497 Durational weekly student teaching seminar is the Shortage Permit Supervision and Seminar culminating experience of the certification Semester 1 ED 492 or 496 program. Application for student teaching 2 CH placement must be made with the director Semester 2 ED 493 or 497 of student teaching in the semester before beginning student teaching placement. 6 CH Student teaching is conducted in the Fall and Prerequisites: Completion of at least 24 Spring semesters only. (Student teaching certification credits (including secondary is 10 weeks for interns; 12 weeks for non- methods courses as applicable) by the interns. There is a lab fee attached.) Interns semester when DSAP teaching begins; 6 must register for the companion seminar additional credits to be completed as per course. signed course status agreement; admission to the DSAP program signed by Sacred ED 491 Student Teaching Seminar: Heart’s certification officer. DSAP candidates Elementary School enroll in ED 492/493 (Elementary) or ED 6 CH 496/497 (Secondary). Student teaching field experience in The two-semester seminar provides on-site conjunction with a weekly student teaching supervision to individuals who are working seminar class is the culminating experience as school professionals under a DSAP issued of the certification program. Application for through the Connecticut State Department student teaching placement must be made of Education. Candidates are supervised by a with the director of student teaching in the University supervisor at least six times during semester before beginning student teaching the academic year. They will attend the placement. Student teaching is conducted in August Student Teacher Orientation program the Fall and Spring semesters only. (Student and a Student Teacher Seminar in the teaching is 10 weeks for interns; 12 weeks for second semester. Candidates demonstrate noninterns. There is a lab fee in addition to evidence of their professional competencies the usual tuition rate.) Interns must register based on the CCCT standards in a DSAP for the companion seminar course ED 567. notebook. Course guidelines, materials and expectations are aligned with those of the ED 495 Student Teaching Seminar: student teaching program. Secondary School Relisted under ED 471- 478 ED 501 Role of the Teacher 6 CH 3 CH Student teaching field experience in An educational foundations course, this conjunction with a weekly student teaching course is designed to address the needs, seminar class is the culminating experience problems and tasks that confront teachers. of the certification program. Application for Participants become able to understand their student teaching placement must be made unique and changing roles as teachers and as with the director of student teaching in the human beings. semester before beginning student teaching ED 505 (See EDR 564) placement. Student teaching is conducted in the Fall and Spring semesters only. (Student ED 510 (See EDR 510) teaching is 10 weeks for interns; 12 weeks for ED 513 (See EDR 505) noninterns. There is a lab fee in addition to ED 515 (See EDR 560)

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ED 517 Learning Stations in the Elementary ED 527 Distance Learning: Methods of Classroom Instructional Design 3 CH 3 CH Teachers are given practical ideas for the use Participants develop online lessons for use of learning stations in the classroom. The in professional development training and course offers experience in designing and P–12 classroom instruction. Methods of constructing learning stations, record keeping instructional design for online settings target and using stations for all curriculum areas. the creation and selection of multimedia such as digital lectures, instructional videos, ED 518 (See EDR 518) and simulations. Key skills for effective online instruction are explored including learner engagement, discussion management, ED 522 Integration of the Arts in the collaboration, and community building. Classroom (Online Learning) 3 CH The arts are critical to education and ED 545 Principles and Practices in Bilingual learning. Through the arts, academic skills Education are enhanced, and creativity and persistence 3 CH are developed. This course balances the study of leading theories of arts education This course meets requirements for bilingual with experiential learning. Candidates certification. actively engage in a broad spectrum of integrated arts to enhance creativity and ED 552 Education in the United States artistic confidence. 3 CH Discusses current issues in education, ED 523 Multicultural Education explores their historical and philosophical 3 CH roots and critically examines possibilities for This course is designed to foster the future of education. understanding of ethnicities through literature and storytelling. Candidates attain ED 553 Educational Psychology problem-solving and listening skills necessary 3 CH for attitudinal changes for appreciation of diversity. Group process activities are Considers the application of psychological presented to help students understand biases principles to educational theory and practice. and stereotypical assumptions, and how these Candidates explore the many ways of affect decisions in the classroom. Portions thinking about knowledge, teaching and of this course are experiential. There is a 10- learning. Major theories of learning and hour field experience requirement in which development are introduced, and consistent candidates interact with persons of different themes and concepts are identified. cultural, linguistic, religious, socioeconomic, and ethnic backgrounds. ED 557 Human-Computer Interaction for Educators ED 526 (See EDL 626) 3 CH This project-based seminar course introduces game theory and investigates the ways that individuals learn from interactive computer environments. The use of digital games in educational contexts is explored. Participants use Web 2.0 technologies, portable

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applications, and Game Maker® software to behaviors and investigate issues concerning design entry-level games that are aligned minority and disabled gifted populations. with the P-12 curriculum. No prior computer programming or art skills are required. ED 569 Education of Special-Needs (Online Learning) Students 3 CH ED 562 Computer Art and Desktop Focuses on the identification of exceptional Publishing students as well as methods of meeting their 3 CH educational needs in regular and special Introduces the methods for using Photoshop® classroom settings. Issues surrounding along with portable applications for inclusion are considered, as well as creating, editing, and integrating computer inclusive practices, models and strategies. graphics and/or digital images into the P-12 Exceptionalities studied include all areas curriculum. Personal marketing materials defined by Public Law 94-142 and Public Law are also developed through the use of Web 101-476. 2.0 technologies. No prior art experience is required. (Online Learning) ED 571 Storytelling 3 CH ED 565 Classroom Management: Elementary This course is designed to give participants 3 CH the opportunity to understand the power Presents teaching strategies for discipline and importance of story as an educational and management in the classroom. tool. Candidates encounter a wide variety of Candidates learn practical approaches for stories from many different cultures, learn the establishment of routines and codes to identify resources for finding stories, of conduct. Group dynamics; assertive develop skills in telling stories with ease discipline; conflict resolution; and the legal and enthusiasm, and learn to evaluate the rights of teachers, parents and students in qualities that make stories age-appropriate Connecticut are examined. (Blended) for various grade levels. Participants are encouraged to develop their own personal ED 566 Classroom Management: Secondary style of storytelling through class exercises and listening to professional storytellers in 3 CH person and on tape. Candidates also explore Presents teaching strategies for discipline ways to integrate storytelling into many and management in the classroom. areas of curriculum and to aid children in Candidates learn practical approaches for developing their own storytelling ability. the establishment of routines and codes of conduct. Group dynamics; assertive ED 573 Professional Development: Phase I discipline; conflict resolution; and the legal rights of teachers, parents and students in 3 CH Connecticut are examined. (Blended) Candidates will create a field based Professional Development Plan, in which ED 568 Education of the Gifted they interview a district’s supervisor or other professional responsible for faculty 3 CH development at the school level. They will Examines the identification, educational and participate in analyzing school performance programming issues as well as the social data; reviewing the literature for establishing and emotional needs of gifted students. a research based intervention that will Emphasis is on current successful models address a specific need. The candidate will of educating gifted students. Candidates construct a professional development plan explore the changing conceptions of gifted

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that is connected to improving both teaching with the methods for using technology and learning at the school level. to collect and analyze student data are introduced. A 3 hour field experience in a Schools are at various levels in the staff diverse P-12 educational setting is required. development process. The process may A PC with Microsoft Office® and Internet include the development of school or grade access is recommended. (Blended or Online level data teams. Candidates will create an Learning) action plan and present it to the instructor utilizing a power point presentation. After ED 588 Curriculum for the Talented and receiving department and school approval of Gifted the Professional Development Plan student will move into the Phase II implementation 3 CH process. This phase will require an additional Comprehensive curriculum for gifted learners semester of work. includes planning, adaptation, process and integration. The facilitation of creative ED 574 Professional Development: Phase II behavior is explored both experientially and theoretically. 3 CH

Candidates will implement the Professional ED 590 Master’s Project/Thesis Seminar Development Plan that was designed in the prerequisite course ED 573 through three 3 CH phases: pre implementation, implementation, Designed for candidates who need to and post implementation. Candidates will complete the culminating requirement for coordinate and arrange for professionals, the Master of Arts in Teaching. Candidates paraprofessionals, or community members conduct research on a specialized topic and to participate in their event. They will then design a project based on this research. reflect on performance based on feedback from the audience, instructor, and self- ED 592 Advanced PC Applications in reflection. Reflection will be based on Education: P–12 instructional design, instructional delivery, 3 CH assessment, and integration of technology. This graduate course provides participants with an in-depth study of the technological ED 575 Creative Drama in the Classroom resources currently available for use in 3 CH educational environments. Participants Explores drama as an art form in the create inquiry-based learning activities for classroom as well as drama’s contribution the classroom. A three-hour field experience to other subject areas, especially reading is required in this course. (Blended Learning) and the language arts. Philosophy, rationale, objectives and values of child drama ED 597 Ideal School Project are examined. Participants learn both 3 CH experientially and through class readings and discussions. The Ideal School Project is offered to students as an option for completing the culminating requirement for the Master’s ED 578 Educational Technology degree (MAT). The purpose of the course is 3 CH to provide venues for student to synthesize This graduate course emphasizes the the content of the MAT program. Students integration of technological resources into will examine and critique theories, practices, primary and secondary classroom settings and current issues related to effective design for the purpose of fostering student learning, of the American school system and teaching creativity, and innovation. Legal issues along practices therein. Students will read selected

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books, journal articles, and research. Based handling difficult people; and (3) provide on the readings, students will discuss, debate practical experience in the preparation and and analyze topics in depth, leading to the delivery of oral presentations. Readings, design of an ideal school. These activities discussions, projects and assignments will help students to prepare for a final will provide practical ideas for classroom examination in which student will be asked application and professional development. to incorporate what they have learned in other coursework as well as in this course. Legal Issues for Educators This course is designed to help participants ED 599 Educaton Seminar: Special Topics become aware of legal issues that affect 3 CH schools, districts and individuals within a school setting. Most teachers are unaware of This course is designed to satisfy the the legal precedents that drive school related MAT seminar requirement. Content of the decisions, and of the legal burdens implicit seminar and its subtitle will vary. Recent and in educating and supervising students. We continuing topics appear below will examine the legal standards to which teachers are held, and explore areas where Emerging Technologies: teachers often unwittingly fall short of those This graduate course provides participants standards. Participants will learn skills for with opportunities to collaborate and reflect avoiding problem areas, thereby saving on the ways mobile technologies such as themselves, their students, and their schools iPhones®, iPads®, and iPod Touches® can legal problems, money, and heartache. We be used to enhance teaching and learning. will also undertake a review of historical Participants will explore these technologies and current civil rights and constitutional through hands-on activities and the issues, as well as current cases concerning assessment of apps. Instructional materials educating students with special needs. are also created. (Blended Learning) Coaching and Facilitating Student Learning Learning to Learn Candidates will gain an understanding The seminar will examine the latest of coaching, facilitation, and learning information on learning theories and how theories to enhance their own professional they may be applied to teaching and development and to impact student learning. learning. Through a series of readings, class Candidates will learn and demonstrate the discussions and video footage participants use of coaching and motivation strategies will be engaged in an in depth study of the as important components of designing and following topics: the many facets of learning, implementing learning experiences for all cognitive development including information students. regarding brain structure and function, inquiry centered learning, conceptual Public Education as Social Change Agent thinking and mapping; multiple intelligences Many question society’s standards, and some and the appropriate uses of various kinds claim that schools must play an important of formative and summative assessment role in improving the moral climate. models. Students in this seminar address the critical issues facing our country and answer the Interpersonal Skills for Teachers following questions: What kind of society This interactive and participatory seminar do I want to help create? How can schools will: (1) help participants to understand and and my discipline contribute to my vision of appreciate their different communications society? Students will also evaluate various styles; (2) assist participants to develop approaches to values education. techniques for dealing with conflicts and

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Positive Psychology for the Classroom or principles underlying today’s environmental Workplace issues. Air, water and land pollution are This class incorporates the theoretical discussed. practice of Positive Psychology the study of “what is right in life” and challenges ED 627 Societal Issues in Adolescence the candidate to bring their professional 3 CH dispositions to the forefront to understand Focuses on the current school and their own personal strengths and to learn community responses to problems such as methods of how to tap into students substance abuse, AIDS, gender issues, etc. and/or employee strengths to maximize Through classroom presentations, speakers performance and motivation. and audiovisual materials, candidates gain practical insight and understanding of ED 600 Characteristics of Effective Schools contemporary issues in adolescent life. 3 CH Examines the characteristics of effective ED 642 Special Projects in Education schools and studies the implications that Technology effective school practices have on improving 3 CH learning, teaching and leadership. Research Prerequisites: Completion of any two findings, selected readings and experts in the advanced level Sacred Heart University field who make presentations all contribute Education Technology courses in addition to to exciting class discussions and stimulating prior instructor permission. weekly sessions. This research course provides advanced practical experience in the implementation ED 603 Seminar in Education and evaluation of computer technology 3 CH as it relates to administration, curriculum, This seminar includes a discussion of the and instruction. A field experience enables writing of eminent scholars in the field participants to conduct action research in a of education. Candidates analyze their diverse P-12 classroom setting. Methods for thoughts to see if they are addressing the data collection and analysis are introduced. real problems of the real classroom. Selected Prerequisites: Completion of any two professionals are invited to speak. advanced-level SHU EdTech courses in addition to prior instructor permission. ED 609 Multiple Intelligences: Classroom (Online Learning) Application of Current Research 3 CH ED 657 Reflective Practitioner: Elementary Assists K–12 teachers in recognizing and 3 CH nurturing the multiple intelligences of their This Seminar fulfills the culminating activity students. Teachers develop strategies to in the MAT program. Directed to candidates incorporate the recognition and application who will teach at the elementary school of multiple intelligences into their classroom level, this course addresses the application practice. of effective teaching techniques through a synthesis of the knowledge and skills ED 623 Environmental Science for acquired throughout the MAT program. Elementary Teachers Seminar components focus on creating an engaging classroom environment, 3 CH planning, and instructing for active learning, Designed for elementary school teachers, assessing and demonstrating professional this course introduces the basic scientific responsibility. Candidates will explore

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concepts coordinated with the Connecticut ED 663 Instructional Software and State Department of Education’s Teacher Instruments in Education Education and Mentoring program (TEAM). 3 CH Provides an overview of educational ED 658 Reflective Practitioner: Secondary software for use in P-12 education. Methods 3 CH for aligning developmentally appropriate This Seminar fulfills the culminating activity software with P-12 content standards are in the MAT program. Directed to candidates emphasized. Legal issues relating to software who teach at the secondary level, this licensing are discussed. Assistive technology course addresses the application of effective software for students with special needs is teaching techniques through a synthesis introduced. (Online Learning) of the knowledge and skills acquired throughout the MAT program. Seminar ED 686 Robotics components focus on creating an engaging 3 CH classroom environment, planning and instructing for active learning, assessing and This seminar course introduces methods demonstrating professional responsibility. for integrating robotics technologies into Candidates will explore concepts coordinated P-12 classroom settings. In collaborative with the Connecticut State Department groups, participants build and program an of Education’s Teacher Education and educational robot. Instructional materials and Mentoring program (TEAM). student assessments that connect robotics to content standards across the curriculum are developed. No prior computer programming ED 661 Multimedia Design and Programming experience is required. (Blended Learning) for Educators

3 CH ED 687 Matter and Energy in Ecosystems for This course provides an overview of current Elementary School Teachers best practices for using the Scratch® 3 CH programming environment to create 21st century learning activities for a diverse Candidates increase content knowledge of elementary and secondary student geological and biological evolution and how population. A variety of instructional it has effected energy flow through diverse materials such as lessons, assessments, ecosystems. They become proficient in interactive stories, animations, games, music, appropriate technologies necessary for the and art are developed. No prior computer gathering, analyzing, and communicating programming experience is required. (Online data and develop three lessons using an Learning) inquiry-based learning model and applying the newly acquired content knowledge and technological skills. ED 663 Instructional Software and Instruments in Education ED 689 WWW: Curriculum and Instruction 3 CH P–12 Provides an overview of educational 3 CH software for use in P-12 education. Methods for aligning developmentally appropriate Examines the role of teacher-created software with P-12 content standards are websites in elementary and secondary emphasized. Legal issues relating to software school settings. Participants use Google licensing are discussed. Assistive technology Sites® to develop an educational website software for students with special needs is that can be used for content delivery, introduced. (Online Learning) student assessment, and home-school communication. Principles of website design

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and management are introduced. No prior EDL 635 Teacher Supervision, Evaluation computer programming experience is and Staff Development required. (Online Learning) 3 CH Provides an opportunity for prospective EDUCATIONAL ADMINISTRATION school administrators to develop and PROGRAMS: 092 INTERMEDIATE practice the skills essential to the ADMINISTRATIVE CERTIFICATION 6TH improvement of teaching through effective YEAR DEGREE IN ADMINISTRATION– evaluation and supervisory practices. The CERTIFICATE OF ADVANCED STUDY (CAS) connection between supervision, evaluation and staff development is made explicit. The EDL 605 Advanced Curriculum and Program CT law on teacher evaluation is studied, and Monitoring instruments such as the CT Competency 3 CH Instrument and TEAM portfolios are critically Engages prospective administrators in the analyzed and discussed. investigation of what really matters in a school, the application of concepts and EDL 650 Educational Law and Finance principles for sound curriculum design, and 3 CH the examination of how a focus on standards and learning for understanding deepens Provides an overview of the origin and curriculum and assessment work. The course legal status of public and private schools involves reading, thought, and discussion on and the legal rights and responsibilities of educational research, and study of concrete administrators, parents, students, school curricular, instructional, and assessment board members and teachers. Attention is practices. Operating principles obtained from given, through the case study approach, to different sources and created by instructor those contemporary legal issues that concern and students will guide the learning in and the operations and management of schools. from the course. EDL 654 Leadership: Contemporary Educational Problems EDL 626 Assessment & Evaluation of Learning: Qualitative and Quantitative 3 CH Analysis Provides an opportunity for prospective 3 CH administrators to examine leadership styles Focuses on the use and interpretation as they relate to effective school practices. of educational assessment data, and Administrative Leadership theories are the translation of those data into school investigated, discussed, and applied within improvement plans. Current trends and a case- study format . Students analyze issues, the examination of multiple methods schools as evolving social systems and, of assessment as well as methods of data from a policy perspective, apply different systems and data analysis are examined. decision-making models in responding to Statistical methods of for analyzing and solutions of authentic educational problems. tracking student assessment data, including trend analysis, are utilized. A working EDL 655 Distinguished Lectures In knowledge of the basic Microsoft office Education suite Word, Excel, and PowerPoint are very 3 CH beneficial to one’s successful participation, Students have the opportunity to hear is needed. lectures delivered by distinguished guest lecturers each of whom has particular expertise in an area of school administration. Lecture topics include: the Urban

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Principalship, Restructuring Schools, Data EDL 695 Technology and Information Analysis for Continuous School Improvement, Management for Administration Teacher Fair Dismissal, Technology 3 CH and Vision Building, etc. Readings and assignments, are frequently presented in Prerequisite: Working knowledge of case- study format., are presented by each Microsoft PowerPoint, Excel, and Word. lecturer. This course is designed for students to investigate, examine, synthesize and present EDL 689 Review of Educational Leadership their findings regarding the three major Literature applications of computer technology in P–12 school districts. The application areas are: 3 CH administrative, curriculum and instruction, EDL 689 is designed to provide candidates and applied educational research. Individual with the knowledge and skills required to and team assignments and group discussions conduct a systematic review of educational provide a platform for developing and literature. Candidates will be taught how constructing understanding of these to perform each step of the review process applications of computer technology. and will then apply it to a topic of their choosing. Finally, candidates will gain a basic EDL 696 Administrative Certification conceptual foundation to research philosophy, Program: Internship Part I terminology, methods, and practices. 3 CH

EDL 690 Educational Research Seminar) 120 internship hours. 3 CH The Administrative Internship requirement prepares future administrators with the Prerequisite: EDL 689 opportunity to relate theory and practice in This course is designed to increase administration. Under the direct supervision student awareness and use of educational of a practicing administrative mentor, the research techniques, specifically toward program is coordinated and supervised by the improvement of teaching and learning. a Sacred Heart University supervisor. This Students read and critique qualitative and requirement is an essential component of quantitative educational literature. Multiple the sixth year 092 program. The internship is methods of research designs are examined normally arranged after teh a candidate has and statistical techniques are introduced. completed 18 6 credits of the program. EDL Students identify an authentic school-related 6968 is prerequisite to EDL 697 problem and develop their own action research proposals that will be implemented EDL 697 Administrative Internship Part II during EDL 691. 3 CH

EDL 691 Thesis Seminar 120 internship hours. 3 CH The administrative internship requirement prepares future administrators by providing Prerequisite: EDL 690 an opportunity to relate theory and A formal seminar is utilized to offer practice in administration. Under the direct direction and advice to those students in supervision of a practicing administrator the implementation phase of their action mentor, the program is coordinated and research study. Students then collect and supervised by a Sacred Heart University analyze the resulting data, draw conclusions supervisor. This course is an essential and complete their final thesis. EDL 690 and component of the Sixth Year program. 691are considered the culmination of the EDL 697 arranged after a candidate has Certificate of Advanced Studies program. completed EDL 696.

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EDL 698 (50+ hours) an emphasis on structural analysis, 3 CH comprehension, fluency, and comprehension, and the integration of writing. Examines Administrative Practicum current issues and trends in literacy and 250 hours. reading instruction. Prerequisite: successful completion of two EDL courses in the 092 certification program. EDR 510 Content Area Reading Instruction Students must undertake a practicum for (Grades 7-12) fulfillment of the terminal requirement. 3 CH* Students submit a proposal for a district/ Study will focuses on evidence-based school-based project that addresses an methods of teaching reading and writing identified need and propose and implements at the middle and secondary levels that will a school improvement plan. Further details assist teachers in broadening their repertoire will be available through the student’s of strategies to increase student reading practicum advisor. and writing achievement. Additionally, the course provides the participant with CERTIFICATE OF ADVANCED STUDIES techniques for differentiating instruction (CAS): LITERACY (SIXTH YEAR DEGREE), for diverse learners in implementing a CONNECTICUT LITERACY SPECIALIST delivery system in the classroom that PROGRAM (CLSP) 102 CERTIFICATION, includes direct and explicit instruction and AND READING AND LANGUAGE ARTS assessment of comprehension, of fluency, CONSULTANT (097) CERTIFICATION vocabulary, and word study skills through * Courses are required for certification. best practices. teacher-modeling and ^ Courses are restricted to CLSP candidates. scaffolding of strategies, and considers the needs of the diverse learner through differentiating instruction at all grade levels. EDR 505 Early Reading and Language Arts Course participants design an integrated Success (PK-3) and student-centered unit that combines 3 CH* evidence-based reading research, extensive Prerequisite: ED 413 reading and writing across disciplines This course examines the fundamentals through standards-based lessons, and of a comprehensive literacy program for technology, with a deep understanding of the diverse learner in today’s classroom, a content-specific body of knowledge and focusing on foundations of reading and the motivating assessments. integration of writing. phonemic awareness, phonics, fluency, vocabulary, comprehension, EDR 518 Reading and Language Arts: and the integration of writing. Historical Instruction and Assessment trends provide context for exploration of the 3 CH grand learning theories that have generated Examines research-based classroom evidence-based instructional strategies for elementary literacy instruction that meets teaching reading. the needs of diverse learners. Emphasis is on the components of reading instruction, EDR 507 Developmental Reading and inclusive of phonemic awareness, phonics, Language Arts (Grades 4-6) fluency, vocabulary and comprehension, 3 CH* contextualized within best practices for Prerequisite: ED 413 explicit and data-based small group instruction. (Available on Griswold campus This course focuses on models, methods, only.) materials, and best practices in teaching reading in the middle grades, with

178 Isabelle Farrington College of Education SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

EDR 520 Methods of Teaching and EDR 538 Process Writing Evaluating the Writing Process 3 CH 3 CH Candidates study the methods of teaching Examines the best practices of teaching writing as a process from beginning stages at different levels: the emergent writer of written expression to more complex preschool— grade 3, the transitional writer development. The writing process is explored expository and narrative instruction, and in depth and instructional strategies are the fluent—advanced writer. Instructional examined. differences in motivation, evaluation and state and national standards are examined. EDR 540 Advanced Diagnosis and Remediation EDR 525 Methods and Materials for Teaching 3 CH * ^ Second Language Learners Prerequisite: CLSP Candidate and have 3 CH completed EDR 505, EDR 507, and EDR 510 Study of language acquisition of students This course, designed for candidates who are who are English-language learners whose pursuing reading certification, explores the dominant language is one other than English. selection, administration, and interpretation Examination of what research indicates as of a variety of criterion and norm-referenced necessary educational support to acquire assessments that effectively utilize screening, English literacy. Students develop and progress monitoring, diagnostic, and support personal philosophies after studying outcome measures and the integration of models. technology to evaluate student reading performance. EDR 527 Organization, Administration and Supervision: Reading Professional EDR 541 Advanced Diagnosis and 3 CH * ^ Remediation II Prerequisite: CLSP Candidate and have 3CH * ^ completed EDR 540, EDR 545, EDR 550, and Prerequisite: CLSP Candidate and have EDR 555 completed EDR 540, EDR 545, EDR 550, and This course focuses on the application EDR 555 of theory, research, and best practices This is the second of two courses that related to effective literacy instruction in builds on the candidate’s understanding the field. Candidates refine the knowledge of the administration and interpretation and skills acquired from previous CLSP of assessment data from multiple sources courses by practicing the skills of including screening, diagnostic, progress collaboration, coaching teachers in effective monitoring, and summative instruments literacy instructional practices, designing using traditional and online resources. In professional development, and providing taking this course, there is an assumption leadership for school-wide change. Reading that candidates are already familiar with candidates will design and conduct a formal test administration, scoring and analysis of presentation for other literacy professionals, a variety norm referenced and criterion- graduate students, and local teachers and referenced assessments. They acquire administrators. expertise in using best practices to interpret trends in analyzing individual, group, and classroom achievement and progress and in developing appropriate response measures for diverse populations. They develop skills in collaborating with other teachers,

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administrators, and resource personnel while participating in shared self-reflection through inquiry-based formats including with their peers and SHU faculty. Following study groups, protocols for examining tutoring sessions, teacher candidates student data and performance-based participate in collaborative problem-solving assessment. and shared self-reflection to discuss their practice. EDR 545 Assessment and Evaluation: CT Model EDR 555 Clinical Experience II 3 CH * ^ (School Clinic) Prerequisite: CLSP candidate 3 CH* ^ Focuses on teacher interpretation of Prerequisite: Completion of EDR 550 psycho-educational assessment data, and Prerequisites: EDR 505, EDR 507, EDR 510 the translation of those data into remedial and EDR 540. instructional plans. Current tests, as well Students will be assigned to work with small as methods of data analysis are examined groups of children in remedial education and discussed. Stressed are the Connecticut programs throughout the area. After school Framework for instruction and evaluation enrichment programs, literacy volunteers, and the National Assessment of Educational mandatory summer programs and any Progress. approved initiatives sponsored by the public sector to promote literacy. Each student will EDR 550 Clinic I be mentored and supervised by appropriate 3 CH* ^ personnel. Prerequisite: completion of EDR 540 EDR 560 Children’s Literature (Formerly Candidates assess struggling readers with ED 515) a variety of reliable and valid instruments, 3 CH use data-based instruction in developing intervention plans to address the diverse Examines a variety of genres of children’s needs of each child, and have opportunities literature to cultivate student interest to develop their skills as reading in books and to develop methods for professionals in working with colleagues and incorporating literature into classroom communicating with parents. experiences. Criteria for selecting children’s books are included. Multicultural literature EDR 552 Language Arts Practicum and the dramatic arts are emphasized. 3 CH EDR 562 Middle School Literature Prerequisite: ED 413 3 CH Clinical Practicum is an elective course Examination of early chapter books from the that affords initial certification and MAT works of local authors such as Patricia Reilly candidates the opportunity to tutor a Giff to the Harry Potter phenomena with a struggling reader under the supervision focus on the American Library Association of SHU faculty or certified personnel. awards and links. Motivating students and Candidates learn how to administer a variety the development of lifetime reading habits is of informal literacy assessments, design an the major focus of this course. intervention plan that meets the diverse needs of each student, and are guided in the development of a professional case study report. Candidates acquire first- hand experience in learning how to design instructional routines for diverse populations

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EDR 564 Young Adult Literature (Formerly this course begins with an emphasis on ED 505) current legislation, and moves into a model 3 CH for the implementation of best practices. Young-adult literature is studied from the perspective of the developmental EDR 620 Utilizing Technology in Reading psychology of adolescents. Traditional and Instruction (Formerly ED 686) classic literature is presented, as well as 3 CH contemporary authors and popular fiction. Examination of the processes, programs Techniques, motivational strategies and and accomplishments of technology in procedures that result in the development the classroom. Special focus on computer of lifetime reading habits are explored. generated reading instruction and record Participation in the publishing of book keeping. reviews through the SHU web site and the utilization of technology within classrooms is EDR 690 Practicum: Teaching Fellowship - paramount. Staff Development 3 CH ^ EDR 565 Seminar in Poetry Candidates in the Certificate for Advanced 3 CH Studies undertake the teaching practicum This class will study the art of teaching for fulfillment of this requirement. Effective poetry from a developmental perspective teaching, like any other skill, requires practice and examine a variety of strategies to help and the guidance of skilled faculty members. teachers appreciate and understand poetry. The teaching practicum provides experienced Teachers will study poetry as it relates to the teachers the benefit of instructional expertise students they teach, as well as how it relates and mentoring of faculty within his/her to their own lives. Different poetic forms and own discipline. The practicum also gives teaching methodologies will be explored, the literacy professional the opportunity to and participants will take part in a variety experiment in working with colleagues to of real-life experiences in order to enhance help gain expertise in different aspects of their own understanding and ability to teach literacy. The teaching practicum is not an poetry. independent teaching experience; it is one that provides feedback and supervision by EDR 570 Reading and Language Arts a faculty member who oversees a guided Research Seminar teaching/learning experience. The practicum 3 CH is completed in a faculty member’s course where the faculty member remains the This course will provide Education Specialists primary instructor for the course. In each with advanced research skills in navigating case, evidence is provided to document in- appropriate databases, web sites and journals. class instruction and a range of supervisory There are numerous publishers who excel in and reflective experiences. distributing the best products for Reading Educators. The information explosion, both electronic and paper, requires special skills for EDR 691 Practicum in Consulting optimal system access. 3 CH * ^ Prerequisite: CLSP Candidate and have EDR 580 Reading Interventions completed EDR 540, EDR 545, EDR 550, and 3 CH EDR 555 Designed to reflect the most current reading Candidates in the Advanced Studies program research in meeting the diverse needs of participate in a 12 hour field experience, in students who require intensive intervention, which they interview the district’s Reading

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Supervisor and school-based Literacy Coach, EDU 503 Linguistics and Second Language participate in analyzing district and selected Acquisition school student performance data, review 3 CH the literature for establishing a research- based program that will address the district An inquiry into the processes by which and selected school identified need(s). second language is acquired: from infancy The candidate constructs a professional as the child of bilingual parents, or later development plan that is connected to through formal instruction, immersion in a improving both teaching and learning at new culture, or in particular work or social the school or district level. The plan will be situations. As part of this class, students presented to and critiqued by the professor complete practicum hours in which they and colleagues. observe and assist with the teaching of adult ESL students. EDR 692 Applied Reading and Language Arts Research EDU 504 Adult TESOL Curriculum Design – offered online. 3 CH * ^ 3 CH Prerequisite: CLSP Candidate and have completed EDR 691 This course enables students to design effective curriculum for diverse Adult ESL The prospective Reading and Language Arts learners. The course integrates knowledge Consultant has the opportunity to implement from many areas in the field of Applied the proposal for staff development that Linguistics such as language acquisition was designed and approved in EDR 690. research, teaching methods, assessment, Candidate will practice leadership skills language description and materials as he/she conducts literacy-based staff production. It combines sound research and development within the school or district theory with practice. The course includes for which the proposal was designed. The case studies and opportunity for the contexts include power point presentation(s), student to develop and apply an integrated classroom modeling lesson(s), and curriculum framework. introduction of a variety of instructional materials, resources and text, as well as one at least one or more of the following: EDU 505 TESOL Assessment and Evaluation coaching, mentoring, study groups, parent 3 CH workshop, data team or literacy team Candidates learn how to evaluate students’ facilitation, and/or leading seminar or levels and needs, including methods of presentation for staff from selected site(s). assessing the needs of organizations and businesses proposing to offer ESL classes ADULT TESOL COURSES for members or employees. Teachers will learn how to evaluate adult ESL students’ EDU 502 Adult TESOL Methodologies and progress using a variety of evaluation Materials methods including formative, summative and 3 CH portfolio assessments. Candidates will learn to evaluate ESL programs as a whole. This course reviews successful Adult ESL teaching methods. Students will EDU 507 Advanced TESOL Clinical prepare a portfolio of lessons and perform Experience observations and practice teaching based on their portfolios. Students will learn how to 3 CH teach grammar, reading, vocabulary, listening Students implement what they have learned skills, business and academic writing and during ten hours of team student teaching pronunciation. at the English Language Institute at Sacred

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Heart University or at another approved education initiative. In addition, SRBI is Adult TESOL program. Throughout the designed to ensure rigorous and intentional term, students attend four whole-class progress monitoring for all students, not meetings with the instructor. In addition, the just for those at risk of learning difficulties. instructor provides each student with written Candidates will continue to expand their feedback based on observations of student knowledge of SRBI while learning more teaching. Satisfies culminating requirement about the implementation, instruction for the MAT for persons with Adult TESOL and assessment in their own districts and concentration. buildings.

CERTIFICATE OF ADVANCED STUDIES EDU 611 Fluency and Understanding: (CAS): TEACHING (SIXTH YEAR DEGREE) Numbers Ops. 3 CH EDU 601 Dimensions of Intelligence This course centers on the Developing 3 CH Mathematical Ideas (DMI) number and The course describes the roles, functions, operations curriculum. Teachers will think processes, and physical makeup of the brain through the major ideas of number in K-6 and how it can be influenced for optimal mathematics, how those ideas build upon learning. The major structures and functions each other, and examine how children of the brain will be identified and their role in develop those ideas. In addition to case development of academic and meta skills will discussions, the curriculum provides be discussed. The course will also provide opportunities for teachers to explore the students with an awareness of the latest mathematics in the lessons and to deepen research on short and long term memory their understanding of the structure of the and identify factors that influence students’ number system, of computation within the ability to remember, understand higher number system, and of properties that form level thinking and effective problem solving. the foundation for algebra. Attention is given The course will describe how multiple to interpreting and assessing students’ work intelligences and learning styles can affect and learning. curriculum development and learning. The course will also focus on cognitive and social EDU 612 Mathematical Thinking and skills necessary to be successful in the 21st Problem Solving Century. 3 CH Effective mathematics teaching requires EDU 603 Scientific Research-Based understanding what students know and need Intervention to learn and then challenging and supporting 3 CH them to learn it well. To be effective, teachers Scientific Research Based Interventions must know and understand deeply the (SRBI) is the practice of providing scientific, mathematics they are teaching and be able research-based instruction and intervention to draw on that knowledge with flexibility matched to student’s needs, with important in their daily teaching. This course builds educational decisions based on students’ on the candidate’s understanding of how levels of performance and learning rates young children learn mathematics and over time. SRBI has emerged as a promising examines deeply the Problem Solving and framework for meeting the challenges of Communications Standards as outlined today’s classroom. While SRBI has emerged by the NCTM. Supporting mathematical from special education legislation, the thinking through problem solving is essential model’s focus on early classroom-based to the effective teaching and learning of interventions makes it primarily a general mathematics. Teachers will be exposed to

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a broader perspective of mathematics and interactions among these. At the heart of what it means to do and learn mathematics the course are sets of classroom episodes with skill and understanding and become (cases), illustrating student thinking in knowledgeable about structures that support regards to geometry and measurement mathematical inquiry and thinking. They will concepts. enhance teacher professional judgments about teaching and learning mathematics EDU 687 Teaching Life Science and will ultimately improve the student 3 CH learning outcomes. This course develops a strong conceptual understanding of the life science. Through a EDU 613 Patterns Function and Algebra series of readings, class discussions, inquiry- 3 CH based activities and video clips students will The course is designed to develop a deep acquire an in-depth understanding of major understanding of topics from algebra: life science concepts and related embedded variables, patterns, and functions; modeling tasks necessary to teach life science and interpreting graphs; linear functions effectively at the elementary school level. including slope and intercepts. The course They also will discuss and model various is also designed to introduce non-linear formative and summative assessment models functions, including quadratics and used to measure student performance. exponentials. Additionally, participants The course will link acquired life science will connect these concepts to the related conceptual understandings to national and concepts that underlie primary and middle state content and performance standards. grades mathematics. Attention will also be given to interpreting and assessing students’ EDU 688 Teaching Environmental Science work and learning. 3 CH The course will engage participants in EDU 614 Geometry and Measurement guided inquiry-based learning practices 3 CH and effective research-based teaching Geometric and measurement ideas and strategies. Through lectures, discussions concepts are useful in representing and and field work participants with be provided solving problems in many areas of with the necessary content to successfully mathematics and in real-world situations. teach ecology and environmental science at With well designed activities, appropriate the elementary school level. Instructors will tools, and teacher’s support, students also model “best practices” in the teaching can make and explore conjectures about of elementary science that will provide geometry and measurement and can participants with an increased awareness learn to reason carefully about both ideas and knowledge of successful teaching from the earliest years of schooling. This pedagogies. The use of performance-based course is designed to help experienced assessment models will also be discussed. elementary and middle-school teachers The course will focus on two research based explore the features of geometric shape elementary science programs, FOSS (Full and how children develop an understanding Option Science System) and STC (Science of it. It will also examine different aspects and Technology for Children) of size, develop facility in composing and decomposing shapes, and apply these skills EDU 689 Teaching Applied Physics to make sense of formulas for area and 3 CH volume. It is also designed to help teachers explore the conceptual issues of length, This course will focus on developing area, and volume as well as the complex teacher knowledge of the physical sciences

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and strengthening teaching skills with respect to inquiry-based learning and performance-based assessment. The course will demonstrate models of inquiry related to applied physics for elementary school teachers with respect to the State of Connecticut Elementary and Middle School Standards. The course will utilize two inquiry- based elementary science programs: STC (Science and Technology for Children) and FOSS (Full Option Science System).

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186 Isabelle Farrington College of Education SACREDSACRED HEARTHEART UNIVERSITYUNIVERSITY GRADUATEGRADUATE CATALOG 2014-20152012-2013

CollegeMachiavelli, Hobbes, of Health Locke, Rousseau, theology.Specifically, Prerequisite: the college PH strives 101 to teach Marx,College Mill and Rawls. of Prerequisite: Health PH 101 the skills necessary for developing ethical Professions †PHresponses 284 - Philosophyto new and ofever Film changing | 3 CR Professions circumstances of a future filled with †PH 256 - The Philosophy Uses contemporary films to lead students of Technology | 3 CR discoveries, technological advancements and PATRICIA WADE WALKER, ED.D., DEAN AND socialthrough change. advanced philosophical examination PROFESSORRepresentative OF views MEDICAL of the TECHNOLOGY social role of of issues such as epistemology, ethics, Phone:technology. 203-396-8024 Two fundamental questions Thereligion, college technology, provides andopportunities the nature for areFax: addressed. 203-396-8075 The extent of technology’s ofstudents the mind. to gain Prerequisite: knowledge, PH experience,101 impactE-mail: [email protected] social institutions and individual skills and values necessary to begin a first lives. And, to what degree is this impact PHcareer; 285 to- Philosophy advance in ofan existing career; The College of Health Professions seeks beneficial or harmful? Prerequisite: PH 101 Performingand to prepare Arts for | 3 new CR career challenges in to foster the development of women response to the changing needs of society. and men who demonstrate intellectual This course examines the creation, †PH 258 - Bioethics: Philosophical and professional integrity, who value Theexpression, college’s and cooperation meaning of with the professional performing Approaches | 3 CR compassionate service to others and who partnersarts. Through in the drama, community music, ensures and voice, that Examinestake leading the roles ethical in communitiesand legal issues governed students benefitwill critically from analyze an integration the perennial of surroundingby spiritual and abortion, moral physician-assistedvalues. elementsacademic, and internship structure and of clinical story and experiences. its suicide, euthanasia, genetic cloning, genetic placeThis collaboration in uncovering also and enriches creating the meaning. As a professional college within a Catholic therapy/enhancement, genetic patenting, and education and health care endeavors of the university rooted in the liberal arts tradition, health care allocation. Prerequisite: PH 101 †PHcommunity 299 - Special and instills Topics an in ethic Philosophy of community | 3 CR the College of Health Professions is service among students. committed to providing an education built Designates new or occasional courses †PH 270 - Philosophical Anthropology | 3 CR upon deep respect for the dignity of the Thethat collegemay or ismay committed not become to professional part of the and Reflectionshuman person, on andthe anature recognition and meaning of the academicdepartment’s excellence, permanent and offerings.measures Coursesthis by ofresponsibility human existence, of each especially individual in to contribute thecapitalize quality on of a its timely faculty, topic, programs, a faculty resources to the building of a more just society. All contemporary philosophy such as andmember’s student particular achievements. interest, an experimental professional programs in the college are existentialism and Marxism. Writings alternative to existing courses, etc. accredited and approved by the appropriate of Buber and Scheler on human nature professional and government agencies. Prerequisites established by the department are studied. Prerequisite: PH 101 as appropriate for the specific course. Course title is shown on the student’s transcript. †PH 272 - Metaphysics | 3 CR Consult the current course schedule for Four movements in the development available topics and current prerequisites. of the Western metaphysical tradition: Aristotle, Thomas Aquinas, Kant and †PH 306 - Existentialism | 3 CR Heidegger. Prerequisite: PH 101 Nineteenth- and 20th-century existentialism, especially the thought †PH 278 - East/West Comparative of Kierkegaard, Nietzsche, Heidegger Philosophy | 3 CR and Sartre. Prerequisite: PH 101 Heidegger and East Asian thought, the origin of Greek and Chinese philosophy; PH 307 - Philosophy of Lived the Kyoto school; Nishitani’s Religion Experience | 3 CR and Nothingness. Prerequisite: PH 101 A course in the method of phenomenology, which holds that all meaning philosophical †PH 283 - Philosophical Theology | 3 CR questions can be addressed though a The problem of God before and careful examination of our own experience. after Kant’s “Copernical Revolution,” This task is not easy, because many phenomenology of religion and postmodern commonsense attitudes about experience

COLLEGE College OF of ARTSHealth & Professions SCIENCES 221187 2014-2015 SACRED HEART UNIVERSITY GRADUATE CATALOG

188 College of Health Professions SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

EXERCISE SCIENCE AND complete the core courses and select one of two available tracks depending upon their NUTRITION interest. The full degree program will be 38- 39 credits taken over 2 academic years BEAU GREER, PH.D., CSCS, DIRECTOR (full- time model). Phone: 203-396-8064 Fax: 203-365-4723 Email: [email protected] Program Goals

CORE OBJECTIVES Program Rationale The MS in Exercise Science and Nutrition The program offers graduate level study program will prepare graduates to: in exercise science with consideration of • Demonstrate advanced knowledge in nutritional applications for patients and exercise physiology, human anatomy, clients concerned with athletic performance performance/health-field specific or chronic disease. research methodology, and nutrition as it relates to chronic disease prevention The program offers graduate education for students interested in applying the principles • Appropriately prescribe post-orthopedic of exercise science and nutrition in hospital rehabilitation resistance training protocols settings working in cardiac and pulmonary rehabilitation, long term rehabilitation of • Actively engage the professional cancer and immune disease patients, as literature so as to demonstrate current, well as fitness and sports performance best practice in these work settings. settings. Students applying to this program • Contribute to research activities in include current University undergraduate clinical exercise settings, sport or clinical students who are seeking graduate nutrition, and fitness/sport-related education in the area of exercise science and exercise programming nutrition, and current practitioners who are pursuing graduate education as a matter • Continue their education in the of professional development and career acquisition of a terminal degree (e.g., advancement. Ph.D., Ed.D.)

The MS in Exercise Science and Nutrition TRACK SPECIFIC OBJECTIVES program is located within the Department The MS in Exercise Science and Nutrition of Physical Therapy and Human Movement Performance Track will also prepare Science, along with graduate programs graduates to: in physical therapy and undergraduate programs in exercise science and athletic • Demonstrate advanced knowledge in training. strength and conditioning concepts, nutritional influences on training adaptation and performance, coaching methodology/philosophy, and Program Description biomechanics There are three major components of the graduate exercise science and nutrition • Participate in research activities curriculum: (1) core courses, (2) two major investigating adaptations to training, tracks (clinical and performance) of which testing methodologies, sports nutrition, students will select one, and (3) a graduate injury reduction strategies, and project or thesis requirement. Students will biomechanics

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The MS in Exercise Science and Nutrition Exercise Clinical Track will also prepare graduates to: Prescription for • Demonstrate advanced knowledge in Endurance clinical exercise testing and prescription Athletes (1 for cardiac, pulmonary, cancer, diabetic, credit) and osteoporotic rehabilitation 20 Credits 19 Credits 19 Credits settings, nutrition as it relates to weight management, and concepts in health behavior change • Participate in clinical research activities with opportunities in cardiac and pulmonary rehabilitation, nutrition and fitness Admissions Requirements Students will apply through the Graduate Admissions office of the University. In addition to application materials, applicants Curriculum Design must demonstrate completion of the program pre-requisites which include: MS - EXERCISE AND NUTRITION • the completion of a Bachelor’s degree in CURRICULUM MODEL a related clinical science, such as Exercise COURSES Physiology, Exercise Science, Physical Core Clinical Track Performance Education, Athletic Training or Nutrition. Track • undergraduate pre-requisite course Research Physical Applied work in the following courses, or their Methods (4 Activity and Biomechanics equivalent: credits) Behavioral (3 credits) Science (3 • Anatomy and Physiology I and II (with credits) labs) (8 CR) Advanced Advanced Coaching Applied Clinical Methods (3 • Exercise Physiology (3-4 CR) Physiology Testing credits) I & II (1-4 and Rx I (3 • Nutrition (3 CR) credits each) credits) • Physics (1 semester survey course or Nutrition Advanced Advanced Physics I with lab) (4 CR) or and Chronic Clinical Concepts in Disease Testing and Strength and • Biomechanics (3-4 CR) - Performance Prevention (3 Rx II (4 Conditioning Track Only credits) credits) (4 credits) • Health/Exercise-specific Research Professional Clinical Nutrition and Methods or Statistics (3 CR) Seminar (2 Nutrition (3 Performance credits) credits) (3 credits) If applying with an unrelated major, student Functional Thesis (6 Thesis (6 must also take an Exercise Prescription Anatomy credits) or credits) or course or enroll in either EX 362 Exercise (4 credits) Graduate Graduate Project (6 Project (6 Testing and Prescription (Clinical track credits) credits) students) or EX 363 Developing Strength and Conditioning Programs (Performance track Healthcare students) during their first semester. in the U.S. (1 credit)

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Course Descriptions EX 411 Professional Seminar 2 CR EX 401 Advanced Applied Physiology I This course addresses professionally oriented 3-4 CR activities associated with presentation This course provides an in-depth overview and publication that is peer reviewed or of work physiology, including cellular community oriented such as presenting at respiration, ventilation, cardiovascular conferences and administering health related dynamics, and the anthropometric, programming. This course collaborates histologic, and biochemical adaptive with the Life and Sport Analysis Clinic/SHU response to physical training. The processes Wellness program. of the gastrointestinal tract will be explored as well. EX 412 Functional Anatomy 4 CR EX 402 Advanced Applied Physiology II This course provides a review of human 1 CR anatomy and movements. Both computer- This course, part 2 of an in-depth overview of based simulations and the Cadaver Lab will work physiology, includes muscle physiology, be utilized. the endocrine system, environmental aspects of exercise, and continued discussion of the EX 413 Healthcare in the U.S. anthropometric, histologic, and biochemical 1 CR adaptive response to physical training. This course provides an introduction to the U.S. healthcare system, orienting the EX 403 Research Methods student to its overall structure, functions, 4 CR and processes. Strengths and weaknesses This course provides an introduction to the of the current healthcare environment will fundamental concepts of research design, be discussed. The U.S. healthcare system measurement, statistical analysis, and will be compared to other health care scientific inquiry as these concepts apply systems around the world. Students will to understanding and evaluating published be encouraged to consider strategies for research. Upon completion of this course, improving access to quality health care for all students should be able to make informed Americans. decisions about the relevance of published research to their own practice and research. EX 414 Exercise Prescription for Endurance Athletes EX 404 Nutrition and Chronic Disease 1 CR Prevention This course covers advanced concepts in 3 CR exercise prescription for endurance athletes. This graduate level course will investigate Consideration for special case athletes, such the dietary influences on prominent chronic as the diabetic or overweight athlete, will diseases (e.g., cardiovascular disease, cancer, also be explored. neurodegenerative diseases, osteoporosis). Additional emphases will be placed on understanding disease mechanisms, EX 521 Advanced Clinical Testing and developing a wide spectrum of food Prescription I knowledge in order to not provide rigid diets, 3 CR functional foods, and analyzing various types and fundamental flaws of nutrition research. Clinically and field-based assessment tests of neuromuscular fitness and function used

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prior to exercise prescription and for use presented. Macronutrient metabolism, in outcomes data collection are reviewed. the influence of nutrient timing, and the Physical assessment tests such as functional, ergogenic efficacy of dietary supplements assessments of activities of daily living, receive substantial attention. strength, power, and flexibility tests will be examined. Chronic disease-specific EX 532 Coaching Methods assessments involving analog scales and 3 CR questionnaires will be practiced. This course investigates effective coaching methods from a physiologic, psychological, EX 522 Physical Activity and Behavioral and administrative framework. Students Science will be guided through an analysis of 3 CR contemporary research and critical Using an ecological approach, theories and evaluation of current practices resulting in studies relative to lifestyle and behavior the development of an applied personal modification are examined. Best practices for coaching methodology. In the process promoting physical activity in communities this course addresses the promotion of will be reviewed. Changing physical activity interpersonal skills and the understanding of behavior among special populations (e.g., individual differences as they relate to human children, older adults, minority populations) performance. will also be examined. EX 533 Advanced Concepts in Strength and EX 523 Clinical Nutrition Conditioning 3 CR 4 CR Focus includes theories and mechanisms This course examines advanced concepts, of obesity as well as the efficacy of dietary theory, controversies, and techniques utilized treatments. Nutritional challenges related in strength and conditioning program to special populations (e.g., children, design. Validity and reliability of common elderly, pregnancy) and selected nutrient performance tests and training techniques deficiencies will be addressed, as well as the will be explored. The laboratory portion of efficacy and safety of herbal supplements. the course will include performance test administration as well as program design and EX 524 Advanced Clinical Testing and technique instruction. Prescription II 4 CR EX 534 Applied Biomechanics Clinically and field-based assessment tests of 3 CR cardiovascular fitness, pulmonary function, This course provides a thorough evaluation and metabolic or immune disorders used of the mechanical basis of human movement. prior to exercise prescription and for use Fundamental mechanical principles affecting in outcomes data collection are reviewed. human movement during locomotion and Clinical diagnostic tests such as EKG’s, blood a variety of daily activities are considered. lipids, and stress tests will be examined as Techniques and methods of mechanics, well chronic disease-specific assessments quantitative video analysis, isometric and including analog scales and questionnaires. isokinetic muscle force, electromyography, and research evaluation are incorporated into EX 531 Nutrition and Performance laboratory projects. 3 CR Acute and chronic exercise’s effects on nutrient requirements and fluid needs are

192 College of Health Professions SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

EX 560 Thesis Preparation and administration issues within the context 3 CR of an exercise facility. Facility and personnel management, safety issues, and finance will Issues in research design and statistical be discussed. analysis within the context of a proposed thesis are explored. A prospectus including a full review of literature and study design will EX 565 Performance Graduate Project II be the end-product of the course. Receiving 3 CR a grade in the course will be contingent upon The continuation of the graduate project submitting an IRB application. includes completion of internship hours and continued preparation for track-specific EX 561 Thesis Completion certification exams. The supporting online 3 CR course will provide continued exploration of periodization and strength/power/ Data collection and analysis will be speed training program design. Students performed, culminating in the Results and will explore current trends in strength and Discussion sections of the thesis. conditioning and gain experience through internships. EX 562 Clinical Graduate Project I 3 CR The graduate project includes initiation or continuation of 500 clinical hours in a clinical exercise setting and preparation for track- specific certification exams. The supporting online course specifically addresses best practice via review of research, position stands, and anecdotal clinical experiences among students and faculty during the semester.

EX 563 Clinical Graduate Project II 3 CR The continuation of the graduate project includes completion of clinical hours and continued preparation for track-specific certification exams. The supporting course provides an overview of the hospital environment and allied health professions and includes projects associated with attendance at a related professional meeting selected by the student.

EX 564 Performance Graduate Project I 3 CR The graduate project includes initiation or continuation of 500 hours in a performance- oriented setting(s) and preparation for track-specific certification exams. The supporting course focuses on organization

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HEALTHCARE INFORMATICS efficiency of healthcare delivery. • Evaluate healthcare organizations’ STEPHEN C. BURROWS, DPM, MBA, CPHIMS, technology needs and formulate CPHIT, CHAIR & PROGRAM DIRECTOR solutions within clinical, operational, and Phone: 203-416-3948 financial constraints. Fax: 203-416-3951 Email: [email protected] • Synthesize at leadership and managerial levels the privacy, security, legal, ethical, and social challenges inherent to the HIT industry. Overview/Rationale • Act as mediator among clinical, This interdisciplinary master’s degree information technology, research, and program is designed to prepare individuals administrative stakeholders in healthcare for successful careers in the complex and settings. dynamic field of healthcare information technology (HIT). Graduates of this Master’s • Acquire practical knowledge and skills. program will be well versed in the technical and professional knowledge, concepts, • Gain an understanding of how and skills required to excel in today’s information technology, people, health, technologically-oriented healthcare world. and the healthcare system interrelate. • Learn how to use information technology This program is designed for healthcare and information management concepts professionals (nurses, physicians, physician and methods in healthcare delivery. assistants, pharmacists, technologists, and others) currently working in an HIT • Develop the capacity to facilitate setting and Information Technology (IT) communication among healthcare professionals. Students will gain the practitioners, administrators, and IT knowledge and skills to make an impact professionals—and recognize the needs through the use of HIT. and constraints of all sides. • Collaborate and exchange ideas with other students from a variety of Program Objectives professional backgrounds. The Healthcare Informatics program will prepare its graduates to: • Emerge as leaders of healthcare teams by Admissions Requirements utilizing leadership skills that prioritize, Students will apply through the Graduate strategize, manage, and advocate for Admissions Office of the University and are solutions tailored to organizational needs. admitted to the MSHI Program upon review and recommendation of the Admissions • Effectively advocate for the use of Committee based on academic, course technology in all healthcare settings. prerequisite and professional requirements • Engineer innovative solutions with listed below. positive and lasting effects on the future of healthcare information technology. Admission criteria include: • Create a vision for technology’s use • A bachelor’s degree or its equivalent and lead successful projects using best from an accredited institution and official practice approaches. transcripts from all institutions attended. • Have a positive impact on the quality and • A minimum of two years experience in

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the fields of either healthcare, healthcare of transcripts from accredited institution(s) information technology, or information and curriculum vitae for relevant experience technology. This requirement may will determine whether the student can be be waived by the Program Director if waived from the program prerequisites. other relevant professional or academic experience is demonstrated. • Minimum GPA of 3.0. Course Requirements • A one-page personal statement PREREQUISITE/FOUNDATIONS (3 describing career goals and reasons for CREDITS) interest in the program. HINF 410 information Technology • Two letters of recommendation. Overview (3 credits) • Current curriculum vitae or resume, HINF 412 introduction to Healthcare highlighting relevant experience. Information &Technology (1-3 credits) • Personal interview. HINF 415 Convergence of Healthcare • GRE scores are not required, but may and Information Technology be submitted as additional evidence of (3 credits) admissions eligibility. HINF 420 introduction to the Language and Culture of Healthcare (3 credits) Degree Requirements A total of 36 credit hours of graduate REQUIRED/CORE COURSES (27 CREDITS) coursework are necessary for completion HINF 501 Foundations in Healthcare of the program. Those who require the Informatics prerequisite courses will need up to three HINF 502 Healthcare Industry and Policy additional credit hours of foundational HINF 503 Effective Communications coursework. (required for in-person students) HINF 504 Business of Healthcare Course Waiver Policy Information Technology Upon application, transcripts will be reviewed HINF 505 Healthcare Operations for possible course waivers. For students (required for online students) transferring from another accredited HINF 550 Workflow Design & graduate program, the Program Director will Reengineering review transcripts and make a determination of course equivalency. A maximum of six HINF 551 Leading and Influencing with credits, plus the foundation courses, can be Integrity (WGB 612) transferred. HINF 552 Evidence Based Practice & Clinical Decision Support HINF 601 Healthcare information Prerequisite/Foundations exchange Waiver Policy HINF 660 Capstone Project Students will be evaluated as to their knowledge and experience of information systems and the healthcare industry. Review

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ELECTIVE COURSES (9 CREDITS) and information systems architecture HINF 600 Special Topics in Healthcare and how each directly impacts clinical Informatics healthcare personnel. The students will also be introduced to the terminology, practices HINF 610 Electronic Health Records and processes found in clinical and business HINF 611 Project Management operations. Communication between direct HINF 612 Emerging Technologies patient care individuals and technology personnel will be explored and appropriate HINF 613 Legal Aspects of Healthcare methods fostered. Information Technology HINF 620 Healthcare Information HINF 420 Introduction to the Language and Systems (NU 575) Culture of Healthcare HINF 621 Database Design (Oracle) (CS 3 CR 603) Introduction to organization, economic, HINF 622 information Analysis and culture, policy, and terminology of healthcare System Design for non-health professionals. This also introduces the students to fundamental terminology, practices and processes found Course Descriptions in clinical and business operations

HINF 410 Information Technology Overview HINF 501 Foundations in Healthcare Informatics 3 CR 3 CR An overview of technologies that support healthcare information systems. This includes High level overview of Healthcare system software, system analysis and design, Informatics. Overviews of the following data management, networks and data topics will be included: administrative communication, information processing and clinical software applications, distribution schemes, information systems healthcare systems acquisition, leadership architecture, system standards, and security. skills, electronic health records, change management and organizational behavior, workflow design and reengineering, HINF 412 Introduction to Healthcare & communications specific to the information Information Technology (3 credits) systems leaders, healthcare information 1-3 CR exchanges, and evidence based medicine. The student will be introduced to the use of A high level look at the healthcare industry information technology within healthcare and recent government mandates will also settings. be explored. Prerequisite: Granted Permission. HINF 415 Convergence of Healthcare and Information Technology HINF 502 Healthcare Industry and Policy 3 CR 3 CR Technology is transforming how healthcare An in-depth view of the major players is delivered and in the process bringing such as hospital, insurance, government, together disparate groups of people to pharmaceutical, and support vendors and work together collaboratively. This course information systems role will be discussed. will provide an overview of information Patient safety, medical error and healthcare technology including system analysis and quality improvement will be major topics. design, data and network management, A portion of this class will deal with current

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government healthcare policies and the operations of the entire healthcare mandates (e.g., healthcare reform) and the organization and its management, complexities of application in the current including the role of strategic planning and healthcare information systems environment. governance, clinical and non-clinical support The class will take an in depth look at the services, quality improvement, Environment- HIPAA regulations such as entity definitions, of-Care and facilities management, personnel information disclosures, and privacy notices. and staffing, finance, information technology Government mandates which affect privacy, and marketing. security, and electronic health records will Prerequisite: HINF 501 also be discussed. HINF 550 Workflow Design & Reengineering HINF 503 Effective Communications 3 CR 3 CR Introduces process mapping and In addition to a formal study of various workflow management. The intricacies forms of communications, this course of observing, recording, analyzing and will focus on developing oral and written improving processes within the healthcare communication skills needed to educate setting will be discussed and analyzed. and influence organizational stakeholders Issues arising from the development, and decision-makers to adopt healthcare dissemination, implementation, and information systems. Students will hone use of health information technologies their communication skills via simulations, (information systems, monitoring systems, in-class presentations, and case studies. etc.) on individuals and organizations will Various management methods via Skype, be explored. The concepts of usability, teleconference, and email will also be learnability, likeability, ergonomic and practiced. universal design of solutions will also be discussed in depth. Social and ethical issues HINF 504 Business of Healthcare will also be introduced. Information Technology Prerequisite: HINF 501. 3 CR Introduces the student to the business of HINF 551 Leading & Influencing with healthcare at both an industry and individual Integrity business level. Includes department design, 3 CR management of capital and operating budgets, budget planning process, strategic Leaders and managers at all levels in planning, and concepts necessary for the organizations must influence others to preparation and interpretation of financial enable achievement of the organization’s statements. Additionally, the vendor objectives. Leading and influencing with identification and selection process as well integrity requires understanding of one’s as contract management will be discussed self, other people, the situational and as it pertains to the healthcare environment. cultural context, as well as both current and Prerequisites: HINF 501 and HINF 502. future impacts of actions taken. Through course learning experiences students develop individual and organizational HINF 505 Healthcare Operations strategies to influence others, shape culture, 3 CR manage change, negotiate, and facilitate Health care organizations face numerous employee engagement and performance challenges, including rising costs, increasing so organizations can contribute to society complexity and quality issues, all while in ways that are effective, responsible and confronting an increase in demand for sustainable. (course also known as WGB 612). limited resources. This course examines

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HINF 552 Evidence Based Practice & Clinical HINF 660 Capstone Project Decision Support 3 CR 3 CR Capstone electives should be taken as one of Evidenced based practice (EBP) qualitative the last two courses in the students’ program and quantitative methodologies will be of study, and after students have successfully analyzed within the scope of the healthcare completed the breadth and integrated core industry. Topics include identification, courses. The capstone project involves interpretation, and evaluation of research practical work and research in a major area information sources, research design, data of healthcare information systems through collection, computer-based data analyses, student-led projects. This course provides an privacy and protection of human subjects. opportunity to integrate knowledge gained Clinical Decision Support (CDS) technologies in the classroom with a real-world problem. which provide tools for the healthcare All projects require a weekly seminar and providers’ decision making will be examined are guided by faculty members who serve as and debated. Data warehouses will also be mentors. Projects may be completed on-site discussed as it relat4es to facilitating and within a healthcare facility. Students who optimizing the research methodologies. currently work in the healthcare industry may develop a capstone at their current HINF 600 Special Topics in Healthcare place of employment with the approval of Informatics the employer. Capstone will be taken as one of the last two courses in the students’ 3 CR program of study, and after students have Designated new or occasional courses successfully completed the required core that may or may not become part of the courses. department’s permanent course offerings. Prerequisites are established by the HINF 610 Electronic Health Records department as appropriate for the specific course. 3 CR Prerequisite: Granted Permission This course is designed to provide an understanding of specific skills required to collect and maintain electronic health HINF 601 Healthcare Information Exchange data in our current technical and political 3 CR environment. Examines overviews and Evaluation and management of health issues specific to various types of hospital information between healthcare facilities, systems; methods used to interface between government agencies, and consumer health systems; and operational issues typical of records (PHR) including issues, standards, hospital systems. The course also includes technologies, and system configurations. a study of controlled medical vocabularies Electronic health records will be covered typically used to define various types of conceptually to understand their impact on health data as well as a survey of existing HIE’s. Technical components (data exchanges, and evolving government driven standards interoperability, data mining and warehouse) and regulations. as well as policy issues will be discussed Prerequisite: HINF 550. and debated. Exploration of the privacy and security aspects regarding electronic health HINF 611 Project Management information exchange.Examining current legal requirements driving policies and procedures 3 CR as well as business and best practices Introduction to managing healthcare regarding the creation, storage, processing, information projects, including the access, auditing, and utilization of clinical development of the project charter and data. Prerequisites: HINF 502 and HINF 552.

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scope with emphasis on developing error liability), and healthcare access (e.g., the competencies and skills required universal coverage). Particular attention will to successfully lead teams of technical, be paid to the balancing act between the clinical and professional specialists through patient’s desires for available information workflow and work process redesign over the internet with IT security that ensures activities within a healthcare organization patient privacy. Topics such as informed or system. Topics also include project consent, electronic records over the internet, initiating, planning and development, remote patient monitoring, and wireless project management tools, budgeting, technology privacy concerns will also be human resource management, project discussed. monitoring and controlling and project Prerequisites: HINF 501 and HINF 502. closure. Advanced level skills in using PM methodologies to create realistic project HINF 620 Healthcare Information Systems plans, schedule tasks and resources effectively, appropriately communicate 3 CR with all stakeholders and derive meaningful An introduction to health information milestones deliverables to track and report systems as tools for decision making and progress for both simple and complex communication in healthcare. This course projects. builds on prior knowledge of systems theory Prerequisite: HINF 50 and HINF 501. and utilizes change theory and information processing theory to analyze, manage and evaluate healthcare information. Emphasis HINF 612 Emerging Technologies is also on the ability to utilize information 3 CR systems in the delivery of patient care The concepts and latest progress on and the exploration of the variety of tools emerging technologies such as health available to assist in the analysis of quality exchanges, biometrics, wireless, mobile, care. (course also known as NU 575) and web technologies will be discussed. Biomedical technologies will also be HINF 621 Database Design (Oracle) explored. Examines trends and drivers of 3 CR innovation both generally and in healthcare and how emerging technologies are adapted Discusses goals and techniques in the and evaluated. Introduces how emerging design, implementation and maintenance technologies are applied to improve health of large database management systems: records, computerized provider order entry physical and logical organization; file (CPOE) systems, regional health information structures; indexing; entity relationship organizations, personal health records, models; hierarchical, network and relational telemedicine, new imaging systems, robotic models; normalization; query languages; surgery, pharmacogenomics, and national- and database logic (course also known as level bio-surveillance. CS603). Prerequisite: HIS 550 Prerequisite: Granted Permission

HINF 613 Legal Aspects of Healthcare Information Technology HINF 622 Information Analysis and System This course explores the extent to which law Design can implement or facilitate sound healthcare 3 CR policy. The course will cover the following Prerequisite: Information Technology major areas: employment and contract law, Overview or equivalent course. patient rights (e.g., provider disclosure), healthcare accountability (e.g., medical Discusses the design, analysis and

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management of information systems: system lifecycle management, hardware and software selection and evaluation, the role of information systems in decision support and other functional areas of business, project management, systems development and analysis, module design and techniques to reduce system complexity.

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202 College of Health Professions SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

NURSING to clinical practice. Students in this track may take nursing education electives if they aspire to have a career in academia. SUSAN DENISCO, DNP, APRN, FNP-BC, CNE, CNL Doctoral Clinical Practice in Health Care Associate Professor and Interim Director Track School of Nursing Phone: 203- 365-7661 Fax: 203-365-7662 Doctoral Clinical Practice in Health Care Track E-mail: [email protected] is designed for the advanced practice nurse who wants to remain in clinical practice and have influence on health care outcomes at multiple levels. Doctor of Nursing Practice Program The University offers a Doctor of Nursing COURSE DELIVERY METHOD Practice Program (DNP) in two areas of This unique hybrid/intensive program specialization: Doctoral Leadership in Health is specifically designed to maximize the Care Track and Doctoral Clinical Practice in number of potential career roles the doctoral Health Care Track. The Post-Master’s Doctor nursing graduate may assume, whether they of Nursing Practice (DNP) program infuses are in academia, in advanced clinical practice, practice-focused doctoral education with or in executive healthcare leadership. Classes innovation and practical clinical research and are taught online and students are required scholarship designed to serve academically to attend two on-campus residencies per talented nurse practitioners, clinical nurse semester. specialists, midwives, nurse anesthetists, nurse executives and educators. Graduates of this program are prepared to teach, lead, DOCTOR OF NURSING PRACTICE and engage in practical, clinically focused PROGRAM COMPETENCIES scholarship and research. The Doctor Practice Based on the Arts and Sciences of Nursing practice degree is a practice doctorate requiring the completion of a • Integrate and synthesize nursing practice dissertation focusing on clinical science with knowledge from ethics, the nursing practice. This cohort program is 39 biophysical, psychosocial, analytical, and credits and is designed to be completed in a organizational sciences as the basis for 3 year part-time sequence. The DNP program the highest level of nursing practice. is licensed and accredited by the Connecticut Department of Higher Education. The DNP Practice Using Leadership and Organization Program is accredited by the Commission Skills in a Variety of Health Care Settings on Collegiate Nursing Education (CCNE). within the Health Care Systems For information, contact the CCNE at One Dupont Circle, NW, Suite 530, Washington, • Design and evaluate health care delivery DC 20036-1120; phone: 202-887-6791; or web systems to support cost effective, site: www.aacn.nche.edu. quality care outcomes across the care continuum based on the application of organizational and systems leadership. DNP PROGRAM TRACKS Practice Based on Evidence The Doctoral Leadership in Health Care Track • Create, appraise integrate, translate The Doctoral Leadership in Health Care Track and evaluate current best evidence to is designed for the graduate who wants a improve practice patterns and health care career in nursing management, but who still outcomes prefers a nursing doctorate with a connection

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Practice Utilizing Technology and accountability in designing, delivering, Information and evaluating evidence-based care to improve patient outcomes. • Design, select, use, and evaluate health care information programs that monitor ADMISSION REQUIREMENTS outcomes of care, care systems, and quality improvement measures Admission to the DNP Program is competitive. Students are admitted Practice and Policy to the DNP Program upon review and recommendation of the admissions • Develop, evaluate, and provide leadership committee based on academic, course for health care policy that shapes health prerequisite and professional requirements care reform financing, regulation, and listed below. delivery systems. Admission criteria include: Practice as a Member of an Inter- Professional Team • Master’s degree in the proposed field of study (MSN) or its equivalent from a • Lead interprofessional teams in the college accredited by the appropriate analysis of complex practice and accrediting association organizational issues to create change in health care and complex healthcare • Statement of Professional Goals delivery systems. • Articulation of a focal area of clinical Practice to Prevent Disease and Promote nursing practice or research interest that Health can be supported by the Sacred Heart University doctoral nursing faculty • Analyze and synthesize epidemiological, biostatistical, environmental, and other • Minimum graduate GPA of 3.2 appropriate scientific data related to • Current U.S. licensure as a Registered individual, aggregate, and population Nurse health at local and global levels. • Current advanced practice nursing • Demonstrate high levels of skills in licensure and certification documents health promotion and disease prevention strategies for individuals, populations, • Letters of recommendation (one clinical and systems to address health care and one academic) disparities for vulnerable populations. • Professional portfolio with graded writing sample Practice Based on Professional Standards and Values • Group interview • Solve problems that affect health and • Undergraduate/Graduate statistics course health care delivery through mentorship within the last 5 years and leadership • Advocate for social justice, equity and DEGREE REQUIREMENTS ethical policies within all health care DNP students are required to design an arenas approved plan of study in collaboration with a faculty advisor that must be satisfactorily • Practice at the level of educational completed for the degree, with a minimum preparation GPA of 3.0. The plan of study varies • Demonstrate advanced levels of clinical depending on the track the student pursues. judgment, systems thinking, and

204 College of Health Professions SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

Prerequisite Courses Total: 33 credits DNP applicants must have successfully completed a basic statistics course at the DOCTOR OF NURSING PRACTICE undergraduate or graduate level within DISSERTATION the past 5 years. For students admitted The practice dissertation focuses on an without the pre-requisite statistics course endeavor consistent with the student’s a prerequisite 400 level statistics course identified research interests. This scholarly will be completed by students admitted project must be a significant, evidence-based to the DNP program in the summer of contribution to existing nursing knowledge admittance as determined by the program and be suitable for publication in a peer director. This graduate level statistics course reviewed journal or a book. The faculty is required prior to registering for NU 730. dissertation chair will act as mentor and Students that have a Master’s degree in a facilitator of the student’s scholarship. A field other than nursing may be required to minimum of 500 clinical practice residency take an additional 6 credits of master’s level hours will be used to collect and evaluate nursing courses in order to achieve program data on a specific population in a practice competencies. setting. Each student will identify a clinical practice mentor who will assist the student Required Doctor of Nursing Practice Core with the requirements of the practice Courses dissertation. All DNP students are required to take the following: THE DOCTORAL LEADERSHIP IN HEALTH NU 700 Theoretical Components of CARE TRACK Nursing Science (3 credits) In addition to the core requirements and NU 710 Health Care Policy, Advocacy, practice dissertation students in the DNP & Ethics (3 credits) program in the Doctoral Clinical Leadership Track are required to complete six credits of NU 720 Leading Quality Initiatives and elective courses: Information Systems (3 credits) NU 741 Teaching Learning Principles and Curriculum Design in NU 730 Advanced Biostatistics & Nursing Education (3 credits) Research Design (3 credits) NU 742 Leadership in Nursing NU 740 Epidemiology and Population Education (3 credits) Health (3 credits) or NU 750 Clinical Scholarship and NU 616 Leading and Influencing with Analytical Methods for Integrity (3 credits) Evidence-Based Practice (3 credits) NU 618 Social and Legal Responsibilities in Business NU 760 Strategic Leadership and (3 credits) Collaboration in Health Care (3 credits) DOCTORAL CLINICAL PRACTICE IN NU 810 DNP Scholarship and HEALTH CARE TRACK Advanced Practice I In addition to the core requirements and (6 credits) practice dissertation students in the DNP NU 820 DNP Scholarship and program in the Doctoral Clinical Practice Advanced Practice II Track are required to complete six credits of (6 credits) elective courses:

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NU 770 Advanced Care of Special Family Nurse Practitioner. In addition, a 30- Populations (3 credits) hour advanced pharmacology course, allows NU 780 Leadership in Chronic Disease students to apply for an Advanced Management & Aging Practice Registered Nurse license in the state Populations (3 credits) of Connecticut. Graduates of the program possess the necessary educational and experiential background to provide primary care across the lifespan, and to deliver care Master of Science in Nursing (MSN) in numerous healthcare settings. The School The University offers a Master of Science of Nursing offers a Post-Masters Certificate in Nursing (MSN) in four tracks: Patient in the Family Nurse Practitioner program. Care Services Administration, Family Nurse The Post- Masters Certificate program is Practitioner, Clinical Nurse Leader and for applicants holding a graduate degree in Nursing Education. Students may choose nursing. to study on a full- or part-time basis, however, they must complete their plan of Clinical Nurse Leader study within six years. The MSN program is The Clinical Nurse Leader track prepares accredited by the Commission on Collegiate nurses who hold baccalaureate degrees for Nursing Education (CCNE). For information, the newly designed and evolving role of contact the CCNE at One Dupont Circle, Clinical Nurse Leader (CNL). Graduates of NW, Suite 530, Washington, DC 20036-1120; this program are prepared to be professional phone: 202-887-6791; or web site: leaders with advanced skills in patient www.aacn.nche.edu. assessment and management along with leadership and health systems skills to TRACKS promote safe, high quality and cost effective care in any healthcare system. Students Patient Care Services Administration will be prepared to pass the American The Patient Care Services Administration Association of Colleges of Nursing, CNL track prepares nurses who hold Certification Examination. The major roles baccalaureate degrees for positions of of the CNL are clinical care coordinators, administrative responsibility in health care outcome managers, patient advocates, organizations. Graduates of this program educators, information managers and care are prepared to be professional leaders and team leaders. The Clinical Nurse Leader track creatively advance the practice of nursing may be done in an accelerated RN to MSN and facilitate the delivery of cost-effective program as well. care through the application and testing of administrative knowledge and skills. Nursing Education Emphasis is placed on the integration of The Nursing Education track prepares nurses finance, business management, information to assume leadership roles as vibrant faculty management and program evaluation. There members in baccalaureate and associate is also an accelerated RN to MSN program degree programs, in staff development for registered nurses without a baccalaureate roles, continuing education and community degree. education programs. The role practicum will develop the student’s knowledge and skills Family Nurse Practitioner to apply to a teaching role in a focal area of The Family Nurse Practitioner track is expertise. designed to prepare students to successfully pass the American Nurses Association or the PROGRAM FORMATS American Academy of Nurse Practitioner’s Many of the courses in all four tracks in National Certification Examination as a the MSN program are offered online. The

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Patient Care Services, Clinical Nurse Leader health outcomes. and Nursing Education tracks can be taken exclusively online, with the exception of the Practice and Policy clinical experience or role practicum in each • Advocate for, analyze and integrate track. Sacred Heart also offers a contracted knowledge of healthcare policy, finance, MSN Onsite Program at selected Hospital/ and regulatory factors that influence Organization sites, which combines online health care delivery and nursing practice and onsite classes at these sites. For the Family Nurse Practitioner track, students Practice as a Member of an must come to campus for 4 courses. Inter-Professional Team Campus-based courses may also include online components to foster access to study • Lead inter-professional patient centered materials and flexibility for students. health care teams by fostering open communication, mutual respect and MASTER OF SCIENCE IN NURSING shared decision-making. PROGRAM COMPETENCIES Practice to Prevent Disease and Promote Practice Based on the Arts and Sciences Health • Analyze and integrate scientific evidence • Analyze and integrate clinical prevention across disciplines to influence health care and population health concepts in the needs for diverse individuals, groups and development of culturally relevant clinical communities. prevention interventions and strategies to promote health. Practice Using Leadership and Organization Skills in a Variety of Health Care Settings Practice Based on Professional Standards within the Health Care Systems and Values • Support safe, high quality, cost effective • Advocate for the characteristics of health care based on the application and professionalism including altruism, evaluation of organizational and systems excellence, human dignity, integrity, social leadership models. justice, autonomy, and respect.

• Assume a leadership role to effectively Practice at the Level of Educational implement patient safety and quality Preparation improvement initiatives within the context of the interprofessional team. • Integrate value based nursing care and skills with knowledge of biopsychosocial, Practice Based on Evidence public health and organizational sciences to practice competently. • Appraise integrate, and translate current evidence and clinical guidelines to ADMISSION REQUIREMENTS improve practice and associated health outcomes for patient aggregates. Students are admitted to the MSN program upon review and recommendation by Practice Utilizing Technology and the admissions committee based on Information the academic, course prerequisite and professional requirements listed below. • Analyze and evaluate clinical information management systems, outcome data and Admission criteria include: patient care technology to coordinate safe and effective care to optimize • BSN degree from an accredited college or patient safety, cost effectiveness and BA/BS in related field, with a GPA of 3.0.

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• Provisional admission status may be Required Graduate Core Courses considered for individuals with a GPA of All Nursing graduate students are required to less than 3.0 take the following: • Statement of professional goals NU 501 Health Care Policy and Ethics for Contemporary Nursing • Interview with graduate nursing faculty Practice (3 credits) • Proof of liability insurance NU 530 Theory and Professional Roles for Contemporary Nursing • Undergraduate statistics course required Practice (3 credits) • Undergraduate research course NU 601 Principles of Health Care recommended Research for Contemporary • Undergraduate health assessment course Nursing Practice (3 credits) (30 hours or greater; FNP, CNL and NU 602 Evidence-Based Practice for Nursing Education tracks only) Quality Care (3 credits) • Current Connecticut RN license (or for NU 603* Principles of Health Care online students, RN licensure in the state Research for Evidence Based of professional practice) The applicant Nursing Practice (3 credits) must submit a completed application, Total: 9 or 12 credits dependent on track résumé, two letters of recommendation * For FNP students, only (one from a current supervisor and the other from a professional peer are GRADUATE CAPSTONE acceptable), and send official copies of transcripts of all prior nursing and The graduate capstone project is a academic work. culminating experience beyond the specified course work and represents the student’s ability to formulate a project and implement DEGREE REQUIREMENTS it using a combination of conceptual, MSN students are required to design an technical and applied knowledge and skill approved plan of study in collaboration with defined by the MSN program competencies. a faculty advisor that must be satisfactorily The capstone is required to demonstrate completed for the degree, with a minimum competence in the scholarship of the GPA of 3.0. The plan of study varies students’ selected master’s track, the ability depending on the track or program the to work independently and to present the student pursues. The Patient Care Services results of their investigation effectively. The Administration track requires 36 credits. capstone project is incorporated into course The Family Nurse Practitioner track requires requirements for the last role practicum or 42 credits. The Clinical Nurse Leader track role immersion course (NU 670, 671, 680, requires 36 credits. The Nursing Education 681, 631, 690, 691 for the PCS, CNL, FNP, EDU track requires 39 credits. students respectively).

Prerequisite Courses PATIENT CARE SERVICES MSN applicants must have successfully ADMINISTRATION TRACK completed an undergraduate statistics In addition to the core requirements and course and a nursing research course is capstone, students in the MSN program in recommended. Applicants for the FNP, Patient Care Services Administration are Nursing Education and CNL tracks must also required to complete the following plan of have successfully completed a basic health study: assessment course.

208 College of Health Professions SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

Required Courses NU 621 Primary Care II: Advanced NU 510 Strategic Leadership for Primary Care of Families in Patient Care Services Complex Systems (6 credits) (3 credits) NU 631 Primary Care III: Advanced NU 520 Management of Human Primary Care & Health Resources (3 credits) Promotion of Special Populations (9 credits) NU 575 Health Care Information Systems (3 credits) Clinical Hours: Minimum of 500 NU 576 Management of Financial Total: 33 credits Resources (3 credits) CLINICAL NURSE LEADER TRACK NU 616 Leading and Influencing with Integrity (3 credits) In addition to the core requirements and capstone, students in the Clinical Nurse NU 618 Social/Legal Issues in Business Leader program are required to complete the (3 credits) following plan of study: NU 670 Patient Care Services Administration Practicum (3 Required Courses credits) NU 550 Family and Community NU 671 Capstone: Patient Care Context for Health Care (3 Services (3 credits) credits) Role Practicum Hours: Minimum of 120 NU 553 Advanced Pathophysiology (3 Total: 24 credits credits) NU 554 Application of Comprehensive FAMILY NURSE PRACTITIONER TRACK Health Assessment Methods In addition to the core requirements and (3 credits) capstone, students in the Family Nurse NU 575 Health Management Practitioner program are required to Information Systems complete the following plan of study: (3 credits) NU 611 Care Management and Required Courses Resources Across the NU 603 Principles of Health Care Continuum (3 credits) Research for Evidence Based NU 612 Disease Management and Nursing Practice Outcomes Assessment NU 550 Family and Community (3 credits) Context For Health Care NU 680 CNL Role Immersion (3 credits) Practicum (3 credits) NU 551 Advanced Pharmacology NU 681 Capstone: Clinical Nurse (3 credits) Leader (3 credits) NU 552 Advanced Health Assessment Role Immersion Hours: Total of 400 clinical (3 credits) hours across 6 courses NU 566 Advanced Pathophysiology Total: 24 credits for Nurse Practitioners (3 credits) NURSING EDUCATION TRACK NU 561 Primary Care I: In addition to the core requirements and Comprehensive Primary Care capstone, students in the Nursing Education of the Adult (6 credits) program are required to complete the

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following plan of study: ADMISSION REQUIREMENTS The program is limited to academically Required Courses talented students who have experience in NU 553 Advanced Pathophysiology nursing and demonstrate a commitment to (3 credits) nursing leadership and advanced practice. NU 554 Application of Comprehensive Students apply through online Admissions Health Assessment Methods directly for the RN to MSN program. The (3 credits) criteria for admission include: NU 555 Pharmacology for the Nurse • An undergraduate GPA of 3.0 or above Educator (3 credits) • One (1) year of nursing experience NU 611 Care Management and preferred Resources Across the Continuum (3 credits) • Statement of professional goals NU 612 Disease Management and • A copy of RN license in state of practice Outcomes Assessment (3 credits) • Proof of liability insurance NU 588 Theoretical Basis of Teaching • Completion of interview with an and Learning in Nursing admissions representative for faculty Education (3 credits) review NU 589 Curriculum Development • Prospective applicants must submit a and Evaluation in Nursing completed application, résumé, and two Education (3 credits) letters of recommendation NU 690 Nursing Education Role Practicum (3 credits) • Recommendation (one from a supervisor and the other from a professional peer NU 691 Capstone - Nurse Educator are acceptable) (3 credits) Education Role Practicum Hours: Minimum • Official copies of transcripts of all prior of 120 nursing and academic work. Total: 27 credits DEGREE REQUIREMENTS Students will be advised by a graduate faculty member. Students are required to Accelerated RN to MSN Program maintain a GPA of 3.0 while they complete This program is for registered nurses who the plan of study listed below. However, currently have a diploma or associate degree many requirements may be completed in Nursing and provides an accelerated path through challenge exams. into the Masters in Nursing program. The baccalaureate upper-division Nursing major Prerequisite Courses includes both undergraduate and graduate- BI 126/127 Nursing Anatomy and level courses to satisfy the requirements for Physiology I (4 credits) the baccalaureate degree. The basis of the BI 128/129 Nursing Anatomy and acceleration is the substitution of graduate Physiology II (4 credits) credits for credits toward the BSN. Students are awarded a BSN after completion of BI 161/162 introduction to Microbiology 121 credits at the 300-400 level. Students (4 credits) progress to 500-level courses once a BSN is Chemistry, Biology or Physics Elective awarded. (3 credits)

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Academic Writing (3 credits) b) Students who have completed and 9 Credits in Social and Behavioral Sciences: received SHU credit for an Academic Writing PS 110, SO 110, PS 252, Anthropology, Course are exempt from Freshman Seminar. Political Science or Economics c) MA 131 must be completed before the Total: 27 credits nursing research course.

Required Courses d) The Validation of Prior Learning is FLO 125 The Art of Thinking awarded upon admission and validation of HICC 101 Human Journey: Historical courses. Paths to Civilizations (3 credits) e) RN-MSN students take NU 401, 430, 431, 433 at the graduate level. ENCC 102 Literary Expression of The Human Journey (3 credits) CC 103 The Human Community: VALIDATION OF PRIOR LEARNING Individual and Society or The Human Community and Students are awarded 33 nursing credits Scientific Discovery (3 credits) through the State of Connecticut Nursing Articulation Plan. Students from schools PHCC 104 or RSCC 104 The Human Search in other states can be awarded 30 credits for Truth, Justice and the through endorsement of the nursing Common Good (3 credits) coursework. Students will be advised of their MA 131 Statistics for Decision Making status by the Nursing faculty with credits PH 101 introduction to the Problems shown as NU 290. of Philosophy (3 credits) TRS 101 introduction to the Study of REQUIRED BSN COURSES FOR Religion (3 credits) ACCELERATED DEGREE—ALL TRACKS TRS 340 Bioethics Religious NU 290 Validation of Prior Learning Approaches (3 credits) (30-33 credits) Humanities: Art, Music, History, Literature, NU 325 Health Assessment for RNs Media Studies, Modern (3 credits) Foreign Language (6 credits) NU 376 Care Mangement: Individuals Two Free Electives and Families (4 credits) Total: 40 credits NU 387 Populations and Global Health Nursing(5 credits) Courses in the Nursing major are generally NU 401 Health Care Policy and Ethics taken after the majority of general education for Contemporary Nursing courses have been completed. NU 401, 430, Practice (3 credits) 431, and 433 must be taken before NU 376 NU 430 Principles of Health Care or 387. Students are encouraged to review Research for Contemporary the University catalog for other policies and Nursing Practice (3 credits) requirements related to timing of various course requirements, CLEP availability NU 431 Evidence-Based Practice for and timing, and credit for prior learning Quality Care (3 credits) application procedures. NU 433 Theory and Professional Roles for Contemporary Nursing a) The University Common Core Courses CC Practice (3 credits) 101 and CC 102 must be completed before Total: 54 credits the nursing research course.

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Note: 400-level courses indicate graduate NU 680 CNL Role Immersion courses taken by undergraduates. At the Practicum (3 credits) completion of the above requirements, NU 681 Capstone: Clinical Nurse students will be awarded a BSN. Leader (3 credits) NU Electives (Nursing, Business, Other) REQUIRED COURSES FOR MSN IN PATIENT (6 credits) CARE SERVICES ADMINISTRATION Total: 30 credits NU 510 Strategic Leadership for Patient Care Services Final Total: 151 credits (3 credits) NU 520 Management of Human REQUIRED COURSES FOR MSN IN Resources (3 credits) NURSING EDUCATION NU 575 Health Care Information NU 553 Advanced Pathophysiology Systems 3 credits (3 credits) NU 576 Management of Financial NU 554 Application of Comprehensive Resources (3 credits) Health Assessment Methods (3 credits) NU 616 Leading and Influencing with Integrity (3 credits) NU 555 Pharmacology for the Nurse Educator (3 credits) NU 618 Social/Legal Issues in Business (3 credits) NU 661 Care Management and Resources Across the NU 670 Patient Care Services Continuum (3 credits) Administration Practicum (3 credits) NU 612 Disease Management and Outcomes Assessment NU 671 Capstone: Patient Care (3 credits) Services (3 credits) NU 588 Theoretical Basis of Teaching Total: 30 credits and Learning in Nursing Final Total: 151 credits Education (3 credits) NU 589 Curriculum Development REQUIRED COURSES FOR MSN IN and Evaluation in Nursing CLINICAL NURSE LEADER Education (3 credits) NU 550 Family and Community NU 690 Nursing Education Role Context For Health Care Practicum (3 credits) (3 credits) NU 691 Capstone - Nurse Educator NU 554 Application of Comprehensive (3 credits) Health Assessment Methods NU Electives (Nursing, Business, Other) (3 credits) (3 credits) NU 553 Advanced Pathophysiology Total: 30 credits Final Total: 151 credits (3 credits) NU 575 Health Care Information Systems (3 credits) Post-Master’s Certificate in NU 611 Care Management and Resources Across the Family Nurse Practitioner Continuum (3 credits) The Family Nurse Practitioner Post-Master’s NU 612 Disease Management and Certificate program consists of 33 credit Outcomes Assessment hours of study. It is designed to prepare the (3 credits) student with a master’s degree in Nursing to

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become a certified Family Nurse Practitioner. Course Descriptions Students in the Post-Master’s Certificate program may transfer up to 15 graduate NU 501 (NU 401) Health Care Policy and credits from other accredited programs with Ethics for Contemporary Nursing Practice faculty approval. 3 CH ADMISSION REQUIREMENTS This core course focuses on history, policy, and ethics in nursing and health care. It Applicants are required to have an MS in examines health care policy, including global Nursing and have successfully completed a health considerations, health care financing, basic health assessment course (30 hours quality and safety in health care, and the or greater). An interview with the program ethics of health care. Current practices coordinator is required. A Connecticut in nursing and health care are viewed RN license and liability insurance are also from the past and present as a way to required. Application materials must include: contemplate the future. The course builds on • Graduate GPA 3.0 or above a framework of critical thinking, as students explore aspects of the history of nursing • Completed graduate application including and medicine, analysis of current policy a statement of professional goals development, and implications of the past • A résumé for present and future actions in nursing and health care. • Two letters of recommendation • Official transcripts of all prior nursing and NU 510 Strategic Leadership for Patient Care academic work Services 3 CH REQUIRED COURSES Course content covers five role competencies NU 550 Family and Community for the patient care services administrator Context For Health Care including: strategic planning and visioning, (3 credits) meeting customer needs and expectations, marketing services, care delivery systems NU 551 Advanced Pharmacology for and managing quality. Students assess and Nurse Practitioners (3 credits) design care delivery services across the NU 552 Advanced Health Assessment health care continuum that meet or exceed for Nurse Practitioners patient expectations. The role visioning and (3 credits) strategic planning play in achieving quality NU 566 Advanced Pathophysiology organizational and patient outcomes is for Nurse Practitioners explored. (3 credits) NU 561 Primary Care I: NU 520 Management of Human Resources Comprehensive Primary Care 3 CH of the Adult (6 credits) Emphasis is on the role competency of NU 621 Primary Care II: Advanced management of human resources. Content Primary Care of Families in focuses on administration of patient care Complex Systems (6 credits) services in a variety of settings and in NU 631 Primary Care III: Advanced collaboration with the multidisciplinary team. Primary Care & Health A model for human resource management Promotion of Special provides the framework for the following Populations (9 credits) content: work analysis, staffing, recruitment and selection, staff development, retention, Total: 33 credits

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rewards, and disciplinary action. Select function interdependently with other health strategies for working with others is team members in the care of families and covered including conflict management, evaluate a plan of care using standards for teams, communication, and managing a advanced clinical practice. diverse workforce. Legal and regulatory requirements is included. NU 551 Advanced Pharmacology 3 CH NU 530 (NU 433) Theory and Professional Focus is on the pharmacotherapeutic Roles for Contemporary Nursing Practice principles of drugs most commonly used 3 CH in the primary care setting. Pharmacologic This course is one of the graduate core effects and clinical uses of various drug that provides the foundation for advanced groups and classifications are discussed. practice nursing. The role of the advance Emphasis is placed on rational drug therapy practice nurse as a member of the profession for agent selection, monitoring drug will be emphasized. Students will be therapies, identification and avoidance of introduced to theories from nursing, natural, adverse drug reactions and interactions, social, biological and organizational sciences and extensive patient education and to frame their future practice. Further, counseling. This course meets the standards students consider issues of cultural diversity for advanced practice nurse certification in and competence to assure the delivery of Connecticut. culturally competent care and minimization of health disparities. NU 552 Advanced Health Assessment for the Nurse Practitioner NU 550 Family and Community Context for 3 CH Health Care This course prepares the learner to assess 3 CH in depth the biopsychosocial health status This course, the first within the Family, of clients across the life span by obtaining a Primary Care, and Community sequence, complete and accurate health history and by addresses selected family, primary care, performing a thorough physical examination, and community theories within the context and use acquired data to formulate a working of advanced practice nursing and clinical medical diagnosis. Content is designed to leadership roles. The family system is viewed provide correlation of assessment strategies as both unique and dynamic, existing with an understanding of the mechanisms of interdependently with the community and illness and health problems of the main body the environment and requiring advanced systems. Integration of common medical nursing expertise and caring at various times testing is addressed. The course assists in across the life cycle. Particular emphasis is the socialization of the learner into the role placed on family and community assessment of the advanced practice nurse in the current strategies, the impact of culture upon the health care delivery system. The laboratory family and community systems, and the component enables the learner to develop impact of various primary care-oriented advanced assessment skills. health problems on family roles and functions. In addition, relevant concepts NU 553 Advanced Pathophysiology and principles of epidemiology are applied 3 CH to the current and emerging health status of families and communities. Faculty This course further prepares each student collaborate with students as they apply to assess in-depth the pathophysiology of advanced clinical knowledge to the family common disease states. Clinical pathology system in a community setting. Students content addresses alterations in major body

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systems that are commonly found in the pharmacological theory to clinical situations primary care settings, as well as common and patient education. testing used in the diagnostic process. This course assists the student in the role of NU 561 Primary Care I: Comprehensive advanced practice nurse with the preparation Primary Care of the Adult to assess clients across the lifespan. 6 credits Hybrid/Intensive On Campus one day per NU 554 Application of Comprehensive month/Online one week per month Health Assessment Methods 3 CH The first of three clinical courses designed to enable graduate students to learn problem- This course prepares the learner to assess solving skills and clinical strategies necessary in depth the biopsychosocial health status to socialize into the role of the family nurse of clients across the life span by obtaining practitioner. Class content introduces a complete and accurate health history students to a systematic approach to and by performing a systematic physical understanding the delivery of primary health examination. Acquired data will be used care to the well adult. Various principles of to formulate a comprehensive problem list illness prevention and health maintenance for the client and refine documentation are introduced, as well as methodologies skills Content will be designed to provide used to diagnose and treat common correlation of assessment strategies with primary care problems. Emphasis is on the an understanding of the mechanisms of consultation role component of the nurse illness and health problems of the main body practitioner as well as on the direct provision systems. Health and wellness in the context of primary care and health promotion of disablility will be addressed. . This course assists in the socialization of the learner into NU 556 Advanced Pathophysiology for the the role of the clinical nurse leader or nurse Nurse Practitioner educator in the current health care delivery system. The laboratory component enables 3 CH the learner to develop comprehensive This course assists FNP students to have assessment skills a comprehensive understanding of the pathophysiological disease processes mostly NU 555 Pharmacology for the Nurse commonly seen afflicting patients across Educator the lifespan. Clinical pathology content 3 CH addresses alterations in major body systems that are commonly found in primary care This course will focus on the settings, as well as common testing used in pharmacotherapeutic principles the diagnostic process. of drugs most commonly used across health care settings. Basic NU 575 Health Care Information Systems pharmacological concepts, including pharmacokinetics, pharmacodynamics 3 CH and pharmacotherapeutics, as well as the An introduction to health information principal classifications of drugs in clinical systems as tools for decision making and use today are discussed in relation to communication in health care. This course physiologic and psychological concepts. builds on prior knowledge of systems theory The role of the nurse educator in teaching and utilizes change theory and information students safe and effective medication processing theory to analyze, manage and administration is emphasized. A variety of evaluate health care information. Emphasis interactive and experiential activities will is also on the ability to utilize information be utilized to enable the student to apply systems in the delivery of patient care

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and the exploration of the variety of tools evaluation of the curriculum is explored available to assist in the analysis of quality care. NU 599 Special Topics in Nursing 3 CH NU 576 Management of Financial Resources Designated new or occasional courses 3 CH that may or may not become part of the An overview of the budgeting process in department’s permanent course offerings. the health care setting. This course explores Prerequisites are established by the the building blocks that are utilized to department as appropriate for the specific develop sound financial projections. The course. Course title is shown on the student’s course also reviews and explores the health transcript. care system and the multiple payers and their impact on the financial picture of NU 601 (NU 430) Principles of Health Care health care organizations. Emphasis is on Research for Contemporary Nursing Practice the ability to utilize information systems in 3 CH the development and ongoing analysis of financial data. This course studies the field of research and its relationship to problems related to nursing and health care. Each step of NU 588 Theoretical Basis of Teaching and the research process is explored in-depth Learning in Nursing Education to develop the skills to apply research to 3 CH practice. Students apply critical analysis to This course covers research-based relevant research literature to determine educational theory and evidence based its usefulness and application. Statistical teaching/learning strategies. The theories methods and concepts are reviewed and will be examined for their application in a integrated throughout the course to promote variety of settings, level of education, and an understanding of those concepts within for the adult learner. It will introduce the the context of health care research. Emphasis impact of diversity and emphasis is placed is on understanding the research process on who the learner is and how he/she learns. through proposal development. External issues and trends impacting on nursing education will be explored including NU 602 (NU 431) Evidence-Based Practice ethical/legal considerations in course for Quality Care curriculum design and implementation; 3 CH virtual environments for teaching/learning and external issues and trends impacting on This course builds on the content of Nursing nursing education will be explored. Research Seminar I (NU 601/HA 650) and begins with principles inherent to a sound data collection and analysis, including both NU 589 Curriculum Development and philosophical and pragmatic differences Evaluation in Nursing Education between qualitative and quantitative 3 CH research.Content areas of substance include This course prepares the student to design evidence-based practice, nursing theory and implement curriculum based on in research, statistical analysis from the evidence-based teaching/learning theory. prospective of application and critique, Focus is on the process of curriculum research utilization, and issues in nursing development for an individual course and health care research from a national including course objectives, content, learning perspective. Students critique research activities, delivery of the content and student articles according to criteria and develop a evaluation. The role of the faculty in program project related to evidence-based practice.

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NU 603 Principles of Health Care Research NU 616 Leading and Influencing with for Evidence Based Nursing Practice Integrity 3 CH 3 CH This course studies the field of research Leaders and managers at all levels in and its relationship to problems related organizations must influence others to to nursing and health care. Each step of enable achievement of the organization’s the research process is explored in depth objectives. Leading and influencing with to develop the skills to apply research to integrity requires understanding of one’s practice. Students will apply critical analysis self, other people, the situational and to relevant research literature to appraise its cultural context, as well as both current and usefulness and application. Use of statistical future impacts of actions taken. Through methods and concepts are reviewed course learning experiences students and integrated throughout the course to develop individual and organizational promote understanding. Emphasis is placed strategies to influence others, shape culture, on evaluating various types of research manage change, negotiate, and facilitate evidence for nursing practice. Ethical and employee engagement and performance legal implications of conducting research are so organizations can contribute to society also reviewed. in ways that are effective, responsible and sustainable. NU 611 Care Management and Resources Across the Continuum NU 618 Social/Legal Issues in Business 3 CH 3 CH Reviews the basic approaches to care or Sustainable organizational practices case management and utilization in their require managers to pay attention to evolution, driving factors, and contemporary the environmental and social impact of roles within a variety of health care organizational strategies and actions. This settings. The role of practice guidelines course focuses on ethical and legal issues for and key relationships among nursing roles organizations and individual manager’s face and interprofessional team members is in achieving triple bottom line sustainability. considered along with the contributions of Ethical decision making frameworks provide technology and financial considerations. principles for dealing with challenges posed by technology, globalization, and societal NU 612 Disease Management and Outcomes changes and for fulfilling personal as well as Assessment corporate social responsibility. Legal topics include a survey of human resource law and 3 CH the implications for practicing managers. Introduces the concept of disease management as an evolution of case NU 621 Primary Care II: Advanced Primary management and explores the benefits Care of Families in Complex Systems of a comprehensive case and disease management program in selected settings. 6 CH Health priorities, models of chronic illness The second of three clinical courses designed and important concepts related to health to enable graduate students to learn status (including quality of life and functional problem-solving skills and clinical strategies status) are discussed. Research on the necessary to diagnose and treat common outcomes of case and disease management and complex primary care problems found in is covered along with strategies for adult families and their members. Emphasis identifying and measuring outcomes of care. is on the leadership role component of the nurse practitioner as well as on the direct provision of primary care.

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NU 631 Primary Care III: Advanced Primary NU 670 Patient Care Service Administration Care & Health Promotion of Special Practicum Populations 3 CH 9 CH NU 671 Capstone: Patient Care Services This final clinical course enables FNP 3 CH students to learn those diagnostic and management skills necessary to be effective NU 670 and NU 671 are the last two courses in the role of family nurse practitioner. in the nursing sequence for patient care Class content emphasizes problems services administration. Building on topics commonly found in emerging and aging covered in Nursing 510 that were focused families. Emphasis is on pediatrics, women’s on the organization’s microsystem (unit/ health, and geriatrics. Implementation and department or service line), Nursing 670 and synthesis of the role are addressed through NU 671 will focus at the larger organization’s a focus on types of practice settings, macrosystem level. Students will apply reimbursement mechanisms, marketing and analyze the theories, competencies strategies, employment opportunities and and concepts of previous courses in a collaborative relationships. Future trends in designated role practicum experience using advanced nursing practice are explored. The a preceptor. Further, students will examine application of advanced nursing practice the application of theories/evidence from theory into supervised clinical practice is scholarly readings and their application included and emphasized. to practice through a (private) weekly journal entry with the professor that will be appropriately referenced. They will also NU 660 Nursing Education Role Practicum & sharing their reflections with other course Clinical Specialization participants through a weekly (public to the 6 CH class only) seminar blog using appreciative In this last course in the nursing sequence inquiry to describe a significant learning on for the certificate in Nursing Education, the strengths of their clinical site focused students apply and analyze the theories, on the course objectives. The core role competencies, and concepts of the two competencies for the patient care service previous courses in a designated role administrator frame the course activities practicum experience using a preceptor. including managing client needs and Students are required to spend time with expectations and marketing, managing a preceptor in a college, clinical or staff human resources, managing financial development site. The student will develop resources, assessing quality and managing objectives to enhance their clinical expertise information, visioning and strategic planning, in area in which the student intends to teach and designing care management systems. as a nurse educator.Further, students apply Leadership strategies for accomplishing this theory to practice in seminar discussion work are explored. Current issues and trends and readings. Current issues and trends in in health care and patient care services should health care and nursing are integrated within be covered in course readings and integrated each topical area. This role practicum course into (the) course assessments/project. In this requires 8 hours per week spent honing skills course, students will design and implement as a nurse educator. a capstone project that is a culminating experience beyond the required course work. It represents the student’s ability to formulate a project and implement it from start to finish using a combination of conceptual, technical and applied knowledge. The student will also perform an organizational assessment (macrosystem level) in two parts.

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NU 680 Clinical Nurse Leader Role a preceptor. Through this experience the Practicum student will develop an evidence based 3 CH teaching project. Further, the student applies theory to practice in seminar discussion and This is the first course in the nursing readings. Current issues and trends in health sequence for the clinical nurse leader role care and nursing are integrated within each practicum providing the opportunity for topical area. in-depth analysis of the CNL role within various health care settings and specialties through a guided role immersion practicum NU 691 Capstone: Nurse Educator experience. Integration of prior coursework 3 CH related to advanced assessment and This is the final course in the nursing pathophysiology, pharmacology, information sequence for the role immersion experience systems, ethics, research, evidence-based in nursing education. Students apply and practice and health care systems occurs analyze the theories, competencies, and through clinical role practice, case studies, concepts of the previous nurse educator and student presentations. A team of courses in a designated role practicum preceptors provide guidance and support experience using a preceptor. Through this as CNL students identify and enact the role experience the student will develop an components of the CNL role while analyzing evidence based teaching proposal. Further, the organizational context for this new role. the student applies theory to practice in seminar discussion and readings. Current 681 Capstone Clinical Nurse Leader issues and trends in health care and nursing 3 CH are integrated within each topical area. This capstone course is the final in the nursing sequence for the clinical nurse leader NU 700 Theoretical Components of Nursing role practicum providing the opportunity Science for in-depth analysis of the CNL role within 3 CH various health care settings and specialties This course involves the study of knowledge through a guided role immersion practicum shared among members of the nursing experience. Integration of prior coursework discipline, the patterns of knowing and related to advanced assessment and knowledge development, criteria for pathophysiology, pharmacology, information evaluating knowledge claims and the systems, ethics, research, evidence-based philosophy of science. The nature of practice and health care systems occurs theory, theory development in nursing, and through clinical role practice, case studies, significant conceptualizations of nursing will and student presentations. A team of be discussed. Through guided search and preceptors provide guidance and support discussion doctoral students will become as CNL students identify and enact the role knowledgeable about the utilization of components of the CNL role while analyzing middle range theory to guide nursing the organizational context for this new role. practice.

NU 690 Nursing Education Role Practicum NU 710 Health Care Policy, Advocacy & 3 CH Ethics This is the first course in the nursing 3 CH sequence for the role immersion experience This course will explore the interrelationship in nursing education. Students apply and between policy, advocacy, and ethics on analyze the theories, competencies, and clinical practice and health care/nursing concepts of the two previous courses in a administration. The nurse’s role in health designated role practicum experience using

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care policy and planning will be examined. NU 740 Epidemiology and Population An overview of issues in health care policy Health and planning, including the socio-political 3 CH and economic context of health and health- seeking behaviors will be provided. The primary focus of this course is to Health care policy and planning at the local, equip the student with a foundation in state, and federal levels will be considered. clinical prevention and population health. Recurring issues in clinical practice will be This course introduces students to the examined for how legislation and regulation methods used by epidemiologists to assess impacts care. This course will examine the factors associated with the distribution structure and function of legislative and and determinants of health and disease in regulatory organizations, governance, public populations and to read, interpret, and apply relations, and global health care issues. literature using epidemiologic and statistical Broader social issues common to the care of methods. Topics include a discussion of the underserved and vulnerable populations will historical background as well as practical be examined. Ethical dimensions of public applications of epidemiology, methods for policy formulations and implementation will identifying and evaluating sources of health be highlighted. applications of epidemiology, methods for identifying and evaluating sources of health information, calculation of key NU 720 Leading Quality Initiatives and epidemiologic measures and investigation Information Systems in Health Care techniques, and an evaluation of the 3 CH strengths and weaknesses of different The course provides the skills to evaluate study designs. Current concepts of public and apply the best available technology in health, health promotion, evidence- solving clinical practice issues. Emphasis will based recommendations, determinants be on the identification of data elements from of health, environmental/occupational the information systems in the delivery of health, and cultural diversity and sensitivity patient care. It will also focus on the ability are integrated throughout the course. to transform these data elements into useful Specifically, this course examines methods information which can then be utilized to for describing disease rates and other assist in the analysis of quality care. This vital statistics; cohort, case-control, information will then be identified to be and cross sectional studies; odds ratios, used as the foundation of evidence-based relative risks, their confidence intervals knowledge and critical appraisals skills in and tests of significance; and concepts of various practice settings. Consideration will be confounding, effect modification, and bias. given to the use of electronic medical records A basic understanding of introductory including implementation for practice. biostatistics is required for this course. This foundation will enable students to analyze epidemiological, biostatistical, occupational, NU 730 Advanced Biostatistics & Research and environmental data in the development, Design implementation, and evaluation of clinical 3 CH prevention and population health. This course is designed for doctoral students to develop an understanding of advanced NU 741 Teaching Learning Principles and biostatistics and research design. Students Curriculum Design in Advanced Nursing will learn key concepts forming the basis of Education inferential statistics. They will also learn about 3 CH commonly used statistical tests in the nursing and health care literature. Lastly, students will The purpose of this course is to provide learn about quantitative research designs. students the opportunities examine

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research-based educational theory and methods to critically appraise the evidence evidence based teaching/learning strategies from a variety of sources. Based on these to design and implement instruction for analyses the doctoral student will be given diverse learners, and evaluate the quality the tools to evaluate a randomized control and effectiveness of instruction. In addition, trial, a meta-analysis and a review of clinical analysis and synthesis of theories and practice guidelines. This course will review concepts related to curriculum development the dissemination of knowledge and will and evaluation in education are emphasized. include discussion on grant application A practicum experience is a required submission. This course will provide the component of the course. foundation to support the doctor of nursing practice dissertation project. NU 742 Leadership in Advanced Nursing Education NU 760 Strategic Leadership and 3 CH Collaboration in Health Care Organizations in Health Care The purpose of this course is to engage the student in an analysis and synthesis of 3 CH concepts and theories basic to the nurse Organizational and systems leadership skills educator in a leadership role in academia. for advanced leadership practice to improve Emphasis is on current issues and trends in clinical health care systems and promote nursing education, the role of the DNP nurse excellence in care are enhanced. Focus is educator, knowledge necessary for success on transformational leadership, strategic in a leadership role such as the accreditation visioning and planning, collaboration with process and the relationship between the the health care team to make data driven school/department of nursing and state decisions at both the micro and macro board of nursing. In addition, relevant topics systems level. Understanding of how such leadership theory, policy, legal and healthcare is financed and the implications ethical issues will be discussed. A practicum for health care organizations is applied. In experience is a required component of the this course students will identify and build course. and their terminal doctoral projects.

NU 750 Clinical Scholarship and Analytical NU 770 Advanced Care of Special Methods for Evidence-Based Practice Populations 3 CH 3 CH This course will introduce the graduate This clinically focused course is designed student to doctoral nursing scholarship. for graduate students in the Doctoral Scholarship involves the translation and Leadership in Clinical Practice Track. synthesis of research findings and their Given the complexity of care, growth of application into clinical or organizational information and biomedical technology, an practice – affecting and influencing aging and increasingly diverse population, specific outcomes. Scholarship includes and worsening disparities in care, this course the integration and dissemination of new will prepare the student to fill the growing knowledge. This course will prepare the societal need for expert clinicians. This doctoral student to evaluate the most course focuses on the complex management current and highest levels of evidence. of health care problems experienced by Evidence that is designed to improve clinical special populations across the lifespan. or organizational outcomes related to an Emphasis is placed on content specific to the identified topic of interest, and to translate special populations in the areas of critical the evidence into individual practice care, cardiovascular care, infectious disease, environments. This course will use analytic oncology care, psychiatric care, and care

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of homeless populations. The role of the NU 810 DNP Scholarship and Advanced advanced practice nurse in both inpatient Practice I and outpatient settings are explored. 6 CH Students will focus on the development of both direct patient care and systems support Under the guidance of their DNP practice components of the advanced practice dissertation advisor and clinical mentor role. A major focus is on the development students will synthesize, integrate and of leadership abilities within health care translate newly acquired knowledge and systems and interdisciplinary teams. Critical skills in the implementation and evaluation of appraisal of how advanced practice nurses their selected project. Using scientific theory, affect patient care delivery and health systematic evidence appraisal, systems, care practices at the institutional, local and organizational and policy analysis, and national level is undertaken. Case examples models of care delivery, students will develop and clinical experiences are provided that the DNP practice dissertation. Seminars will allows students to become increasingly focus on guiding the student through all independent in their own clinical practice aspects of project design, implementation with respect to critical thinking and problem and evaluation. Critique and peer review solving. Emphasis in role development is will be a major focus of the seminars. A role placed on effecting change and integration transition colloquium will assist the student of the multiple roles for advanced practice in preparing for expanded roles and self- nurses in an interdisciplinary, integrated reflection. Clinical residency experiences will health system. be individually designed within the context of the focus of the student’s track selection and scholarly interests. NU 780 Leadership in Chronic Disease Management and Aging population NU 820 DNP Scholarship and Advanced 3 CH Practice II This course is designed for graduate students 6 CH in the Doctoral Leadership in Clinical Practice Track. Doctoral students will synthesize This course is designed to integrate knowledge from physiological, psychological knowledge of nursing theory, evidence and sociological/cultural perspectives that based nursing practice, ethical and legal are important to the aging person and their principles and health care systems into families. Evidence practice guidelines are clinical practice. In consultation with their used to support clinical management plans course instructor and DNP faculty advisor, and optimal patient outcomes for geriatric students will continue in a select area of clients in both inpatient and primary care clinical practice and implement advanced settings. Ethical principles will be used guide clinical decision-making and leadership in clinical decision making when complex the provision of culturally sensitive, patient problems or issues create a dilemma in centered, evidence based care. Clinical the delivery of care to elderly populations residency experiences will be individually i.e., elder abuse, reimbursement-driven designed within the context of the focus of care, advanced directives. The application the student’s track selection and scholarly of advanced nursing practice theory into interests. Case presentations from the supervised clinical practice will be included students’ clinical practicum experience and emphasized will be used to explicate clinical trends, expert clinical judgment, and individual and population focused interventions. Organizational and leadership strategies that have been employed will be discussed. Seminars will focus on guiding the student

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through the final aspects of the practice dissertation project evaluation and dissemination. Scholarly writing, grant proposals and career development strategies will be discussed. Critique and peer review will be major focus of the seminars. Expertise, knowledge and data gained from this course will be used in the development of the final practice dissertation defense.

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OCCUPATIONAL THERAPY The faculty of Sacred Heart University’s Occupational Therapy Program believes that learning naturally emerges from interactions JODY BORTONE ED.D., OT/L between students, faculty, and clients and Chair, Director, Clinical Associate Professor and Associate Dean engagement in learning pedagogies that Phone: 203-365-4771 actively reflect real practice. With these Fax: 203-396-8206 beliefs in mind, our program is structured to E-mail: [email protected] encourage and nurture active engagement, collaboration, and these interactions. The Program uses a wide variety of teaching- learning methods to accommodate the Master of Science in diverse learning styles of students, including Occupational Therapy (MSOT) seminars, laboratories, community-based Sacred Heart University’s Graduate Program projects, field visits, clinical fieldwork, in Occupational Therapy is for candidates small group and individual work, lectures, with an earned bachelor’s degree in a and problem-based learning. The primary field other than occupational therapy. The pedagogical method for our program is program prepares graduates for entry-level Problem Based Learning (PBL) where small practice and to serve as dynamic leaders, groups of students and a faculty facilitator responsive to the needs of the human work through a case to foster clinical and professional communities. Graduates reasoning. Problem based learning facilitates will draw from diverse perspectives to learning of educational content while collaboratively solve ethical and clinical simultaneously creating a forum for engaging problems and engage in occupation-based, in interactions and clinical decision-making family-centered practice and scholarship that typical of team-based health care. Group is guided by the principles of occupation, interactions also support the development of compassionate service, occupational justice professional behaviors critical to practice. and the profession’s core values and ethics. Our department’s mission, vision, philosophy, The full time, two-year program consists of and curriculum design reflects the values four academic semesters plus two semesters of the University as a whole as well as the (24 full time equivalent weeks) of supervised educational philosophy of the American clinical fieldwork. Upon completion of the Occupational Therapy Association (AOTA). program, graduates are prepared for the The acronym P.R.I.D.E., adopted by our national certification exam for occupational program, reveals our commitment to therapy administered by the National Board excellence in ourselves, our program, and our for Certification in Occupational Therapy students. P.R.I.D.E. stands for (NBCOT) and for entry-level clinical practice. Principled WHAT MAKES OUR PROGRAM UNIQUE? • We expect and ensure ethical behavior. With the growing need for occupational therapists nationwide and increasing public • We make decisions with integrity. interest in the profession, our program has made a commitment to personal attention • We are respectful of others. and forging learning partnerships between faculty and students. This allows our faculty Responsive and students to get to know each other • We are caring, attentive, and present in well, create a learning community, engage interactions with others. in collaborative scholarship, and support continual learning for members of our • We value and engage in service to meet occupational therapy community. needs.

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• We identify learning needs and share our process of learning and the integration knowledge and expertise. of new information with the foundational roots as an occupational therapist grows Innovative throughout a lifetime of practice. • We promote creativity, originality, and innovation. CURRICULUM OBJECTIVES Consistent with our vision of PRIDE, by • We use innovative strategies and new graduation our students will: technologies to promote learning. • Practice in a safe, legal, and ethical Dynamic manner. • We are actively engaged in learning and • Respond to unmet needs in underserved teaching. communities through leadership, advocacy, or service. • We accept and support change. • Identify areas for creativity and • We take initiative. innovation in practice and scholarship. • We seek and consider diversity of • Demonstrate self-reflection. opinion. • Exhibit critical thinking, clinical reasoning, • We gather and use feedback to promote and competence in skills requisite for positive growth and change in ourselves entry-level occupational therapy practice. and others. • Engage in professional activities. Excellent • We excel in our areas of practice. PROGRAM ACCREDITATION The Occupational Therapy program is • We seek to exceed standards of fully accredited under the “Standards for competence. an Accredited Educational Program for • We engage in evidence based practice the Occupational Therapist–2006” by the and life-long learning. Accreditation Council for Occupational Therapy Education (ACOTE) of the American • We support and encourage curiosity. Occupational Therapy Association (AOTA). • We are globally focused. The faculty have refined the curriculum to meet the newly revised, 2011 ACOTE • We are committed to our professional Standards that went into effect July 31, 2013. organizations. For information about accreditation, contact ACOTE, c/o Accreditation Department, Our curriculum design is portrayed by the American Occupational Therapy Association circular tree of life, with its roots consisting (AOTA), 4720 Montgomery Lane, Suite 200, of the foundational knowledge students need Bethesda, MD 20824-3449 ; phone: (301) in order to become exemplary practitioners; 652-AOTA6611, ext. 2914; web address: its trunk symbolizing the teaching and www.acoteonline.org. Graduates of the learning processes that support and scaffolds program are eligible to sit for the national knowledge and critical thinking; and its top certification examination for the occupational branches symbolizing the skills, abilities, therapist administered by the National Board and professional behavior outcomes of the for Certification in Occupational Therapy entry level practitioners graduating from (NBCOT). After successful completion of this our program. The tree’s branches circle back exam, the individual will be an Occupational to its roots, demonstrating the continual Therapist, Registered (OTR). Most states,

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including Connecticut, require licensure in All applicants must have successfully order to practice; however, most initial state completed prerequisite courses in licenses are usually based on the results of Psychology, Statistics, Biology with a the NBCOT certification examination. laboratory,, , and Human Anatomy and Physiology I with a lab, and one additional ADMISSIONS REQUIREMENTS prerequisite with final course grades entered with the University’s Registrar prior to the Students entering the program must have interview. Additional criteria include: completed their undergraduate degree in a discipline of their choice; however, • Completion of the baccalaureate degree the Bachelor of Science in Health Science (BSHS) is preferred as it offers students • An 3.0 or better undergraduate GPA a solid foundation in aspects specific • Successful completion of all prerequisite to health care. Sacred Heart University courses with a GPA of 3.2 or better with undergraduates interested in completing no individual prerequisite course grade their undergraduate study in three years may below a “C”. do so if they major in Health Science (BSHS) or Sociology providing that they complete • Science prerequisite GPA of 3.0 or better all required prerequisites and meet all (Bio, A & P I and A & P II) enrollment criteria by the end of the summer • Two letters of recommendation prior to enrollment. Refer to the Health Sciences website for the 3 + 2 plan of study. • Essay/writing sample completed online Students must have earned a bachelor’s with the application degree and completed all prerequisite courses from a university accredited by a • Official transcripts from all colleges and United States Department of Education universities attended recognized regional accrediting authority. All • Relevant volunteer, observation, and or prerequisites must be successfully completed work experience in the health care field prior by the spring summer semester prior with specific knowledge of Occupational to fall enrollment. Students educated outside Therapy is highly recommended. the USA will need to have their transcripts evaluated by World Education Services • Successful interview including the group (www.wes.org) for equivalency and must PBL experience, with the Occupational meet University established scores for the Therapy Admissions Committee upon TOEFL exam. Provisional acceptance may be invitation offered to students requiring the spring and/ or summer prior to enrollment to complete Students accepted provisionally are prerequisites or the baccalaureate degree. expected to maintain all GPA and admission Applicants who are provisionally accepted requirements. Students are required to have are required to successfully complete a laptop computer inclusive of Professional the bachelor’s degree and all required Level Microsoft Office Software Suite, prerequisites; maintain a cumulative 3.0 high-speed Internet access, a printer, and GPA, maintain a 3.2 prerequisite GPA with proficiency in word processing and email at no individual prerequisite grade below a the time of enrollment and throughout the C, and maintain a 3.0 prerequisite science program. prerequisite GPA, maintain a 3.2 prerequisite GPA with no individual prerequisite course Application Materials grade below a “C,” successfully complete all Internal Sacred Heart University students required prerequisite courses, and complete apply online at www.sacredheart.edu or the baccalaureate degree as a condition of through the Office of Graduate Admission’s enrollment. webpage. External students complete the

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national occupational therapy common prerequisite courses in Biology, Human application online at www.OTCAS.org. Please Anatomy and Physiology I, Psychology, refer to the Office of Graduate Admission’s Statistics, and at least one additional website for details on the internal Sacred prerequisite with grades entered with the Heart University and OTCAS application University Registrar, prior to the interview, process. and, applicants who meet or exceed the Program’s admission GPA requirements. Applications must include the following Sacred Heart University and external materials: students who have not completed these prerequisites should apply regular decision. • A graduate admissions application form and supplemental prerequisite sheet; Option One: Entering Sacred Heart University • Two letters of recommendation: one Freshmen: Early Provisional Decision from an academic source, one from an Sacred Heart University Freshmen who employer or volunteer supervisor; meet Early Provisional Freshman Admission Decision criteria will have a seat reserved in • Official transcripts of all previous college the graduate Occupational Therapy program. or university studies; Students who were admitted into the • A nonrefundable application fee (waived Occupational Therapy Program as freshman for Sacred Heart University students); must meet all of the following criteria prior to beginning the professional graduate • Relevant volunteer, observation, and or phase of the Occupational Therapy Program: work experience in the health care field contingent upon successful completion of with specific knowledge of Occupational all prerequisites course requirements with Therapy is highly recommended no individual prerequiste course grade below a C, successful completion of and an Application Deadlines for Fall Enrollment undergraduate major, maintenance of a 3.0 • October 31 for early decision or the date cumulative GPA throughout Sacred Heart published by the Office of Graduate University tenure, maintenance of a 3.0 Admissions science prerequisite GPA (Biology with lab, Human Anatomy and Physiology I with lab, • December 15 for regular admission or the and Human Anatomy and Physiology II with date published by the Office of Graduate lab), and a maintenance of a 3.2 prerequisite Admissions GPA, with no prerequisite course grade below a “C”, and completion of a graduate If applying through OTCAS, please allow two admission application by October 31st of months for OTCAS to verify your application their Senior year. Sacred Heart University and send it to the Office of Graduate undergraduates who were admitted into the Admissions. OTCAS and Sacred Heart Program as freshman who do not meet these University will review applications only when criteria will lose their seat in the Occupational they are complete and all required materials Therapy Program., and an interview with the have been submitted. Occupational Therapy Admissions Committee.

Early Application Options Early provisional Freshman Admission Freshman Admission Early Provisional decision is for qualified freshman entering Decision requirements for entering Sacred Sacred Heart University. Refer to Sacred Heart University freshmen include: Heart University’s Undergraduate catalog • Successful completion of four years of for information on Freshman Admission Science, and, two of the following three requirements. Early decision is for qualified criteria: senior level students who have completed

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• High school GPA of 3.2 or higher in • Interview with the Occupational Therapy academic courses (Math, Science, History, Admission Committee, which includes English and Language); and, participation in a group problem-based learning experience; and, • SAT scores of 1050 1100 or higher; • Rank in the top 30% of their high school Applicants who meet the Early Program class Decision criteria will have a seat in the Occupational Therapy program reserved Option Two: Senior Year, Fall Term: Early contingent upon maintenance of all Program Decision Option admission GPA requirements, a 3.0 GPA throughout their University tenure, successful Sacred Heart University senior level completion of all prerequisites and an undergraduate students and external undergraduate major, and an interview students, who meet specified criteria, are with the Occupational Therapy Admissions eligible to apply for Early Program Decision. Committee. All applicants must meet the Program’s admission GPA requirements and must Option 3: Senior Year, Fall Term Spring Term: have successfully completed prerequisite Regular Application Option courses in Psychology, Statistics, Biology with a laboratory, statistics, psychology, For students who do not wish to apply Human Anatomy and Physiology I with for Early Program Decision or who do a lab, and one additional prerequisite not meet the criteria, the application with final course grades entered with the deadline is January December 15 or the University’s Registrar prior to the interview. date published by Graduate Admissions for The application deadline is October 31 or the the incoming fall class. All applicants must deadline published by the Office of Graduate have successfully completed prerequisite Admissions. Criteria for early decision courses in Psychology, Statistics, Biology application include all of the following: with a laboratory, statistics, psychology, Human Anatomy and Physiology I with a lab, • Submission of a completed graduate and one additional prerequisite with final admission application through OTCAS course grades entered with the University’s or Sacred Heart University’s Office of Registrar prior to the interview. Graduate Admissions and applicable fee by the application deadline established Requirements for Regular Decision Options by the Office of Graduate Admissions; include all of the following: • Official transcripts from all colleges and • Successful completion of all prerequisite universities attended; courses with a prerequisite GPA of 3.2 or better and no individual prerequisite • Two letters of recommendation (one from course grade below a “C”; an employer or volunteer job supervisor, one from an academic source); • Overall GPA of 3.0 or better; • An overall GPA of 3.0 or better, • Prerequisite science GPA of 3.0 or better (Biology with lab, Human Anatomy I and • and prerequisite GPA of 3.2 or better with Physiology I and Human Anatomy and no prerequisite course grade below a “C”, Physiology II with laboratories); and, • Submission of a completed graduate • a 3.0 prerequisite science GPA (Biology, admission application and applicable fee; Human Anatomy I and Physiology I and Human Anatomy and Physiology II with • Official transcripts from all colleges and laboratories); universities attended;

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• Two letters of recommendation: one The University requires graduate transfer from an academic source, one from an students to take a minimum of 60% of the employer or volunteer supervisor; program’s credits, or a minimum of 46 of the 76 Occupational Therapy total program • Relevant volunteer, observation, and or credits at Sacred Heart University to meet work experience in the health care field the residency requirement. The Occupational with specific knowledge of Occupational Therapy curriculum reflects its philosophy, Therapy is highly recommended; problem-based learning pedagogy, P.R.I.D.E. • Interview with the Occupational Therapy Vision, Mission, and objectives to prepare Admissions Committee, which includes reflective practitioners. Transfer students, participation in a group problem-based therefore, are required to take all courses learning experience; rooted in these philosophies and PBL pedagogy regardless of the number of • Essay/writing sample completed online credits that may qualify for transfer. These with the application include: OT504: Therapeutic Use of Self; OT526: Topics in Mental Health; OT527: Option 4: Open AdmissionsAdult Students PBL in Mental Health; OT528: Clinical Lab Open admissions are contingent upon in Mental Health; OT529: Level I FW and available seats and are maintained for Seminar in Mental Health: OT 530: Groups; applicants who have already obtained OT 542 Health, Prevention, and Well-being; a baccalaureate degree in a field other OT564: Topics in Adults and Geriatrics; than Occupational Therapy. Although OT565 PBL in Adults and Geriatrics; open admission application deadlines OT566 Clinical Lab: Adult and Geriatrics; and admissions criteria are flexible, to OT536: Level I FW and Seminar Adult and accommodate the unique needs of adult Geriatrics; OT545: Topics in Pediatrics and applicants, it is suggested that materials Adolescence; OT549 PBL in Pediatrics and be received as close to the December 15 Adolescence; OT547: Clinical Lab: Pediatrics deadline as possible. and Adolescence; OT544 Capstone I; OT608 Capstone II; OT609 Portfolio; OT525 Health TRANSFER OF CREDITS and Wellness a Personal Journey; OT691 Level II Fieldwork; and, OT693 Level II Students interested in transferring into the Fieldwork. Graduate Occupational Therapy Program from another occupational therapy program may do so at the discretion of the Program PREREQUISITE COURSES Director and faculty admissions committee Biology I with lab (4 credits) depending on the student’s qualifications, Human Anatomy and Physiology I with lab reason for transfer, and available seats. (4 credits)* Transfer students must adhere to Sacred Heart University’s residency and course grade Human Anatomy and Physiology II with lab requirements for transferring into graduate (4 credits)* programs (See Residency Requirements in the A Psychology course (3 credits) Abnormal Academic Standards section of Sacred Heart Psychology (3 credits) University’s Graduate Bulletin). Only graduate Life Span Development or Developmental level courses in which the student earned Psychology (Content must include the study a grade of B or better will be considered of the entire life span, from birth to old age) for transfer credit. Students interested in (3–9 credits) transferring into the graduate occupational Sociology, or Anthropology, or Social therapy program must meet admission criteria Psychology, or Diversity/Multicultural and complete an application with the Office of studies (3 credits) Graduate Admissions. Statistics, or Psychological Statistics, or

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Social Statistics, or Biostatistics (Content I and level II supervised clinical fieldwork. must include descriptive statistics, experiences. The majority of clinical probability, confidence intervals, correlation fieldwork sites require students to complete and hypothesis testing) (3 credits)* a criminal background check, fingerprinting, or drug testing prior to clinical education Only prerequisite course grades of C or placements. Additionally, states may restrict better meet prerequisite requirements. or prohibit those with criminal backgrounds from obtaining a professional license and *Prerequisite courses in Statistics and Human NBCOT may deem persons with criminal Anatomy and Physiology I and II must have backgrounds as ineligible to sit for the been completed within the past 10 years. NBCOT certification examination. Therefore, students with criminal backgrounds may For all applicants: not be able to obtain the required clinical education experience(s), thus failing to RECOMMENDED ELECTIVES (which are of meet the Occupational Therapy Program’s benefit once in the Occupational Therapy academic requirements. It is therefore Program) the Program’s policy that all admitted Physics with lab students planning to enroll must consent, Neuroscience, or Biology of Behavior, or submit to, and satisfactorily complete a Brain and Behavior criminal background check (CBC) within six (6) weeks of registration for courses as Exercise Science Kinesiology a condition of matriculation. Matriculation will not be final until the completion of the DEGREE REQUIREMENTS criminal background check with results deemed acceptable to the Program Director The program is full time consisting of four or Academic Fieldwork Coordinator. academic trimesters followed by two All expenses associated with the CBC, trimesters of two, 12-week experiences of fingerprinting, and/or drug screening full time supervised clinical fieldwork. Course are the responsibility of the applicant/ work during the academic trimesters is student. Students, who do not consent to completed with full time classes. Classes are the required background check, refuse to scheduled during the day and/ or evening. provide information necessary to conduct The supervised clinical fieldwork is full-time the background check, or provide false with the hours determined by the clinical or misleading information in regard to site. The full-time program sequence is the background check may be subject to completed in two calendar years including disciplinary action up to, and including, summers. Successful completion of all course refusal of matriculation or dismissal from the work, Level I and II fieldwork, a completed program. portfolio, and the Capstone project with professional poster presentation and Some fieldwork placements require defense, are required for graduation. Level II fingerprinting and/or drug screening prior fieldwork experiences must be successfully to beginning the fieldwork experience. completed within 24 months of completion Background checks, fingerprinting, and drug of coursework. screenings are completed at the student’s expense and the University and or the Note: A criminal background or felony Occupational Therapy Program will have conviction may affect a graduate’s ability to no obligation to refund tuition or otherwise sit for the NBCOT certification examination accommodate students in the event that a and/or attain state licensure. Additionally, all criminal background check or drug screening graduate programs in occupational therapy renders the student ineligible to complete requires the successful completion of level required courses or fieldwork. Please

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see the Occupational Therapy Program’s OT 565 PBL: Adults and Geriatrics Student Manual for complete information 3 CH on Criminal Background Checks and policy OT 566 Clinical Lab: Adults and regarding adverse information in a CBC Geriatrics 5 CH report. Students who are twice denied a fieldwork placement based on the results OT 536 Level I FW and Seminar: of a background check will be considered Adults and Geriatrics 1 CH ineligible for placement and unable to OT 544 Capstone I: Planning, complete the program and, therefore, will be Permissions, and Approval dismissed from the program. 1.5 CH

REQUIRED COURSES Fall Semester, PY2 OT 545 Topics in Pediatrics and Fall Semester, PY1 Adolescence 2 CH OT 501 introduction to Occupational OT 547 Clinical Lab: Pediatrics and Therapy 3 CH Adolescence 5 CH OT 546 Human Occupation and OT 548 Level I FW and Seminar: Activity Analysis 3 CH Pediatrics and Adolescence OT 505 Health Policy and Law 2 CH 1 CH OT 504 Therapeutic Use of Self 2 CH OT 549 PBL: Pediatrics and Adolescence 3 CH OT 523 Applied Functional Anatomy and Neuroscience 4 CH OT 607 Leadership and Management 3 CH OT 524 Human Conditions Across the Lifespan 3 CH OT 608 Capstone II: Implementation 1.5 CH* OT 525 Health and Wellness: Personal Journey .5 CH Spring Semester, PY2 Spring Semester, PY1 OT 608 Capstone II: Implementation 1.5 CH * OT 503 Research I 2 CH OT 609 Portfolio 1 CH ** OT 526 Topics in Mental Health 3 CH OT 691 Level II FW 4 CH OT 527 PBL in Mental Health 3 CH OT 528 Clinical Lab in Mental Health Summer Semester, PY2 5 CH OT 609 Portfolio 1 CH ** OT 529 Level I FW and Seminar in OT 693 Level II FW 4 CH Mental Health .5 CH OT 530 Groups 2 CH * PY2 fall or spring course registration is OT 542 Health, Prevention, and Well- determined by the Capstone advisor. being 2 CH ** Students may register in either the PY2 SP Summer Semester, PY1 or SU semester. OT 531 Research II: Single Subject *Note: The Capstone project, professional Design 2 CH poster presentation and defense, and OT 543 Needs Assessment and completed portfolio are graduation Program Development 3 CH requirements. Special mandatory OT 564 Topics in Adults and Geriatrics presentations and events are scheduled 2 CH between the two level II fieldwork

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experiences and prior to the May graduation conditions that fall within the domain of ceremony. All level I and II FW requirements occupational therapy practice. Course must be completed within 24 months of delivery includes lecture, discussion, reading, completed coursework. web based resources, and classroom learning activities.

Course Descriptions OT 523: Applied Functional Anatomy and Neuroanatomy FALL SEMESTER PY1 4 CH This course examines the organization, OT 501 Introduction to Occupational development, and function of the nervous, Therapy as a Profession musculoskeletal, cardiovascular, respiratory, immune and lymphatic systems of the 3 CH human body as well as musculoskeletal This course will introduce occupational assessment techniques commonly performed therapy students to the foundations of by occupational therapists in clinical practice. professional practice. Students will develop Course content will be delivered in the a historical and philosophical perspective of context of experiential labs, seminars, and the profession, explore what it means to be self-directed learning. a professional, and understand the theories and models that guide occupational therapy OT 524: Human Conditions across the Life practice. Course formats include seminar, Span lecture, and workshop. 3 CH OT 504 Therapeutic Use of Self I This course will explore the characteristics and implications of major categories of 3 CH mental and physical health conditions that This first semester course is designed to occupational therapist may encounter promote reflection on the educational when working with clients across the life process and the individual student’s future span. Students will be required to locate occupational therapy practice. Students and interpret information from a variety of will complete reflective self-assessments sources including textbooks, articles, and and analyze them to determine their on-line resources. own values, ethical stance, professional behaviors, knowledge, and skills necessary OT 525 Health and Wellness: Personal for developing a professional identity. Course Journey formats will include seminars, discussions, in-class and online course activities. .5 CH This course consists of the personal pursuit OT 505 Health Policy and Law of one’s well-being: mind, body and spirit. Students will reflect on different dimensions 2 CH of wellness, health literacy and the biological This course examines national and state and environmental (physical and social) health and education policies, legislation forces, both controllable and uncontrollable, and laws that affect occupational therapy that affect health and well-being. practice. Access, quality, and cost factors (classification and reimbursement) are examined in relation to service delivery models in health and education with a particular emphasis on policy and legislation affecting populations with needs and

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OT 546 Human Occupation and Activity OT 528 Clinical Lab in Mental Health Analysis 5 CH 3 CH In this course students will apply the In this course students will explore the over- concepts explored in PBL and seminar arching concept of occupational science and utilizing self-directed learning and critical the importance of occupational balance to thinking skills during “hands-on” learning wellness and quality of life in individuals, experiences, while developing occupational families, and societies. The course formats therapy (OT) clinical and documentation include seminar, lecture, online discussion, skills for effective evaluation, intervention and workshops. and discharge within the contexts of the daily lives of mental health OT, while SPRING SEMESTER PY1 maintaining professional behaviors and team collaboration. Course format will OT 503 Research I: Introduction to Research be laboratory with hands-on techniques demonstration, practice and discussion. 2 CH Introduction to Research will provide OT 529 Level I FW and Seminar: Mental the occupational therapy student with a Health thorough understanding of the importance .5 CH of research to the profession of occupational therapy. Students will develop the ability Level I fieldwork will be for students to to read and critique the research of integrate academic learning with clinical occupational therapy and other professions. practice. Fieldwork placement will be Course formats include seminar, lecture, and determined by the Academic Fieldwork workshops. Coordinator. Fieldwork experiences will be one day per week and the setting will align OT 526 Topics in Mental Health with academic content. The format for this course will be seminar and supervised clinical 2 CH fieldwork. This course will examine current psychosocial topics and trends, and the role of occupational OT 530 Groups therapy in mental health across the life span. 2 CH The format of the course will be presentation, discussion, and collaborative work. Students will study the elements of groups to understand how they operate and how OT 527 Problem Based Learning in Mental occupational therapists utilize groups for Health assessment and intervention within particular frames of reference and theoretical models. 3 CH The format of the course includes lecture, This course will utilize Problem-Based online material, discussions, and experiential Learning (PBL) to develop self-directed learning activities. learning, research, and critical analysis and synthesis of the acquired knowledge for OT 542 Health, Prevention and Well-being evidence- based practice in occupational 2 CH therapy mental health. Students will practice clinical decision-making while applying their Students will develop a deep understanding knowledge of the OT foundational theories of health and wellness and explore the and principles, as well as research- based evidence regarding how physical, mental, evidence to the presented clinical cases. The and spiritual health are critical to a person’s format for this course will be small group PBL overall health, well-being, disease prevention, tutorials and independent small group work. and ability to participate meaningfully in

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their daily occupations. Prerequisite OT 525 OT 565 Problem Based Learning: Adults and Health and Wellness: A Personal Journey. Geriatrics 3 CH SUMMER SEMESTER PY1 This course utilizes Problem-Based Learning (PBL) to develop self-directed learning, OT 531 Research II research, and critical analysis and synthesis 2 CH for evidenced based practice in occupational Research II will apply concepts and content therapy with the adult and geriatric learned in Introduction to Research to actual populations. Students will learn to consider research activities using single subject the diversity within these age groups in research design. Students will engage in a relation to physical, social, and cognitive review of the literature and will develop a factors, and life-style, and investigate the proposal for a study using single subject multidisciplinary and contextual support research design. Class formats will include systems available to enable occupational lectures, discussions, workshops, and online performance. The format for this course will activities. be PBL.

OT 543 Needs Assessment and Program OT 566 Clinical Lab: Adults and Geriatrics Development 5 CH 3 CH In this lab format course, students will Students complete a needs assessment apply the concepts explored in PBL and and develop a community-based program seminar utilizing self-directed learning and for a real or virtual community site of their critical thinking skills during “hands on” choosing subject to instructor approval. learning experiences. The focus will be on This experience is designed to give students developing the basic knowledge, and clinical the proactive entrepreneurial skills needed and documentation skills of occupational to identify and work in community. The therapy for effective evaluation, intervention course will also examine the theoretical and discharge within the contexts of the models of community-based practice and daily lives of adult and geriatric clients while health promotion including consultation and maintaining professional behaviors and team prevention. collaboration. Course format will include classroom and community experiences. OT 564 Topics in Adults and Geriatrics OT 536 Level I Fieldwork and Seminar: 2 CH Adults and Geriatrics This course will examine current topics 1 CH and trends, and occupational therapy’s role when working with adult and geriatric Level I fieldwork will be for students to populations. Students will actively engage integrate academic learning with clinical in discussion and debate about occupational practice. Fieldwork placement will be therapy’s impact on adult and geriatric client determined by the Academic Fieldwork factors. The format of the course will be Coordinator. Fieldwork experiences will be presentation, discussion, and collaborative one day per week and the setting will align work. with academic content. The format for this course will be seminar and supervised clinical fieldwork.

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OT 544 Capstone I: Planning, Permissions, OT 548 Level I FW and Seminar: Pediatrics & and Approvals Adolescence 1.5 CH 1 CH Students will learn the content, skills, and Level I fieldwork will be for students to processes necessary to plan and implement integrate academic learning with clinical their Capstone projects. Capstone projects practice. Fieldwork placement will be will be completed in OT 608 Capstone II. determined by the Academic Fieldwork Each small Capstone group will work under Coordinator. Fieldwork experiences will be the mentorship of a faculty advisor. Course one day per week and the setting will align formats include lecture, discussion, and with academic content. The format for this regularly scheduled Capstone team and course will be seminar and supervised clinical mentoring meetings with the Capstone fieldwork in a pediatric or adolescent setting. advisor. Prerequisites OT 543 Needs Assessment and Program Development and OT 549 Problem Based Learning: Pediatrics OT 531 Research II. and Adolescence 5 CH FALL SEMESTER PY2 This course will utilize Problem-Based Learning (PBL) to develop self-directed OT 545 Topics in Pediatrics Adolescence learning, research, and critical analysis and 2 CH synthesis for evidenced based practice in This course will examine the biological, pediatric occupational therapy. This course psychological, medical, and social will provide extensive opportunities for sciences evidence that serve as a basis students to link the knowledge they are of occupational therapy assessment and actively acquiring throughout the curriculum intervention in current practice with clients to occupational therapy practice skills. The from birth to early adulthood. The format for format for this course will be small PBL this course will be presentation, discussion, tutorials and independent small group work. and collaborative work. OT 607 Leadership and Management OT 547 Clinical Lab: Pediatrics and 3 CH Adolescence This course uses the formats of lecture, 5 CH seminar, collaborative group work, In this laboratory course, students will and presentations to study leadership, apply the concepts explored in PBL and supervision and management in health seminar utilizing self-directed learning and care contexts and organizations. Theories critical thinking skills during “hands on” including aspects such as leadership and learning experiences within the contexts management will be examined in detail, of the daily lives of families of infants and including leadership theories, budgeting, children through early adulthood while marketing and strategic planning. maintaining professional behaviors and team collaboration. Course format will be SPRING SEMESTER PY2 laboratory with hands on activities and discussion. OT 608 Capstone II: Implementation 1.5 CH The Capstone II course is the culminating project during which students integrate and apply the knowledge, skills, and professional values they have learned throughout the

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program. Students will work in small groups CONTINUOUS ENROLLMENT POLICY with a faculty mentor to implement and Graduate students in the master’s degree complete their projects culminating in a program in Occupational Therapy must professional poster presentation and defense maintain continuous enrollment in the to faculty and peers as a requirement for program. Students who need to take a leave graduation. Course formats include regularly of absence from the program must apply, scheduled Capstone team and mentoring in writing, to the program chairperson. A meetings, independent work, and work in maximum of one 12-month leave of absence the field. Prerequisite OT 544 Capstone may be granted upon review by the chair and I: Planning, Permissions, and Approvals. faculty Professional Performance Committee PY2 fall or spring course registration is at the student’s request. As the program determined by the Capstone advisor. is a “lock-step” curriculum, students must reenter the program following a leave of OT 609 Portfolio absence in the required curriculum sequence. 1 CH If a request is denied, or if students fail to enroll for their next consecutive trimester Students will build a portfolio that in the program, the student must apply for documents learning in a variety of content readmission. The application for readmission areas, as well as in professional behaviors, must be submitted to the Office of Graduate and clinical reasoning skills. Portfolio Admissions. Students who are readmitted provides students with an opportunity to must adhere to the guidelines and curriculum prepare for fieldwork, the NBCOT exam, and in effect at the date of readmission and eventual clinical practice and employment. the University may charge a continuous Students may register in either the PY2 SP or enrollment fee each trimester he or she is not SU semester. enrolled to maintain matriculation.

OT 691 Level II Fieldwork 4 CH 12 weeks of full-time equivalent supervised fieldwork education. Hours are usually 40 hours per week, with specific hours determined by the fieldwork site. Fieldwork locations are arranged in collaboration with the Academic Fieldwork Coordinator and the student.

SUMMER SEMESTER PY2

OT 693 Level II Fieldwork 4 CH 12 weeks of full-time equivalent supervised fieldwork education. Hours are usually 40 hours per week, with specific hours determined by the fieldwork site. Fieldwork locations are arranged in collaboration with the Academic Fieldwork Coordinator and the student.

College of Health Professions 237 2014-2015 SACRED HEART UNIVERSITY GRADUATE CATALOG

238 College of Health Professions SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

PHYSICAL THERAPY • Demonstrate professional behavior in all situations. KEVIN CHUI, PT, DPT, PHD, GCS, OCS, • Practice in a manner consistent with FAAOMPT established legal and professional Department Chair and Program Director standards and ethical guidelines. Phone: 203-371-7976 Fax: 203-365-4723 • Communicate in ways that are congruent E-mail: [email protected] with situational needs. • Adapt delivery of physical therapy services with consideration for patients’ Doctor Physical Therapy (DPT) differences, values, preferences, and The University’s Doctoral Program in needs. Physical Therapy prepares students for • Participate in self-assessment to improve professional practice as general practitioners clinical and professional performance. who demonstrate self-directed, ongoing learning, competency in clinical practice, • Apply current knowledge, theory, clinical a commitment to the application of judgment, and the patient’s values and professional skills and knowledge in service perspective in patient management. to others. The program’s curriculum is a • Determine with each patient encounter problem-based learning (PBL) design. PBL the patient’s need for further examination places emphasis on the development of a or consultation by a physical therapist reflective practitioner by teaching students or referral to another health care to learn from and solve clinical problems. professional. Curriculum content is organized around carefully designed clinical patient problems • Perform a physical therapy patient that students study, discuss and research examination using evidenced-based tests. in small tutorial groups. Students learn to synthesize information from multiple • Evaluates data from the patient disciplines as it is relevant to the clinical examination (history, systems review, problem. Tutorial group work develops and tests and measures) to make clinical interdependence among students, and judgments. supports the use of peers in learning and • Determine a diagnosis and prognosis that problem solving. Clinical education includes guides future patient management. part-time, integrated experiences in each of the academic semesters, and full-time • Establish a physical therapy plan of care clinical education in the summers following that is safe, effective, patient-centered, the first and second years of study and the and evidence-based. final semester of the academic program. • Educate others (patients, caregivers, staff, Clinical education totals 38 weeks of full-time students, other health care providers, work and approximately 12 to 16 hours per business and industry representatives, semester of part-time work. school systems) using relevant and effective teaching methods. EXPECTED STUDENT OUTCOMES • Produce quality documentation in a • The graduate of the Program in Physical timely manner to support the delivery of Therapy at Sacred Heart University is physical therapy services. prepared to: • Collect and analyze data from selected • Practice in a safe manner that minimizes outcome measures in a manner that risk to patients, self and others. supports accurate analysis of individual

College of Health Professions 239 2014-2015 SACRED HEART UNIVERSITY GRADUATE CATALOG

patient and group outcomes. Admission criteria include: • Participate in the financial management • physical therapy prerequisite courses (budgeting, billing and reimbursement, grade point average (GPA); time, space, equipment, marketing, public relations) of the physical therapy service • undergraduate GPA; consistent with regulatory, legal, and • letters of recommendation; facility guidelines. • relevant activity in the health care field; • Direct and supervise personnel to meet and patient’s goals and expected outcomes according to legal standards and ethical • individual and group interviews with the guidelines. Physical Therapy admissions committee.

• Present an inservice or case presentation DEGREE REQUIREMENTS on a topic relevant to the clinical setting. The program is a three-year (six semesters • Utilize effective self-assessment skills to plus eight weeks of clinical education in provide input to the clinical instructor the first summer and ten weeks in the regarding strategies to strengthen clinical second summer) course of study offered performance on a full-time basis only, to allow for the professional socialization of the student and ADMISSION REQUIREMENTS the integration of coursework. This program Students entering the program must have leads to preparation for licensure as a completed an undergraduate degree in physical therapist. the discipline of their choice. In the case of Prerequisite Courses Sacred Heart University undergraduates, undergraduate study in biology, exercise BI 111/BI 112 Concepts in Biology I & II science, or psychology may be completed (6 credits) in three years, followed by three yearsof BI 113/BI 114 Concepts in Biology graduate study. Students also must Laboratory I & (2 credits) have completed the necessary course BI 131/BI 132 Human Anatomy & Physiology prerequisites by the end of the Summer I & II (6 credits) semester prior to enrollment and have no more than two courses outstanding at the BI 133/BI 134 Human Anatomy & Physiology time of application. Students are admitted Laboratory I & II (2 credits) to the program on a competitive basis. CH 151/CH152 General Chemistry I & II (6 Applicants must submit all materials for credits) admission consideration by December 15 (or CH 153/CH 154 General Chemistry Laboratory as published by the Graduate Admissions I & II (2 credits) Office) for the incoming Fall class. MA 131 Statistics for Decision Making Application materials must include: (3 credits) MA 140 Precalculus (or above) (4 • a graduate admissions application form; credits) • two letters of recommendation (one from PY 111/112 General Physics I & II an academic source and one from an (6 credits) employment/volunteer source); PY 113/PY 114 General Physics Laboratory I & • complete official transcripts of all II (2 credits) previous college or university study; and Two psychology electives (6 credits) • a nonrefundable application fee Total: 45 credits

240 College of Health Professions SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

Required Courses PT 760 Special Project I (1 credit) Semester Total: 18 credits Year 1, Semester 1 PT 611 Structure and Function I (7 Summer credits) PT 752 Clinical Experience II PT 621 Examination and (5 credits) Documentation I (4 credits) PT 631 Evaluation-Intervention I (6 Year 3, Semester 1 credits) PT 825 Contemporary Practice in Semester Total: 17 credits Physical Therapy (9 credits) PT 845 Professional Practice III Year 1, Semester 2 (4 credits) PT 612 Structure and Function II (7 PT 861 Special Project II (4 credits) credits) Semester Total: 17 credits PT 622 Examination and Documentation II (5 credits) Year 3, Semester 2 PT 632 Evaluation–Intervention II (4 PT 853 Clinical Experience III credits) Semester Total: 16 (6 credits) credits PT 854 Clinical Experience IV (6 credits) Summer Semester Total: 12 credits PT 740 Professional Practice (1 credit) Program Total: 108 credits PT 651 Clinical Experience I (4 credits)

Year 2, Semester 1 Clinical Education PT 713 Structure and Function III (7 The curriculum includes 21 credits of full-time credits) clinical education at affiliating clinical sites PT 723 Examination and across the United States. These activities Documentation III (4 credits) occur in the summers following the first and second years of study and during the entire PT 733 Evaluation–Intervention III (3 sixth semester of the program. Student credits) placement for these clinical education PT 741 Professional Practice II experiences provides each student with (2 credits) a variety of learning experiences within PT 743 Grand Rounds I (2 credits) different types of practice settings. The DPT program is affiliated with more than 500 Semester Total: 18 credits clinical facilities representing a wide range of Year 2, Semester 2 practice settings, located predominately in the northeastern United States, but include PT 714 Structure and Function IV sites across the country. Each site must (6 credits) have a formal contractual relationship with PT 724 Examination and the University that includes a description of Documentation IV (4 credits) the responsibilities associated with clinical PT 734 Evaluation–Intervention IV education. The University supervises the (4 credits) student’s clinical education experience through communication with the clinical PT 744 Grand Rounds II (3 credits) instructor on site, written student

241 2014-2015 SACRED HEART UNIVERSITY GRADUATE CATALOG

performance evaluations and on-site visits as (some with additional information or may be necessary. Students should anticipate modification) as the context for learning. the additional costs of clinical education in Cases first presented in the tutorial will not the curriculum, including travel, housing, be used concurrently across courses, but will meals and living expenses. In some cases, be presented in a course context-specific clinical sites may provide some assistance manner. The courses will be substantially for expenses such as housing. Planning for interrelated and are, therefore, co-requisite clinical education is done through the DPT to each other. Also included in this semester program by the academic coordinators of and tied to components of each course clinical education (ACCEs). Students will are 4–6 structured clinical exposures for receive individual advisement regarding each student per semester that will serve clinical education planning. Students will be as a mechanism for understanding clinical asked to make clinical education placement relevance to practice and patient care. Each requests; however, final placement decisions structured clinical experience will have an are the responsibility of the ACCEs. associated short writing assignment that will be used to facilitate achievement of the goals of the experience and to work on writing competence. These structured clinical Program Accreditation experiences and related writing assignments The Physical Therapy program was initially are attached to the tutorial course for accredited by both the Connecticut purposes of description. Department of Higher Education (CTDHE) in 1998 and the Commission on Accreditation PT 611 Structure and Function I of Physical Therapy Education (CAPTE) in 1999, in 2004, and reaffirmed again in 7 CH 2014. In 2003, both agencies approved This tutorial-based course covers the transition of the program to the Doctor of structure and function of the normal Physical Therapy (DPT) degree. The program and impaired musculoskeletal system. was recognized in these accreditation Normal anatomy and biomechanics are proceedings for several strengths, including examined in the context of patient cases the high quality of its curriculum, the with common musculoskeletal problems to exceptional qualifications of its faculty and understand the tissue and organ stressors for the level of University support provided (including environmental interaction, to the program. CAPTE accreditation is an aging, and disease processes) that result in ongoing process for all PT programs. The PT physiological responses that may then lead program at Sacred Heart University received to or exacerbate pathology, impairment or continuing accreditation in 2014 with the dysfunction. [Format: 2 3-hour tutorials, and next CAPTE accreditation review occurring 2 large group discussions (75 minutes) each in 2023. and 1 2-hour laboratory per week.]

PT 621 Examination and Documentation I Course Descriptions 4 CH This course presents conceptual models YEAR 1, SEMESTER 1 - 17 CH for clinical decision-making and expert [25.25 HRS/WK] practice for patients presenting with musculoskeletal dysfunction. Students are This semester focuses on the patient with introduced to psychosocial, psychomotor, movement dysfunction primarily due to and communication aspects of interacting musculoskeletal problems. While PT 611 with patients and their families. Using serves as the tutorial course, each of the tutorialbased cases, basic concepts in patient courses use the patient cases from tutorial

242 College of Health Professions SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

data collection from the patient interview YEAR 1, SEMESTER 2 - 16 CH to clinical tests and measurements of the [23.5 HRS/WK] musculoskeletal system are presented, including assessment of: range of motion, This semester focuses on the patient with joint integrity and mobility, pain, basic movement dysfunction primarily due muscle performance, posture, body to neurologic problems, although some mechanics and observational gait analysis. cases include musculoskeletal problems to Students are introduced to the concepts maintain continuity across semesters. While of evidence-based practice, with emphasis PT 612 serves as the tutorial course, each on principles necessary to understanding of the courses uses the patient cases from patient impairment, functional outcome and tutorial (some with additional information disability data, measurement characteristics or modification) as the context for learning. of and rationale for choices among available Cases first presented in the tutorial will not tests and measures, and strengths and be used concurrently across courses, but will limitations of using data to draw conclusions be presented in a course context-specific about individual patients or patient groups. manner. The courses will be substantially Parameters of patient documentation interrelated and are, therefore, corequisite as a data management tool and form of to each other. Also included in this semester professional communication are initiated. and tied to components of each course [Format: 2 2.5-hour laboratories and 1 large are 4–6 structured clinical exposures for group discussion per week (75 minutes each student per semester that serve as each).] a mechanism for understanding clinical relevance to practice and patient care. Each structured clinical experience has an PT 631 Evaluation and Intervention I associated short writing assignment that will 6 CH be used to facilitate achievement of the goals This course includes interpretation and of the experience and to work on writing implications of patient history, patient goals competence. and examination data, including diagnostic imaging, to evaluation of the patient with PT 612 Structure and Function II musculoskeletal problems, to diagnosis of 7 CH movement dysfunction, to formulation of a prognosis and to planning appropriate This tutorial-based course covers the interventions. The intervention options, structure and function of the normal and the physiologic rationale, implications and impaired neurological system. Anatomy evidence for choices in the context of tutorial of the central, peripheral and autonomic cases are discussed for impairment-level nervous systems is examined in the problems with strength, range of motion, context of patient cases with common inflammation and pain. Implications of neurological pathology to understand the pharmacologic use and interactions on interactive effects of normal, pathological, the musculoskeletal system and related developmental or agerelated and structures are also included, as well as the environmental influences on movement role of assistive and adaptive devices in (including motor planning, motor control and facilitating goal achievement. [Format: 2 motor learning). [Format: 2 3-hour tutorials, large group discussions (75 minutes each) and 3 large group discussions (75 minutes) and 2 3-hour labs per week.] each per week.]

College of Health Professions 243 2014-2015 SACRED HEART UNIVERSITY GRADUATE CATALOG

PT 622 Examination and Documentation II 2.5-hour lab/seminars per week.] 5 CH YEAR 1, SUMMER - 5 CH Using neurologically involved patients from tutorial-based cases, principles of examination and patient data collection are PT 740 Professional Practice expanded to include interview issues with 1 CH and clinical tests and measurement options This three-day, all-day retreat provides and rationales for assessing: attention, students with the opportunity to explore arousal, cognition, cranial nerve integrity, fundamental issues of professionalism in neuromotor development, reflex integrity, physical therapy, patient communication and sensory integrity and motor performance. interaction, and professional ethics through Handling skills for the more involved readings, discussions, and small group patient will be included, as will implications activities. This seminar prepares students to of findings for referral to other health enter full-time clinical education later in the care practitioners. Students continue to summer. examine how to use evidence in practice by developing an understanding of and ability PT 651 Clinical Experience I to analyze and independently interpret the range of issues affecting statistical and 4 CH clinical inference in a published research, This 8-week full-time supervised clinical including individual studies, systematic experience takes place in an environment reviews and clinical practice guidelines. that has a predominant caseload of patients [Format: 2 2.5-hour laboratories and 2 large with musculoskeletal and/or neurologic group discussions per week (75 minutes problems. each).] YEAR 2, SEMESTER 1 - 19 CH PT 632 Evaluation and Intervention II [26.25 HRS/WK] 4 CH This semester focuses on the patient with This course includes interpretation and movement dysfunction primarily due implications of patient history, patient goals to cardiopulmonary or integumentary and examination data, including diagnostic problems, as well as movement dysfunctions imaging, to evaluation of the patient with for the patient with complex and multisystem neurologic problems, to diagnosis of problems. Although PT 713 serves as the movement dysfunction, to formulation of tutorial course, each of the courses use a prognosis and to planning appropriate the patient cases from tutorial (some with interventions for the patient with neurologic additional information or modification) involvement with consideration of best as the context for learning. Cases first available evidence. The intervention options presented in the tutorial are not necessarily and implications for choices in the context used concurrently across courses, but are of tutorial cases are discussed, for example, presented in a course context- specific for problems with balance, gait, and motor manner. The courses are substantially function. Gait analysis are used as a support interrelated and are, therefore, co-requisite to the patient evaluation process. The to each other. Also included in this semester implications of pharmacologic use and and tied to components of each course interactions on the nervous system and are 4–6 structured clinical exposures for related structures are also included, as well each student per semester that serve as as the role of assistive and adaptive devices a mechanism for understanding clinical in facilitating goal achievement. [Format: 1 relevance to practice and patient care. large group discussion (75 minutes) and 2 Each structured clinical experience has an

244 College of Health Professions SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

associated short writing assignment that will evidence to practice. [Format: 1 large group be used to facilitate achievement of the goals discussion (75 minutes) and 2 3-hour lab/ of the experience and to work on writing seminars per week.] competence. PT 733 Evaluation and Intervention III PT 713 Structure and Function III 3 CH 7 CH This tutorial-based course looks at clinical This tutorial-based course covers the decision-making for the patient with structure and function of the normal cardiopulmonary dysfunction, the more and impaired cardiopulmonary and complex patient and the patient with integumentary systems. Patient cases include multisystems involvement. Intervention not only problems of the cardiopulmonary options, rationales and implications for and integumentary systems, but also the choices in patient groups are considered. patient with complex, multisystem problems The impact of lifespan issues, family/cultural/ such as amputation, cancers, chronic pain, societal support systems and expectations, and frailty. The interactive effects of normal, and health care resource limitations are also pathological, developmental or age-related considered in the context of how these affect and environmental influences on the ability evaluation, prognosis and intervention for a to perform activities of daily living and on patient. Patient advocacy issues relative to response to exercise are considered. The obtaining equipment and support services implications of pharmacologic use and are included. Also included in this semester interactions on the relevant systems and and tied to components of each course on exercise tolerance are also. [Format: 2 are 4 to 6 structured clinical exposures for 3-hour tutorials per week and 3 large group each student per semester that serve as discussions per week (75 minutes each).] a mechanism for understanding clinical relevance to practice and patient care. PT 723 Examination and Documentation III Each structured clinical experience has an associated short writing assignment that 4 CH is used to facilitate achievement of the In the context of tutorial-based cases, goals of the experience and to work on students continue with clinical tests and writing competence. [Format: 1 large group measurements to assess ventilation, discussion (75 minutes) and 2 2-hour lab/ respiration, circulation, aerobic capacity, seminars per week.] and endurance for patients with problems of the cardiopulmonary and integumentary PT 741 Professional Practice II systems, as well as special tests and measurements that might apply to the frail 2 CH patient, patients with cancer, or patients This course uses tutorial-based cases to with amputation being considered for examine the roles and responsibilities of the prosthetic intervention. Students develop physical therapist as a professional. Scope an understanding of how patient data and of physical therapy practice is explored, documentation systems are used to develop including the role and responsibilities of diagnostic codes and patient classification other members of the health care team, systems that direct patient care, support responsibilities in referral to other health interprofessional communication and provide care professionals and in delegation to and a rationale for the patient’s plan of care. supervision of support personnel. Ethical Diagnostic screening and implications of guidelines and conflicts are considered along findings for referral to other health care with factors affecting patient, family and practitioners are also included. Development interprofessional communication. Patient and of a mini-proposal build skills in applying family educational issues are examined in the

College of Health Professions 245 2014-2015 SACRED HEART UNIVERSITY GRADUATE CATALOG

context of optimizing short- and long-term for the patient-based components of the outcomes [Format: 1 large group discussion curriculum. The special project continues into (150 minutes each) per week.] Year 3, Semester 1.

PT 743 Grand Rounds I PT 714 Structure and Function IV 2 CH 6 CH Students work in small groups utilizing This tutorial-based course covers the clinical case scenarios typical of patients in-depth structure and function of the with complex medical problems affecting the normal and impaired axial skeleton and cardiovascular, pulmonary, integumentary genitourinary system, including problems systems and immune systems. Students related to pregnancy, spinal dysfunction, apply an evidence-based analysis of the TMJ, and spinal cord injury. Building on the literature related to a specific clinical foundational musculoskeletal and neurologic examination, intervention, or management systems presented in previous semesters, strategy. The culminating product of the patient problems are inherently more semester is a professional presentation of complex and likely to involve at least two the case and evidence-based findings to systems. The interactive effects of normal, students and faculty. pathological, developmental or age-related and environmental influences on the YEAR 2, SEMESTER 2 - 18 CH ability to perform activities of daily living and on response to exercise are explored. [25.0 HRS/WK] The implications of pharmacologic use This semester focuses on the patient with and interactions on the relevant systems movement dysfunction primarily due to and on exercise tolerance are included. spinal, TMJ, or genitourinary problems, [Format: 2 3-hour tutorials and 2 large group including patients with congenital or discussions (75 minutes).] acquired spinal cord injury that is inherently multisystem and complex. Although PT PT 724 Examination and Documentation IV 714 serves as the tutorial course, each of the courses use the patient cases from 4 CH tutorial (some with additional information In the context of tutorial-based cases, or modification) as the context for learning. students continue with clinical tests and Cases first presented in the tutorial are measurement options and rationales for not necessarily used concurrently across assessing spinal dysfunction, genitourinary courses, but are presented in a course problems, mobility impairments, and context-specific manner. The courses are environmental/ergonomic factors including substantially interrelated and are, therefore, functional capacity evaluations. The co-requisite to each other. Also included in strengths and limitations of advanced this semester and tied to components of technologybased procedures for obtaining each course are 4 to 6 structured clinical examination data, including muscle exposures for each student per semester performance and movement analysis, are that serve as a mechanism for understanding introduced. [Format: 1 large group discussion clinical relevance to practice and patient (75 minutes) and 2 2-hour lab/seminars per care. Each structured clinical experience has week.] an associated short writing assignment that is used to facilitate achievement of the goals PT 734 Evaluation and Intervention IV of the experience and to work on writing 4 CH competence. This semester also includes the introduction of the special project that will This course includes interpretation serve as the summative capstone experience and implications of patient history and

246 College of Health Professions SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

examination data, including diagnostic scientific literature to the clinical decision imaging, to evaluation of the patient with making; (2) choose, analyze, and present spinal, TMJ, genitourinary, or complex the research article chosen to best facilitate mobility problems, to diagnosis of clinical decision-making; (3) make a movement dysfunction, to formulation of recommendation for the patient case based a prognosis and to planning appropriate on the reviewed article and background interventions using best available evidence. literature; and (4) briefly propose a research The intervention options, rationale, and project that would address one or more implications for choices among spinal deficits in the current body of relevant interventions, exercise programs, assistive research literature. This major project or supportive devices, and orthotics are will demonstrate the students’ ability to examined as the means of optimizing appropriately use research literature to guide mobility and self-care. Gait analysis is used clinical decision-making and practice, as well as a support to the patient evaluation as their understanding of the role of research process. The implications of pharmacologic in advancing practice and contributing to the use and interactions on the studies systems profession’s body of knowledge. [Format: and related structures are also included, as Preparation is largely independent. Each well as the role of assistive and adaptive group will have a faculty advisor. In the devices in facilitating goal achievement. second semester of the project (PT 861), [Format: 1 large group discussion (75 each group will present for approximately minutes) and 2 2-hour labs per week.] 60 minutes once during the semester (3-4 presentations per class session). Student will PT 744 Grand Rounds II be required to attend all presentations. 3 CH YEAR 2, SUMMER - 5 CH Students work in small groups utilizing clinical case scenarios typical of patients PT 752 Clinical Experience II with complex medical problems affecting the musculoskeletal and neurological systems. 5 CH Students apply an evidence-based analysis This 10-week full-time supervised clinical of the literature related to a specific clinical experience takes place in an environment examination, intervention, or management that differs from the student’s first affiliation strategy. The culminating product of the and is expected to prepare students to work semester is a professional presentation of with more complex and multisystem-involved the case and evidence-based findings to patients, as well as prepare the student to students and faculty. carry an independent caseload.

PT 760 Special Project I YEAR 3, SEMESTER 1 - 17 CH 1 CH [22.75 HRS/WK] This is a two-semester (PT 760 and PT 861) This semester focuses on the larger project that will be a summative experience issues in contemporary physical therapy across coursework to date. Students are practice rather than on individual patient presented with complex clinical cases management. While PT 825 serves as the from which key issues in examination tutorial course, PT 843 will also use the or intervention are selected. Working in contemporary practice cases from tutorial as small groups, students review the research the context for learning. The courses will be literature on their assigned case-related substantially interrelated and are, therefore, management issue. Using independent co-requisite to each other. Students also and self-directed learning, students: (1) work with a faculty member and preceptor assess the value of case and issue-related to complete their Special Project.

College of Health Professions 247 2014-2015 SACRED HEART UNIVERSITY GRADUATE CATALOG

PT 825 Contemporary Practice in Physical potential for new services and short- and Therapy long-term practiceplanning strategies. 9 CH Professional presentations by the students are used as the teaching-learning medium This tutorial-based course focuses on the for a substantial segment of this course. The health care delivery system—the content in course also includes a practice or community which practice exists, must function, and project with a faculty advisor and clinical within which practice goals and objectives preceptor. [Format: 1 large group discussion are established. Practice-based cases are (75 minutes per week) and 1 2.5-hour used to develop an understanding of health seminar per week.] care finance and financial decision-making (including an understanding of case-mix and cost-effectiveness issues), marketing, PT 861 Special Project II and capitation/contractual issues. Trends 4 CH in health care and health care finance are This is the continuation of the special examined in the context of understanding project described in PT 760. This semester the role of the physical therapist as an includes the completion and presentation advocate for the patient and the profession. of the project. [Format: 1 3-hour seminar/ The function of and considerations relative presentation session and 1 3-hour field work to the physical therapist as a consultant period per week.] to other practices, health care providers, or a community are discussed. Practice- YEAR 3, SEMESTER 2 - 12 CH based tutorial cases are used to prepare students for role competence in practice [40 HRS/WEEK] implementation issues. Practice-based cases In this final semester, students complete are used to develop an understanding of their study with both clinic-based patient the role of standardized patient examination management experiences, and with practice- data and patient/practice documentation based clinical and didactic experiences. systems (including employee assessment tools) in examining practice outcomes, PT 853 Clinical Experience III administrative issues such as scheduling 6 CH (patient and personnel), and cost- effectiveness issues around equipment/ PT 854 Clinical Experience IV supplies. The role of documentation systems 6 CH in contributing to the body of knowledge of the profession and generating financial data These two full-time supervised clinical is explored. [Format: 2 3-hour tutorials, 3 experiences (in 2 10-week units) take place large group discussions (75 minutes), and 1 either in a single environment that offers 2-hour seminar per week.] different patient care or practice options, or in two different settings that will round out the student’s exposure to patient care. PT 845 Professional Practice III Students are exposed to and participate in 4 CH practice administration for at least some This course prepares students for community period during this final experience or set of outreach, implementation of wellness experiences. programming, advanced or specialized intervention programs. Program evaluation and needs assessment strategies, concepts in wellness assessment, and screening programs are considered as elements of understanding current practice status,

248 College of Health Professions SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

SPEECH-LANGUAGE hours of observation of Speech-Language Pathology practice, then complete a Master’s PATHOLOGY degree in SLP. Graduate study in SLP requires two calendar years, including 1-2 RHEA PAUL, PH.D., CCC-SLP summers of graduate level coursework and Professor, Founding Director, 400 hours of supervised clinical practicum, Department Chair all of which will be provided as part of SHU’s Phone: 203-416-3947 graduate program. Fax: 203-416-3952 Email: [email protected] SHU’s graduate SLP program has two tracks: • 2 year track for students with prerequisite Faculty course work in Communication Disorders • 3 year track for students without ALISON SPRENGELMEYER, M.ED., CCC-SLP prerequisite course work in Clinical Assistant Prof. Communication Disorders Director of Clinical Education PROGRAM ACCREDITATION ROBIN DANZAK, PH.D. Assistant Prof. SHU’s graduate program in SLP has been licensed by the State of Connecticut Department of Higher Education and has JILL DOUGLASS, PH.D., CCC-SLP Assistant Prof. been awarded Candidacy, the first stage of Accreditation awarded by the Council on Academic Accreditation in Audiology CIARA LEYDON, PH.D., CCC-SLP and Speech-Language Pathology (CAA) Assoc. Prof. of the American Speech, Language and Hearing Association (ASHA). This status is ELLEN MASSUCCI, M.S. CCC-SLP awarded to new programs that demonstrate Clinical Instructor compliance with the Standards for Coordinator of Educational Placements Accreditation as outlined in CAA’s Standards Compliance Continuum, for an initial period of five years. It allows the program to Master of Science in Speech- matriculate and graduate students who, Language Pathology upon successful completion of the program, will be eligible for national certification The SLP Graduate Program at SHU is and state licensure as Speech-Language designed to prepare students to meet Pathologists. all requirements of the Certificate of Clinical Competence in Speech-Language WHAT MAKES SHU’S SLP PROGRAM Pathology set out by the Council for Clinical UNIQUE? Certification in Audiology and Speech- Language Pathology, for Connecticut SHU’s SLP graduate program is the only Licensure as a Speech-Language Pathologist one in Connecticut in which SLP students from the Connecticut Department of have the opportunity to study and work Public Health, and for Connecticut State with physical therapy, occupational therapy, Department of Education Certification as nursing and education students, providing a School Speech-Language Pathologist. unique inter-professional pre-service Students who wish to practice as Speech- training experiences. In addition, SHU’s SLP Language Pathologists will need to complete program utilizes an innovative model of undergraduate prerequisites, including 25 clinical education, in which students work in

College of Health Professions 249 2014-2015 SACRED HEART UNIVERSITY GRADUATE CATALOG

real field settings from their first semester, 7. cognitive aspects of communication under the supervision of SHU clinical faculty. 8. social aspects of communication Unlike most SLP programs, which use on- campus clinics for initial clinical experiences, 9. augmentative and alternative SHU’s model enables students to learn in communication modalities authentic work environments throughout • Demonstrate current knowledge of the their educational program. Finally, SHU offers principles and methods of prevention, three areas of optional focused study, which assessment, and intervention for people can be achieved by matriculating for one with communication and swallowing additional semester following the Master’s disorders Program. Choosing one of these focused study electives will prepare students for • Demonstrate knowledge of standards of practice in 1) autism spectrum disorders, 2) ethical conduct language and literacy for English Language • Demonstrate knowledge of the learners, or 3) medical settings. integration of research principles into evidence-based clinical practice, of EXPECTED STUDENT OUTCOMES contemporary professional issues, and of Graduates of SHU’s SLP program will: professional credentialing • Demonstrate knowledge of basic • Demonstrate skills in oral and written biological, physical, and social sciences, communication sufficient for professional and statistics practice • Demonstrate knowledge of basic • Demonstrate skills in evaluation, human communication and swallowing intervention and interaction with people processes, including the appropriate with communication disorders and their biological, neurological, acoustic, families psychological, developmental, and • Successfully complete a minimum of linguistic and cultural bases. 400 clock hours of supervised clinical • Demonstrate the ability to integrate experience (including 25 observation information pertaining to normal and hours) in the practice of Speech- abnormal human development across the Language Pathology. life span. • Demonstrate knowledge of communication and swallowing disorders ADMISSIONS REQUIREMENTS: ALL and differences, including the appropriate STUDENTS etiologies, characteristics, anatomical/ To be admitted to SHU’s graduate program in physiological, acoustic, psychological, SLP, all students must: developmental, and linguistic and cultural correlates in the following areas: • Successfully complete all required prerequisites for the appropriate track 1. fluency by the end of the summer prior to 2. articulation enrollment in a graduate program.

3. voice and resonance, • Hold a Bachelor of Science or Arts degree 4. receptive and expressive language from an accredited college or university. in speaking, listening, reading, writing • Have a 3.0 cumulative and 3.3 prerequisite GPA with no individual 5. hearing prerequisite course grade below a C. 6. swallowing

250 College of Health Professions SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

It is also strongly recommended that all on SHU form (available from Admissions students applying for the SLP program Office, or the equivalent form from complete two courses in Education, as another accredited college or university) required by the State of Connecticut for certification as a school SLP, e.g., • Successful completion of the following courses or their equivalents with no • ED 152/552 Education in the US grade below C and a GPA of at least 3.3: • ED 205/569 Education of Children with Biological Sciences 3 CR (e.g., BI 111 or BI Special Needs 030) Physical Sciences 3 CR (e.g., PY 100 or Other admissions requirements for all CH 030) students include: Statistics 3 CR (e.g., MA 131) • Applications submitted online through Social/Behavioral Sciences 6 CR (e.g., PS www.CSDCAS.org by external 2-year 110, PS 252) track applicants OR SLP 200 introduction to • Applications submitted through graduate Communication Disorders admissions at www.sacredheart.edu by SLP 210 Phonetics current SHU students and 3-year track SLP 300 Anatomy and Physiology of applicants Speech and Swallowing • Two letters of recommendation from SLP 310 introduction to Audiology academic sources (e.g., former professor) and Hearing Science • Official transcripts from all colleges and SLP 320 Speech Science universities attended. SLP 330 Development of Language SLP 340 Neurological Bases of Please Note: ALL prior schools’ transcripts Communication and MUST be submitted for review, regardless of Swallowing whether or not transferred courses appear on the current school transcript. SLP 350 introduction to Clinical Methods and Observation • Admissions essay describing interest in the field of Speech-Language Pathology ADMISSIONS REQUIREMENTS: 3-YEAR • Nonrefundable $60 application fee TRACK In addition to the requirements already listed Applicants will be invited for interviews at for all students, applicants to the 3-year track the discretion of the SLP Department once must provide documentation of: applications are completely reviewed. • Bachelor of Science or Arts degree with an overall GPA of at least 3.0. ADMISSIONS REQUIREMENTS: 2-YEAR TRACK • Successful completion of the following In addition to the requirements already listed courses or their equivalents with no for all students, applicants to the 2 year track grade below C and a GPA of at least 3.3: must provide documentation of: Biological Sciences 3 CR • Bachelor of Science or Arts degree with Physical Sciences 3 CR an overall GPA of at least 3.0. Statistics 3 CR • Twenty-five hours of observation of Social/Behavioral Sciences 6 CR Speech-Language Pathology practice by an ASHA certified SLP documented No more than 6 credits of SLP courses

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required for the 2-year track may be taken Late Spring, Summer Semester A & B prior to applying for the 3-year track. • Specialty “boot camps;” 2-4 week No more than one SLP pre-requisite course intensive, inter-professional programs for may be repeated by any applicant (2- or clients with aphasia, TBI, dysfluency, etc. 3-year tracks). • School and preschool language stimulation and literacy placements CLINICAL EDUCATION • Eight-week adult medical externship Graduate students will enroll for at least four credits of clinical education each Fall/Spring Semester II term. Students will be assigned to a clinical practicum setting or settings each term, • Student teaching and will spend between 4 to 40 hours per • Field placement in medical setting or week at each setting, depending upon specialty pediatric/educational setting the number of credits associated with the placement and the placement of the Optional Summer II practicum in the program. Each practicum assignment will be accompanied by a Clinical Three-day/week placement in autism, English Seminar, in which students will learn clinical Language Learner/literacy, or medical skills, discuss cases, and engage in clinical SLP setting, complemented by advanced learning activities. During the first year of coursework in specialty area, leading to 12 the clinical program, students will be placed credit focused study option. in field settings in groups, accompanied by a supervisor from SHU. During the first two DEGREE REQUIREMENTS semesters, more advanced students (for All students will need to have successfully example, those who completed practica completed the following undergraduate experiences as an undergraduate) may be foundation coursework prior to matriculation assigned a one-on-one experience with in a graduate program in SLP: a clinician at a field site, at the discretion of the Director of Clinical Education. Field • Biological Sciences - 3 CH placements later in the program will involve • Physical Sciences - 3 CH assignment of each student to a clinician at the field site. The typical sequence of clinical • Statistics - 3 CH practica, is given below, however, individual placements will be made on the basis of • Social/Behavioral Sciences - 6 CH availability and student interest. Both 2- and 3-year tracks of the SHU SLP program are offered on a full-time basis only Clinical Practicum Sequence to allow for professional socialization, clinical Fall Semester I placements, and the integration of clinical and academic work. The programs lead to • Speech, language and hearing screening national certification and state licensure as a Speech-Language Pathologist. All students • Placements 2-3 half-days/week at must complete all academic and clinical educational settings coursework required for their track with no Spring Semester I grade below B-, and successfully complete 400 hours of supervised clinical practicum, • Placement at rehabilitation centers and with no grade lower than B-. skilled nursing facilities 2-3 half days/ week Preclinical Coursework (to be completed at the undergraduate level for students on the

252 College of Health Professions SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

2-year track and in the first year of graduate Spring Semester 1 study for students on the 3-year track) SLP 530 Language and Literacy SLP 200/400 Introduction to Disorders in School-Aged Communication Disorders Children and Adolescents SLP210/ 410 Phonetics SLP 585 Voice and Velopharyngeal SLP300/ 411 Anatomy and Physiology of Disorders Speech and Swallowing SLP 550 Dysphagia SLP310/ 412 introduction to Audiology and SLP 503 Practicum Seminar II Hearing Science SLP 504 Clinical Practicum II SLP 320/420 Speech Science (Preschool Speech/Language SLP330/ 430 Development of Language Disorders) SLP 340/440 Neurological Bases of Total Credits: 14 Communication and Swallowing Summer Semester 1 SLP 350/450 introduction to Clinical SLP 570 introduction to Research and Methods and Observation Evidence-Based Practice (EBP) It is also strongly recommended that all SLP 520 Aural Rehabilitation students applying for the SLP program SLP 505 Practicum Seminar III complete two courses in Education, as required by the State of Connecticut for SLP 506 Clinical Practicum III (Medical certification as a school SLP, such as Settings) ED 152/552 Education in the US Total Credits: 11 (13) ED 205/569 Education of Children with Fall Semester II Special Needs SLP 580 Dysfluency Required Graduate Coursework (to be taken SLP 560 Adult Neurogenic in five semesters by students on 2-year Disorders II track, and following successful completion of SLP 600 Autism, AAC, and preclinical coursework by students in 3-year Severe Disorders of track) Communication

The following is the typical sequence of SLP 507 Practicum Seminar IV graduate coursework for the two clinical SLP 508 Practicum IV: Specialty years of the graduate program in SLP: Placement or Student SLP 500 Speech Sound Disorders Teaching SLP 510 Language Disorders in Total Credits: 14 Children 0-5 Spring Semester II SLP 540 Adult Neurogenic SLP 601 Practicum Seminar V Disorders I SLP 602 Practicum V: Student Teaching SLP 501 Practicum Seminar I or Medical Externship SLP 502 Clinical Practicum I (Speech SLP 610 Elective: Special Topics and Hearing Screening/ in Communication Diagnostics) Disorders I Total Credits: 14 SLP 690 Capstone project

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Total Credits: 13 (16) Variations among regional and cultural US dialects, as well as notation and practice Elective Summer Semester II* of narrow phonetic transcription will be SLP 699 Special Topics in introduced. The implications of cultural and Communication linguistic differences on speech production Disorders II will be discussed. Lab/lecture format. SLP 509 Specialty Practicum V SLP 411 Anatomy and Physiology of Speech Total Credits: (9) and Swallowing Total Program Credits: 66-80 3 CH Students will become familiar with the * Elective second summer coursework may anatomical and physiological bases of human be taken to complete focused study option. communication and swallowing, including the support structures of the respiratory, articulatory phonatory, and swallowing Course Descriptions systems, and the identification and function of muscles in these systems. Lab/lecture format. PRECLINICAL COURSES TO BE COMPLETED BY STUDENTS IN 3-YEAR TRACK ONLY, DURING FIRST YEAR OF SLP 412 Introduction to Audiology and GRADUATE STUDY: Hearing Science 3 CH SLP 400 Introduction to Communication This course presents an introduction to the Disorders psychophysics of sound, and practice of 3 CH audiology. It covers the anatomy, physiology and common pathologies of the auditory This course provides a general introduction system, impact of hearing loss, types and to normal and disordered speech, language, characteristics of hearing loss, conventional and hearing in children and adults. This procedures used to assess hearing, course considers normal development of interpretation of audiological test findings, communication behavior, the nature of and criteria for initiating audiological communication disorders, and reviews referrals. Issues of ethics, professional the various conditions associated with practice, licensing, and credentials for communication disorders. Ethical standards audiology practice will be reviewed. Lab/ for the practice of Speech-Language lecture format. Pathology, contemporary professional issues, and information regarding certification, specialty recognition, licensure and SLP 420 Speech Science professional credentials in Speech-Language 3 CH Pathology will be presented. Lecture format. Prerequisite: SLP 210/410 Phonetics; SLP 300/411 Anatomy and Physiology of Speech SLP 410 Phonetics and Swallowing. This course presents an 3 CH introduction to the physics and psychology of human speech production and perception. Students will be introduced to the It covers basic acoustics, the glottal sound acoustic and articulatory properties of the source, resonance and acoustics of the sound systems of human languages. The vocal tracts, acoustic features of vowels, International Phonetic Alphabet will be consonants, and suprasegmentals of speech, presented, and students will learn to record as well as the physics and biomechanics of speech in broad phonemic transcription.

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phonation, articulation, and resonance and planning, writing SOAP notes, report writing, the instruments, applications, and programs progress monitoring, and ethical conduct. used to assess speech production. Principles Legislative, regulatory, and reimbursement and models of speech perception, with issues that affect the practice of Speech- special emphasis on categorical perception, Language Pathology in educational and will also be discussed. Lab/lecture format. medical settings will be presented. As part of this course, students will complete 25 SLP 430 The Development of Language hours of intensive observations in various educational and medical settings. Lecture/ 3 CH discussion format. Prerequisite: PS 252 Child Development Psychology OR HS 310 Lifespan Development COURSES TO BE COMPLETED BY ALL OR EX 320 Pediatric Exercise Science GRADUATE STUDENTS: This course will introduce students to the social, biological, perceptual, and cognitive SLP 500 Speech Sound Disorders bases of language. A range of theories 3 CH of language acquisition will be presented and the impact of nature and nurture on Prerequisites: SLP 210/410 Phonetics, SLP children’s development will be discussed. 330/430 The Development of Language The typical sequence of language acquisition The purpose of this course is to provide in the areas of phonology, semantics, advanced study of disordered speech-sound syntax and pragmatics will be presented. production including functional articulation The relations between oral language disorders, phonological processing, and development and the acquisition of literacy developmental apraxia of speech. Methods of will be emphasized. Dialectical variations in assessment of articulation and phonological language development and second language production, as well as a range of approaches learning will be highlighted. Lecture/ to improving speech sound accuracy and discussion format. intelligibility will be presented. Relations of phonological development to literacy will SLP 440 Neurological Bases of be emphasized. The impact of a range of Communication and Swallowing. genetic, motor, and cognitive disorder on 3 CH speech sound production will be addressed. The impact of cultural and linguistic Prerequisite: SLP 411 Anatomy and differences on speech sound development Physiology of Speech and Swallowing and disorders will be highlighted. 3 credits; This course describes the development and problem-based learning format. anatomy and physiology of the neurological system that underlies communication and SLP 510 Language Disorders in Children swallowing and is a prerequisite for further Birth-Five study in medical speech, language and 3 CH swallowing disorders. Lab/lecture format. Prerequisite: SLP 330/430 The Development of Language SLP 450 Clinical Methods and Observation 3 CH This course provides advanced theoretical and clinical information regarding the Prerequisite or co-requisite: SLP 200 development, assessment and treatment Introduction to Communication Disorders of spoken phonological, morphological, This course will orient students to clinical semantic, syntactic and pragmatic disorders practicum, including the scope of assessment in infants, toddlers, and preschoolers. The and intervention across the life span. It will impact of a range of medical conditions include an overview of goal writing, lesson on communicative development will be

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presented. Differences in approaches to SLP 540 Adult Neurogenic Disorders I infants/toddlers vs. preschoolers will be 3 CH highlighted. The impact of cultural and linguistic differences will be discussed. Prerequisite SLP 340/440 Neurological Lecture/seminar format. Bases of Communication and Swallowing. Theoretical issues, neurogenic bases, SLP 520 Aural Rehabilitation definitions, symptomatology, etiology, prognosis, recovery, differential diagnosis 3 CH and treatment of adult neurogenic language Prerequisite: SLP 310/412 Introduction to disorders including aphasia and motor Audiology and Hearing Science speech disorders will be addressed. The The purpose of this course is to provide impact of cultural and linguistic differences information regarding students who are will be highlighted. Lecture/seminar format. deaf or hard of hearing in the educational setting, and current methods used to identify SLP 550 Dysphagia and to treat hearing loss in the pediatric 3 CH population. Topics to be covered include the identification and diagnosis of childhood Prerequisites: SLP 300/411 Anatomy and hearing loss, pediatric aural rehabilitation Physiology of Speech, Swallowing,and technologies and strategies, and the impact Hearing; SLP 320/420 Speech Science; of cochlear implants on communication and SLP 340/440 Neurological Bases of learning. Lecture format. Communication and Swallowing The course will review normal anatomy and SLP 530 Language and Literacy Disorders in physiology of swallowing as well as pediatric School-aged Children and Adolescents neurodevelopment. Etiologies of dysphagia in pediatric and adult populations will be 3 CH presented, including the role of respiratory Prerequisite: SLP 330/430 The Development and digestive systems and abnormalities of Language in each that may cause dysphagia. Specific This course presents a detailed description information on ways to evaluate and manage of the development of reading, writing and adults and infants with dysphagia will be spelling, and their relation to oral language stressed. Emphasis will be placed on current development. Assessment and intervention research as it relates to each of these areas. of language and literacy problems in school- Oral motor assessment for speech and aged children and adolescents, including swallowing will also be presented. Lecture/ response-to-intervention methods, the seminar format. use of oral language activities to promote literacy, and classroom collaboration as SLP 560 Adult Neurogenic Disorders II an intervention context will be discussed. 3 CH The impact of a range of communication disorders on academic achievement, with Prerequisites: SLP 300/411 Anatomy and special emphasis on students with cultural Physiology of Speech, Swallowing, and and linguistic difference will be highlighted. Hearing; SLP 320/420 Speech Science; Connecticut State Dep’t. of Education SLP 340/440 Neurological Bases of Common Core Curriculum Standards in Communication and Swallowing English/Language Arts will be reviewed. This course continues the study of adult Problem-based learning format. neurogenic language disorders, focusing on traumatic brain injury and cognitive communication disorders. Theoretical issues, neurogenic bases, definitions, symptomatology, etiology, prognosis,

256 College of Health Professions SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

recovery, differential diagnosis and treatment This course presents the anatomy, will be addressed. Ethical issues in the physiology, and embryology of the head treatment of neurogenic disorders will be and neck involved in the onset, development discussed. Problem-based learning format. and maintenance of disorders of the voice as well as structural malformations of SLP 570 Introduction to Research & the palate and velopharynx in children Evidence Based Practice and adults. Assessment procedures for speech, resonance, and velopharyngeal 3 CH dysfunction are illustrated with case studies, Prerequisite: SLP 350/450 Introduction to and no-tech, low-tech, and high-tech Clinical Methods and Observation treatment procedures are covered in detail. This course introduces students to the Consideration will be given to laryngectomee research process, including group and rehabilitation with emphasis on surgical voice single subject designs, writing research restoration. Lecture/laboratory format. objectives, the critical analysis of research articles, research ethics, and the translation SLP 600 Autism, AAC and Severe of research findings to practice. Standards of Disabilities evidence-based practice, and the evaluation 3 CH of intervention programs for evidence of their efficacy will be emphasized. Lecture/ Prerequisites: SLP 510 Language Disorders in seminar format. Children Birth to Five; SLP 530 Language and Literacy Disorders in School-Aged Children SLP 580 Dysfluency This course addresses the assessment and treatment of severe disorders affecting 3 CH communication, including autism, cerebral Prerequisites: SLP 210/410 Phonetics; SLP palsy, and genetic syndromes, with and 320/420 Speech Science without intellectual disability. The use of This course aims to provide the knowledge range assistive technologies, including voice and clinical skills necessary for Speech- output communication aids and handheld Language Pathology practice in the area computer applications will be emphasized. of fluency disorders. Course content will The impact of cultural and linguistic diversity include the genetic, behavioral, affective, on these disorders will be highlighted. and cognitive components involved in the Relations to literacy will be emphasized. development of dysfluency; differential Lecture/seminar format. diagnosis among stuttering, cluttering, and neurogenic fluency disorders; assessment SLP 610/699 Special Topics in protocols for fluency disorders in children, Communication Disorders youth, and adults; age-appropriate treatment 3-6 CH approaches for individuals who stutter, and an understanding of the impact cultural and Prerequisites: SLP 650 Introduction to linguistic differences as well as the effects Research & Evidence Based Practice of dysfluency upon human communication. This elective course will cover various topics Lecture/seminar format. in communication sciences and disorders that will allow students to develop a specialty SLP 585 Voice and Velopharyngeal practice area. Areas of specialty practice may Disorders include autism spectrum disorders, medical speech/language pathology, or assistive 3 CH technology. Seminar format. Prerequisites: SLP 300/411 Anatomy and Physiology of Speech, Swallowing, and Hearing; SLP 320/420 Speech Science

257 2014-2015 SACRED HEART UNIVERSITY GRADUATE CATALOG

SLP 501 Practicum Seminar I SLP 504 Clinical Practicum II: (Preschool Prerequisite: SLP 350/450 Introduction Speech/Language Disorders) to Clinical Methods and Observation; SLP 4 CH 310/412 Introduction to Audiology and Prerequisite: SLP 350/450 Introduction to Hearing Science; Co-requisite SLP 502 Clinical Methods and Observation; SLP 500 Clinical Practicum I Language Disorders in Children Birth-Five; This practicum seminar will accompany SLP 500 Speech Sound Disorders; Co- students first semester of clinical practicum requisite SLP 503 Practicum Seminar II experience. The seminar will focus on This course will provide supervised clinical methods and instruments for screening and experience in the assessment and treatment assessment, including standardized norm- of speech and language disorders in young referenced testing, criterion referenced tests, children. This course has a field work format. dynamic assessment and language sampling Students will obtain approximately 40 clock using a computerized program. Behavior hours of supervised child assessment and management and counseling techniques will intervention experience. Field work format. be introduced. 1 credit; seminar format. SLP 505 Practicum Seminar III SLP 502 Clinical Practicum I: Speech and 1 CH Hearing Screening/Diagnostics 4 CH This practicum seminar is designed to introduce students to principles and Prerequisite: SLP 350/450 Introduction practices in medical speech-language to Clinical Methods and Observation; SLP pathology. Topics include specialized roles 310/412 Introduction to Audiology and of the speech/language pathologist in the Hearing Science; Co-requisite SLP 501 medical setting, medical record keeping Practicum Seminar I systems, regulations, and terminology. This course will provide supervised clinical Students will learn to read a medical chart experience in hearing and speech-language and identify pertinent information for the screening, as well as basic diagnostic diagnosis and management, complete procedures. This course has a field work written documentation of a patient’s format. Students will obtain approximately diagnosis, progress and discharge plan, 40 clock hours of supervised child and adult and discuss modifications of diagnostic/ assessment experience. Field work format. management procedures for specialized populations i.e. infants/children, SLP 503 Practicum Seminar II tracheotomized patients. Seminar format. 1 CH SLP 506 Clinical Practicum III Prerequisite: SLP 350/450 Introduction to Clinical Methods and Observation; SLP 500 4 CH Language Disorders in Children Birth-Five; Prerequisites: SLP 540 Adult Neurogenic SLP 500 Speech Sound Disorders; Co- Disorders I, SLP 550 Dysphagia; Co- requisite SLP 504 Clinical Practicum II Requisite: This practicum seminar will emphasize This course will provide supervised clinical the assessment and treatment issues of experience in the assessment and treatment early speech and language development. of speech, language, and swallowing disorders Evidence-based intervention methods for in medical settings. Students will obtain this developmental level will be discussed. approximately 48 clock hours of supervised Advanced behavior management techniques experience in assessment and intervention will be presented. Seminar format. with adults and children. This course has a field work format. Field work format.

258 College of Health Professions SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

SLP 507 Practicum Seminar IV construction of individualized educational 1 CH plans; and regulations regarding mandated services to special needs students and Prerequisite: Practicum Seminar III; Clinical their families. Principles of interdisciplinary Practicum III; Corequisite: Clinical Practicum collaboration, progress monitoring, IV curriculum-based assessment and This seminar will address clinical and intervention, scientific research-based professional issues in Speech-Language intervention (SRBI) and connections between Pathology relating to adult clients, including SLP services and the mainstream curriculum ethical considerations, reimbursement issues, will be discussed. Seminar format. family-centered practice, and cultural and linguistic differences. Seminar format SLP 602 Clinical Externship 9 CH SLP 508 Clinical Practicum IV Prerequisite: SLP 530 Language and Literacy 4 CH Disorders in School-Aged Children; Co- Prerequisite: Practicum Seminar III; Clinical Requisite: Practicum Seminar V Practicum III; Corequisite: Practicum Seminar This course provides placement with a IV cooperating SLP in a full-time school setting Students will participate in supervised clinical and fulfills CT requirements for student practice in the assessment and remediation teaching in Speech-Language Pathology of speech and language disorders with for Teacher Certification. This course has adolescents and adults, using flexible an externship format and will provide formats including group-based interventions, approximately 240 supervised clock hours of support groups, and virtual practice. The assessment and intervention for child speech course will provide approximately 48 clock and language disorders. Externship format. hours of supervised clinical practice. Field work format. SLP 690 Capstone Project 3 CH SLP 509 Specialty Practicum VI Students will participate in a seminar 3 CH aimed at guiding them through a project in Prerequisites: Special Topics in which they select a clinical case from their Communication Disorders; Co-Requisite: experience, identify a relevant intervention Topics in Communication Disorders II for this case, and research the evidence base Candidates complete a supervised clinical for the intervention. They will then prepare experience working in an educational, a detailed, written report of the evidence for medical or clinical setting, focusing on the the intervention in which they discuss their specialty area. Fieldwork format. evaluation of the level of evidence -- both external and internal -- available for the practice, describe additional research needed SLP 601 Practicum Seminar V to increase the level of evidence, and discuss 1 CH what their review would lead them to do Prerequisite: SLP 530 Language and Literacy about their original client and others with Disorders in School-Aged Children; Co- similar strengths and needs. Students will Requisite: SLP 602 Clinical Externship give “Grand Rounds” oral presentations of This practicum seminar is designed to their findings and submit a written account accompany students’ externship in a school of their research in the format of a scholarly setting. Topics covered include IDEA and paper. Seminar format. NCLB regulations, particularly as they apply to speech-language pathology; the

College of Health Professions 259 2014-2015 SACRED HEART UNIVERSITY GRADUATE CATALOG

260 College of Health Professions SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

Directions to Sacred Lindeman Drive. At the stop sign at the end of Lindeman Heart University Drive, turn right onto Oakview Drive. The road dead- ends. Sacred Heart University’s driveway is on the left. Visitor parking is on Main Campus, Fairfield, CT the right. 5151 PARK AVENUE From Merritt Parkway NORTHBOUND FAIRFIELD, CT 06825-1000 (passenger vehicles only) From Merritt Parkway (Route 15) NORTH OR Take Exit 48 (Main Street). At end of ramp SOUTH (passenger vehicles only). turn right onto Main Street. At second traffic Take Exit 47. At end of ramp turn left onto light, turn left onto Old Town Road. At third Park Avenue and proceed one block to stop sign, turn left onto Oakview Drive Sacred Heart University. Entrance on Park (beginning of office park area). At top of hill, Avenue. Oakview will dead-end. Turn left into Sacred Heart University’s parking lot. Visitor parking From Connecticut Turnpike (I-95) NORTH is on the right. OR SOUTH (passenger vehicles only) Take Exit 27A. Continue straight ahead on combined Routes 8 and 25 to fork. Bear left Stamford Campus onto Route 25. Take Exit 7, Merritt Parkway 12 OMEGA DRIVE, STAMFORD, CT 06907 south, and follow directions above. From Merritt Parkway (Route 15) NORTH OR SOUTH (passenger vehicles only) Oakview Campus Exit 36. Turn right. Go 2 miles; take a right at the light onto Camp Street.At the next light 101 OAKVIEW DRIVE TRUMBULL, CT 06611 turn left onto Hope Street. Entrance to River Bend Park is on the left past the Springdale From Connecticut Turnpike (I-95) NORTH train station. Follow signs to first office OR SOUTH (all vehicles) building on right.

Take Exit 27A (Route 25/8 Connector) From Connecticut Turnpike (I-95) NORTH andfollow signs for Route 25 (bear left when OR SOUTH (all vehicles) the connector splits). Just after the split, get off at Exit 7. (Merritt Pkwy/Route 127 Exit 9. Follow Route 106/Courtland Avenue Trumbull). Bear right, following signs for to Glenbrook Road; turn left. At second light Route 127 (White Plains Road). At the end turn right onto Hope Street. Continue past of the exit ramp, turn left onto White Plains United Wrecking and through next light to Road.** the second River Bend entrance, on right just before the Springdale train station. Follow From Merritt Parkway SOUTHBOUND signs to first building on right. (passenger vehicles only) Take Exit 50 (Route 127/White Plains Road). At end of ramp bear right onto White Plains Road.** **Stay in the left lane for about 1 mile on White Plains Road and turn left at the traffic light (fire station on the right) onto Reservoir Avenue. Follow Reservoir Avenue (go under Parkway bridge) and turn right onto

261 2014-2015 SACRED HEART UNIVERSITY GRADUATE CATALOG

Stamford Graduate Center at Landmark Square 3 LANDMARK SQUARE STAMFORD, CT 06901

From Connecticut Turnpike (I-95) SOUTH Exit 8 (Elm St.). Turn right onto Elm St., Elm St. becomes Grove St. Turn left onto Broad Street. Turn left onto Landmark Square

From Connecticut Turnpike (I-95) NORTH Exit 8 (Atlantic St.). Turn left onto Atlantic St. Turn right onto Broad St. Take first right onto Landmark Square

Cambridge Campus 7 CAMBRIDGE DRIVE, TRUMBULL, CT 06611

From Merritt Parkway (Route 15) NORTH OR SOUTH (passenger vehicles only) Exit 48. Take left from Southbound direction or right from Northbound onto Main Street (Route 111). Take left onto Old Town Road. At third stop sign, go straight on to Cambridge Drive. Proceed to first building on the left.

262 SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

Directory Douglas L. Kennedy ‘78 Peapack-Gladstone Bank; President & Chief Executive Officer, Board of Trustees Bedminster, NJ Rev. Robert M. Kinnally OFFICERS Rector, St. John Fisher Seminary James T. Morley, Jr. Director of Vocations in the Diocese of Chairman of the Board Bridgeport Stamford, CT Frank R. Martire Vice Chairman Gary J. Levin ‘78 Chairman & CEO, FIS Global Levin Financial Group, President & CEO Tampa, FL Christopher K. McLeod Secretary Vincent Maffeo Life Science Venture Investor & CEO, AxioMx, Executive VP and General Council for Leidos Inc. Reston, VA

Daniel McCarthy Patrick G. Maggitti Treasurer The Helen & William O’Toole Dean, Villanova Frontier Communications Corporation School of Business St. Davids, Villanova, PA

Murray D. Martin TRUSTEES Wilton, CT

Rosanne Badowski ‘79 Frank R. Martire Jack Welch, LLC FIS Global, Chairman & CEO Palm Beach, FL Jacksonville, FL

Norbert Becker Daniel McCarthy Administrateur Independent Frontier Communications Corp., President & Chief Operating Officer 1840 Luxembourg Stamford, CT Mary-Ann Bunting Christopher K. McLeod Bunting & Somma, Ameriprise Financial Services, Inc. Life Science Venture Investor & CEO, AxioMx, Inc. Westport, CT Branford, CT Patrick Carolan Linda E. McMahon Fairfield, CT McMahon Ventures, LLC Brian H. Hamilton ‘87 Stamford, CT Sageworks, Inc., Chairman Raleigh, NC

263 2014-2015 SACRED HEART UNIVERSITY GRADUATE CATALOG

William E. Mitchell James C. Carl, Ph.D. Mitchells Family of Stores Dean, Isabelle Farrington College of Westport, CT Education

James T. Morley, Jr. John Chalykoff, Ph.D. Newtown, CT Dean, John F. Welch College of Business

John J. Petillo, Ph.D. Robin L. Cautin, Ph.D. President, Sacred Heart University Dean, College of Arts and Sciences

Fairfield, CT Mary Lou DeRosa, M.B.A. Teresa M. Ressel Vice Provost for Special Academic Programs New Canaan, CT Beau Greer, Ph.D., CSCS, HFI Thomas L. Rich President, University Academic Assembly F.D. Rich Company, President and CEO Robert M. Hardy, M.A. Stamford, CT Vice President for Human Resources

Richard M. Schaeffer Michael W. Higgins, Ph.D. New York, NY Vice President for Mission and Catholic Identity Lois Schine Representative, Westport RTM Michael L. Iannazzi, M.Div. Retired, President Westport Chamber of Vice President for Marketing and Commerce Communications Westport, CT Michael J. Kinney, M.B.A. Kenneth S. Siegel Senior Vice President for Finance and Starwood Hotels & Resorts Worldwide, Administration Inc., Chief Administrative Officer & General Counsel Michael D. Larobina, J.D., LL.M. Stamford, CT General Counsel Philip J. McCabe, M.S. Vice President for Finance Administration Laura Niesen de Abruna, Ph.D., M.S.Ed. SENIOR STAFF Provost and Vice President for Academic Affairs John J. Petillo, Ph.D. President William A. Reidy, B.S. Vice President for University Advancement James M. Barquinero, M.A. Senior Vice President for Student Affairs and Michael Trimble, M.A. Athletics Vice President, Information Technology and Security

264 SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

Patricia Wade Walker, Ed.D. THOMAS MORE HONORS PROGRAM Dean, College of Health Professions Suzanne Deschênes, Ph.D. Director

Office of the President Kenneth Knies Ph.D. Director, Living and Learning Community John J. Petillo, Ph.D. President

ART AND DESIGN DEPARTMENT

Academic Affairs Jonathan Walker, M.F.A. Chairperson Laura Niesen de Abruna, Ph.D., M.S.Ed. Provost and Vice President for Academic Affairs BIOLOGY DEPARTMENT Sally K. Ferri, M.B.A. Mark Jareb, Ph.D. Director of Academic Financial Analysis Chairperson

Jennifer Mattei, Ph.D. Hersher Institute for Applied Ethics Director, Master of Science in Environmental Science and Management Frances Grodzinsky, Ph.D. Co-Director Pre-Health Professions Program Michael J. Ventimiglia, Ph.D. Co-Director Nicole Roy, Ph.D. Co-Advisor

College of Arts and Sciences Thomas Terleph, Ph.D. Co-Advisor Robin L. Cautin, Ph.D. Dean CHEMISTRY DEPARTMENT Michelle Loris, Ph.D., Psy.D. Associate Dean Eid Alkhatib, Ph.D. Chairperson Gerald Reid, Ph.D. Director, Master of Science in Chemistry Associate Dean

COMMUNICATION AND MEDIA STUDIES FRESHMAN ADVISING DEPARTMENT

Michael Bozzone, M.A. Andrew Miller, Ph.D. Assistant Dean Chairperson

265 2014-2015 SACRED HEART UNIVERSITY GRADUATE CATALOG

James Castonguay, Ph.D. HISTORY DEPARTMENT Director, Master of Arts in Communication John Roney, Ph.D. Chairperson COMPUTER SCIENCE AND INFORMATION TECHNOLOGY DEPARTMENT IRISH CULTURAL STUDIES Domenick Pinto, M.A., M.S. Chairperson Gerald Reid, Ph.D. Director, Master of Computer Information Director Science

CRIMINAL JUSTICE DEPARTMENT MATHEMATICS DEPARTMENT

James McCabe, Ph.D. Jason Molitierno, Ph.D. Chairperson Chairperson Director, Master of Arts in Criminal Justice

MUSIC PROGRAMS

ENGLISH DEPARTMENT Joseph G. Carter, M.A. Academic Music Coordinator Jeffrey Cain, Ph.D. Chairperson PERFORMING ARTS PROGRAM

Lori Bindig, Ph.D. FOREIGN LANGUAGES AND CULTURES Program Director DEPARTMENT

Mark Mascia, Ph.D. PHILOSOPHY, THEOLOGY, AND RELIGIOUS Chairperson STUDIES DEPARTMENT

FULBRIGHT SCHOLARSHIP INITIATIVE Brian Stiltner, Ph.D. Chairperson Robert McCloud, Ph.D. Advisor and Faculty Representative

PSYCHOLOGY DEPARTMENT

Rachel Bowman, Ph.D. GOVERNMENT, POLITICS AND GLOBAL Interim Chairperson STUDIES DEPARTMENT

Gary Rose, Ph.D. William Mayer, Psy.D. Chairperson Director, Master of Science in Applied Psychology

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SOCIAL WORK PROGRAM ECONOMICS AND FINANCE DEPARTMENT

Bronwyn Cross-Denny, Ph.D. Khawaja Mamun, Ph.D. Director Chairperson

SOCIOLOGY DEPARTMENT MBA PROGRAM

Stephen Lilley, Ph.D. Anthony Macari, J.D., M.B.A. Chairperson Executive Director, Graduate Programs

Alfred Steinherr, Ph.D. WRITING PROGRAMS Academic Director, Luxembourg Campus

Anita August, Ph.D. Director MANAGEMENT DEPARTMENT

Andra Gumbus, Ed.D. WOMEN’S STUDIES Chairperson

Amanda Moras, Ph.D. Director MARKETING AND SPORT MANAGEMENT DEPARTMENT

Joshua A. Shuart, Ph.D. John F. Welch College of Business Chairperson John Chalykoff, Ph.D. Dean STUDENT EXPERIENCE Kwamie Dunbar, Ph.D. Sean Heffron, M.A. Assistant Dean Director of the Student Experience Anca C. Micu, Ph.D. Douglas Ouimette, M.Ed. Associate Dean Assistant Director of Student Experience Maura Wilson Coppola, M.H.S. Director, Learning Assessment and Research Isabelle Farrington College of Education ACCOUNTING AND INFORMATION SYSTEMS DEPARTMENT James C. Carl, Ph.D. Dean Karen T. Cascini, Ph.D., C.P.A. Chairperson Edward W. Malin, Ph.D. Associate Dean

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Karen Christensen, Ph.D. College of Health Professions Director, Griswold Campus Patricia Wade Walker, Ed.D. Michael K. Barbour, Ph.D. Dean Director, Doctoral Studies Jody Bortone, Ed.D., OT/L Antoinette Bruciati, Ph.D. Associate Dean Coordinator, Educational Technology Gail Samdperil, Ed.D Ann E. Clark, Ph.D. Associate Dean Chairperson, Leadership and Literacy Department Director, Educational Leadership Program HEALTHCARE INFORMATICS

Michael Giarratano, M.A., C.A.S. Stephen Burrows, D.P.M. Co–director, Intern Program Chair and Program Director Director, Five Year Program

Velma Heller, Ed.D. SCHOOL OF NURSING Coordinator, Student Teacher Supervisors Mary Alice Donius, Ed.D. Lois Libby, Ph.D. Director Co-director, Intern Program and Five Year Program Susan DeNisco, D.N.P. Program Director, D.N..P Karl M. Lorenz, Ed.D. Director, Student Teaching and Teacher Julie G. Stewart, D.N.P. Certification Program Director, FNP Program

Edward W. Malin, Ph.D. Marlene Beck, D.N.P. Interim Chairperson, Teacher Education Program Director, MSN Program Department Sherylyn Watson, M.S.N. Edward Murray, Ph.D. Program Director, Undergraduate Nursing Director, MAT Linda Strong, Ed.D. Jeffrey Rumpf, MS Program Director, RN to BSN and RN to MSN Executive Director, Horizons at SHU Program

Karen Waters, Ed.D. Director, CT Literacy Specialist Program OCCUPATIONAL THERAPY AND HEALTH SCIENCE

Jody Bortone, Ed.D., OT/L Chair

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PHYSICAL THERAPY PROGRAM University College

Jody Bortone, Ed.D., OT/L Mary Lou DeRosa, ’03 M.B.A. Program Director Vice Provost for Special Academic Programs

HEALTH SCIENCE Ellen Kovar, B.A. Director of Part-time Undergraduate Carolyn Shiffman, Ph.D. Admissions Program Director Angela Pitcher, ‘89 B.S. Director of Summer/Winter Sessions and Special Programs PHYSICAL THERAPY AND HUMAN MOVEMENT SCIENCE Gregory Middleton, M.Ed. Kevin Chui, Ph.D. Executive Director of Horizons at SHU Chair Carylanne Rice-Ehalt, M.Ed. Director of Upward Bound

PHYSICAL THERAPY PROGRAM

Kevin Chui, Ph.D. ENGLISH LANGUAGE INSTITUTE Program Director Madeleine Monaghan, M.B.A., M.A. Director of English Language Institute

ATHLETIC TRAINING PROGRAM

Theresa L. Miyashita, Ph.D. Ryan-Matura Library Program Director, Athletic Training Peter Gavin Ferriby, M.Div., M.A., M.L.S., Ph.D. University Librarian EXERCISE SCIENCE PROGRAM Robert H. Berry, M.A., M.L.S., J.D. Beau Greer, Ph.D. Social and Behavioral Sciences Librarian Program Director, Masters of Science in Exercise Science and Nutrition Matilde Renata Cioffi, B.A., M.B.A.

Matthew Moran, Ph.D. Director of Library Information and Budget Program Director, Undergraduate Exercise Nancy Del Vecchio, M.L.S., M.A.T. Science Collection Development Librarian

Bonita Figgatt, M.L.S., M.A. SPEECH-LANGUAGE PATHOLOGY Head of Technical Services

Rhea Paul, Ph.D. Amy Jansen, M.S.L.I.S., M.A. Chair and Program Director Business and Web Resources Librarian

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Elizabeth Knapik, M.L.S., M.B.A. Katalin Kozma, B.A. Head of Information Literacy Programs Assistant Registrar

Xiaohua Li, M.S.C.S., M.L.S. Director of Digital Library Technology and OFFICE OF GLOBAL AFFAIRS Services Carrie Wojenski, M.A. Beverly Lysobey, B.A., M.L.S. Director, Global Affairs Catalog Librarian Francesca Schenker, B.A. Kimberly Macomber, M.L.S. Coordinator Reference Librarian

Jeffrey Orrico, B.S., M.L.S. Health Sciences Librarian Admissions/Financial Assistance James M. Barquinero Senior Vice President Academic Support Services Student Affairs and Athletics

G.E. SCHOLARS PROGRAM

Virginia L. Stephens, M.B.A. OFFICE OF UNDERGRADUATE Director ADMISSIONS Vacant Director of Transfer Admissions JANDRISEVITS LEARNING CENTER

Ardiana Sula Kenneth Higgins, B.A. Executive Director Senior Director, Undergraduate Admissions Jacinth Crichton Patricia Pasquariello, B.S. Coordinator, Office of Special Learning Services Associate Director, Undergraduate Admissions

Jamie Romeo, B.A. OFFICE OF THE REGISTRAR Director, Athletic Recruitment

Dona J. Perrone, B.B.A., M.B.A. Jennifer Amiccuci, B.S. Registrar Director of Admissions Operations

Sara Bracaglia, B.A. Rob Gilmore, M.A. Assistant Registrar Director of Campus Experience

Margaret D. Smith, B.A., M.A. Matthew Musico, M.S. Assistant Registrar Associate Director, Undergraduate Admissions

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Edward Nassr, B.S. OFFICE OF GRADUATE ADMISSIONS Admissions Counselor Kathy Dilks Ashleigh O’Rourke, B.S. Executive Director, Graduate Admissions Director of NJ Regional Recruitment Pam Pillo-Santos, M.S. Ryan Corbalis, B.A. Director, Graduate Admissions Admissions Counselor Tara Chudy, B.S. Lacey Gilleran, B.A. Associate Director, Graduate Admissions Admissions Counselor Brendan Hummel, B.A. Christina Tsimortos, B.A. Assistant Director, Graduate Admissions Assistant Director, Undergraduate Admissions - MA Region OFFICE OF STUDENT FINANCIAL Cheryl Huber, M.S. ASSISTANCE Admissions Counselor Julie B. Savino, M.A.T. Julia Morgillo, B.A. Executive Director, Student Financial Aid Admissions Counselor Elizabeth Baker, M.S. Carla Roehrich, M.S. Director, Student Financial Assistance Assistant Director of Transfer Admissions Systems & Programs

Amanda St. Bernard, M.A. Robert Coloney, B.A. Admissions Counselor Assistant Director, Student Financial Assistance Leigh Weissman, B.A. Admissions Counselor Celia Cruz, M.S. Associate Director, Student Financial Assistance

OFFICE OF INTERNATIONAL ADMISSIONS Morgan Kelly, B.S. Cori Nevers, B.A. Associate Director, First Year Student Financial Aid Executive Director of International Admissions Mathew Magliocco, B.S. Suzanne Cordatos, M.A. Assistant Director, Student Financial Assistance Director of International Operations & Communications David Renski, B.S. Samantha Pitler, M.S. Assistant Director, Student Financial Assistance Programs/Asst. Loan Coordinator Director of International Admissions Keith Tucker, B.A. Associate Director, Student Financial Aid/ Loan Coordinator

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Kelly Jambo, B.A. Lucy Cox, B.S. Director, First Year and Transfer Student Senior Associate Athletic Director/Director of Financial Aid Student-Athlete Support Services

Nick Giaquinto, M.S. STUDENT AFFAIRS AND ATHLETICS Baseball, Head Coach

James M. Barquinero, M.A. Dave Bike, B.A. Senior Vice President Athletic Business Manager

Student Affairs and Athletics Jessica Mannetti Deanna Fiorentino, B.A. Basketball, Women’s , Head Coach

Executive Director of Student Affairs Deborah Holt, M.A.T. Research & Special Projects Cheerleading, Head Coach Judy Ann Riccio, CPA Christian Morrison, J.D. Executive Director of Budget, Student Affairs Cross Country, Track and Field, Men’s and & Athletics Women’s, Head Coach

Tiffany Haidasz DEPARTMENT OF ATHLETICS Equestrian, Head Coach

Bobby Valentine Paul Gagliardi, B.A. Executive Director of Intercollegiate Athletics Tennis, Men’s, Head Coach

Meghan Kavanagh, M.S. Paul Gorham, B.A. Senior Associate Athletic Director/SWA/ Football, Head Coach Director of Compliance Bill Peterson, B.A. Mike Guastelle, M.Ed. Associate Director of Athletic Senior Associate Athletic Director of Communications Operations Tennis, Women’s Head Coach Matt McGreevy Golf, Men’s and Women’s, Head Coach Kalani Efstathiou, B.S. Men’s Volleyball Head Coach Thomas Vrabel, Ph.D. Fencing, Men’s and Women’s, Head Coach Leo Katsetos, M.Ed. Senior Associate Athletic Director/Head Carl J. (C.J.) Marottolo, B.A. Athletic Trainer Ice Hockey, Men’s, Head Coach

Mark Adzigian, M.S. Thomas O’Malley, B.A. Senior Associate Athletic Director of Ice Hockey, Women’s, Head Coach Operations Tom Mariano, B.S. Lacrosse, Men’s, Head Coach

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Laura Cook, B.S. Aimee Piccin, M.S. Lacrosse, Women’s, Head Coach Director, Career Development

Nicoleta Mantescu Women’s Rowing, Head Coach OFFICE OF STUDENT LIFE

Joe Barroso, B.S. Lawrence J. Wielk, M.A. Soccer, Men’s, Head Coach Dean of Students

Kim Banner, M.A. Denise Tiberio, M.A.T. Soccer, Women’s, Head Coach Associate Dean of Students

Elizabeth Luckie, B.A. Michael Moylan, M.B.A. Director of Athletic Administration/Softball, Director of Student Union Co-Head Coach Ray Mencio, M.B.A. Pam London, B.S. Director of Club Sports Softball, Co-Head Coach Scott Aliberti, B.S. Brent Noble Director of Dance Swimming, Women’s, Head Coach Elizabeth McGreevy, B.A. Becky Kregling Assistant Director for Intramurals and Women’s Bowling, Head Coach Recreation

Rob Machan, M.S. Keith Johnston, M.M. Volleyball, Women’s, Head Coach Director, Pioneer Bands

Katie Kloeckener, B.S. Andrew Kolar, M.M. Women’s Field Hockey, Head Coach Assistant Director of Pioneer Bands

Andy Lausier, M.Ed. Jocelyn Novella, M.A. Wrestling, Head Coach Assistant Director, Personal Counseling

Karen Flanagan, M.A., L.P.C. OFFICE OF CAREER DEVELOPMENT Personal Counselor/s.w.e.e.t

Patricia Klauser, M.S., L.P.C. Janice Kessler, M.S.N. Executive Director, Career Development Counselor, Drug & Alcohol

Leonard (Rick) DelVecchio, B.A. Kathleen Healy, M.S. Director of Career Placement Nutritionist/Counselor

Tammy Petrucelli, B.S. Gary Reho, Ed.M. Assistant Director, Career Development Director of Fitness and Recreation

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Patrice Klein, B.S. Leonor Barroso, B.S. Director, Health Services Marketing Assistant, Edgerton Center for Performing Arts Anne Mavor, R.N. Nurse Practitioner Nancy DeKraker, M.A. Staff Counselor Pamela Howard, M.S. Nurse Practitioner Nurse Practitioner Andrew Campbell, M.S. Mary Jo Mason, Ph.D. Staff Counselor Assistant Dean of Students for Wellness Robert Gardiner, M.D. Amy Ricci, M.B.A. Staff Psychiatrist Director of Student Activities Greg Madrid, M.A. Leonora Campbell, M.S. Freshman Area Coordinator Assistant Dean for Student Conduct and Community Standards Kristen Eschwie, M.S. Residence Hall Director Gerald A. Goehring, B.G.S. Executive Director, Edgerton Center for the Performing Arts FINANCE AND ADMINISTRATION Joel Quintong, M.A. Michael J. Kinney, M.B.A. Director of Residential Life Senior Vice President for Finance and Vacant Administration Director of Greek Life Philip J. McCabe, M.S.

Christopher Rader, M.Ed. Vice President for Finance Assistant Director of Residential Life/Housing Services BUSINESS OFFICE Galen Tate, M.M. Peter J. Ward, C.P.A. Assistant Director of Choral Programs Controller Frank Veres Liz-Ann St. Onge, C.P.A. Technical Director, Edgerton Center for Performing Arts Assistant Controller

John Michniewicz, D.M.A. Lisa A. Boland, B.S. Director of Choral Programs Director, Financial Planning and Operations

Tina Barbar, B.S., RN Registered Nurse OFFICE OF STUDENT ACCOUNTS

Alice Avery, B.B.A. Bursar

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OFFICE OF CAMPUS OPERATIONS AND WSHU Public Radio Group (NPR) FACILITIES MANAGEMENT ADMINISTRATION Paul J. Healy, M.S. Executive Director, Campus Operations George Lombardi, B.S. General Manager Trigona Mililli, B.A. Director, Custodial Services and Moves

Marc Izzo, B.A. DEVELOPMENT

Director of Construction Gillian Anderson, B.S. William W. Watson, B.S. Development Director

Project Manager, University Construction Cameron LiDestri, M.A. Michael Austin Director, Individual Gifts

Director of Athletic Facilities & Maintenance/ Janice Portentoso, B.A. Trades Director, Communications

OFFICE OF INFORMATION AND TECHNOLOGY PROGRAMMING

Michael Trimble, M.A. Tom Kuser, B.S. Vice President for Information Technology Program Director and Security Naomi Starobin, M.S. Robert Tullonge News Director Director, Academic Computing Kate Remington, B.A. Shirley Canaan, M.B.A. Music Director and Host Director, Administrative Computing

Saburo Usami, B.S. PRODUCTION/ENGINEERING Director, Telecom, Mail and Duplicating Julie Freddino, B.S. Director, Production DEPARTMENT OF PUBLIC SAFETY Paul Litwinovich, A.S. Paul J. Healy, M.S. Chief Engineer Executive Director for Emergency Management

Jack Fernandez Director, Public Safety

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Human Resources University Advancement

Robert M. Hardy, M.A. William A. Reidy, B.S. Vice President for Human Resources Vice President for University Advancement

Julia E. Nofri, B.A. Lori Christian Executive Director for Human Resources Major Gift Officer

Lisa Gockley, B.S. Annette Hird Carbone Director, Employee Benefits Grants Writer

Paul Rogalin, A.S. Vincent Civian Executive Director for Human Resources Senior Associate Athletic Director for Development Heidi Foster-Cho, B.S. Human Resources Director for Academic C. Donald Cook Affairs Executive Director of Intercollegiate Athletics, Emeritus

Mission and Catholic Identity Oscar Fornoles Director of Prospect Research Michael W. Higgins, Ph.D. Vice President for Mission and Catholic Gina A. Gardner Identity Director of Information Services

Fr. Anthony Ciorra, Ph.D. Katie Gallagher Assistant Vice President for Mission & Alumni Relations Program Coordinator Catholic Identity Emily Gillette Director of Alumni Relations OFFICE OF CAMPUS MINISTRY Virginia M. Harris, Ed.D. Fr. Jerry Ryle Executive Director of Foundations and Grants Director of Campus Ministry Nick Markese Campus Minister Development Coordinator for the Pioneer Club OFFICE OF SERVICE–LEARNING AND VOLUNTEER PROGRAMS Arielle Purcell Assistant Director of Annual Giving Matthew Kaye, Ph.D. Director of Volunteer Programs and Service Judite C. Vamvakides Learning Director of Annual Giving

Anne Whitman Special Events Coordinator

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Marketing and Communications Full-Time Faculty *tenured Michael L. Iannazzi, M.Div. **tenured effective 9/1/15 Vice President for Marketing and Communications Sandra Adams Funda Alp, B.A. Associate Professor Executive Director of Public Relations Computer Science/Information Technology B.A., C.P.C., M.S., University of Hawaii Alane Bikovsky, M.B.A. Director of Marketing Joseph A. Alicastro Instructor Emily Dauenhauer, M.S. Communication and Media Studies Director of Marketing B.S., Boston University

Tracy Deer-Mirek, B.S. *Eid A. Alkhatib Assistant Director of Communications Chairperson, Chemistry Bill Haug, B.A. Director, Master of Science in Chemistry Communications Coordinator Associate Professor Chemistry Jennifer L. MacLeman, B.A. B.S., Kuwait University Director of Graphic Design M.S., University of New York Ann Miron, A.S. Ph.D., University Rhode Island Director of Special Events and Community Benjamin J. Alper Relations Assistant Professor Deborah Noack, B.A. Chemistry University Editor and Writer B.A., B.S., Clemson University Ph.D., University of Georgia

OFFICE OF WEB CONTENT MANAGEMENT Abu Amin Assistant Professor Nancy Boudreau, B.S. Finance Director of Web Content Management B.B.A., M.B.A., University of Dhaka, Kim Galiette, B.A. Bangladesh Assistant Director of Web Content M.S., University of Nottingham, U.K. Management Ph.D., University of Houston

Caitlin Robles, B.S. *Jeanine K. Andreassi Assistant Director of Web Content Associate Professor Management Management A.B., Lafayette College M.B.A., Ph.D., City University of New York, Baruch College

277 2014-2015 SACRED HEART UNIVERSITY GRADUATE CATALOG

*Joseph H. Audie *Kirk Bartholomew Associate Professor Associate Professor Chemistry Biology B.S., Hofstra University B.S., Ph.D., University of Vermont M.S., University of Connecticut Arne Baruca Ph.D., State University of New York at Stony Brook Assistant Professor Marketing Anita August B.S., University of Ljubljana Director, Writing Programs M.B.A., University of Maribor Assistant Professor Ph.D., University of Texas – Pan American English B.A., University of Louisiana Audrey M. Beauvais M.F.A., California Institute of the Arts Undergraduate Nursing Program Director Ph.D., University of Texas at El Paso Assistant Professor Nursing *Gary P. Austin B.S.N., Fairfield University Associate Professor M.S.N., M.B.A., Sacred Heart University Physical Therapy D.N.P., Case Western Reserve University B.S., M.A., Ph.D., University of Connecticut Marlene Beck Jesse I. Bailey Program Director, MSN Program Assistant Professor Clinical Assistant Professor Philosophy Nursing B.A., University of Texas at Austin B.S.N., Western Connecticut State University M.A., St. John’s College M.S.N., Sacred Heart University Ph.D., The Pennsylvania State University D.N.P., Case Western Reserve University

Michael K. Barbour *Mark A. Beekey Director of Doctoral Studies Associate Professor Assistant Professor Biology Leadership and Literacy B.S., Juniata College B.A., Carleton University Ph.D., University of Delaware B.Ed., M.Ed., Memorial University Ph.D., University of Georgia Lori B. Bindig Director, Performing Arts Program *Anne M. Barker Assistant Professor Professor Communication and Media Studies Nursing B.A., M.A., University of Hartford B.S.N., University of Virginia B.F.A., The Hartt School, University of M.S.N., Catholic University of America Hartford Ed.D., Teachers College, Columbia University Ph.D., University of Massachusetts, Amherst

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Wendy Bjerke *Rachel E. Bowman Clinical Associate Professor Interim Chairperson, Psychology Human Movement Science Associate Professor B.S., University of California at Davis Psychology M.S., M.P.H., Southern Connecticut State B.S., M.A., Appalachian State University University Ph.D., City University of New York–Hunter Ph.D., Walden University *Benoit Boyer *Yvette Blanchard Professor Professor Accounting Physical Therapy B.S., University of Montreal B.S., M.S., Universite de Montreal Ph.D., University of California, Los Angeles D.Sc., Boston University Bernadette M. Boyle Jody Bortone Assistant Professor Associate Dean, College of Health Mathematics Professions B.A., Providence College Chairperson, Occupational Therapy and Health Sciences M.S., Ph.D., University of Notre Dame Director, Occupational Therapy Program Stephen Briner Clinical Associate Professor Assistant Professor Occupational Therapy Psychology B.S., Columbia University B.A., Lyon College M.A., New York University M.S., University of Memphis Ed.D., Fordham University Ph.D., DePaul University

Rebecca Bourgault *Stephen M. Brown Instructor Professor Biology Management B.S., M.S. University of Maryland B.A., University of Massachusetts Ph.D., University of Vermont M.A., University of Rhode Island Ed.D., Boston University Donna M. Bowers Clinical Associate Professor *Antoinette Bruciati Physical Therapy Coordinator for Education Technology B.S., Northeastern University Associate Professor M.P.H., Southern Connecticut State University Teacher Education B.S., M.S., Southern Connecticut State University M.A., Sacred Heart University Ph.D., Nova Southeastern University

279 2014-2015 SACRED HEART UNIVERSITY GRADUATE CATALOG

Pamela Buck *James C. Carl Assistant Professor Dean, Farrington College of Education English Professor B.A., Wellesley College Education M.A., University of Chicago B.A., Union College Ph.D., Tufts University M.A., Ph.D., University of Wisconsin-Madison

Stephen Burrows Patricia Carl-Stannard Chair and Program Director, Healthcare Clinical Assistant Professor Information Systems Social Work Clinical Assistant Professor B.S., Southern Connecticut State University Healthcare Information Systems M.S.W., Ohio State University B.S., Brooklyn College of the City University of New York Michael S. Carriger D.P.M., Barry University Director, Human Resources Management M.B.A., Sacred Heart University Assistant Professor Management Colleen Butler-Sweet B.S., D.M., University of Maryland Assistant Professor M.S., University of Pennsylvania Sociology B.A., Mount Holyoke College *Karen T. Cascini Ph.D., Boston University Chairperson, Accounting and Information Systems *Jeffrey P. Cain Professor Chairperson, English Accounting Associate Professor B.S., M.S., University of New Haven English Ph.D., University of Connecticut A.B., Upsala College M.A., University of Pennsylvania *James Castonguay Ph.D., University of Connecticut Director, Master of Arts in Communication Professor David Cameron Communication and Media Studies Clinical Associate Professor B.A., Clark University Physical Therapy M.A., Ph.D., University of Wisconsin, B.S., Central Connecticut State University Milwaukee B.S., M.A., University of Connecticut Robin L. Cautin, Ph.D. Ph.D., New York University Dean, College of Arts and Sciences B.A., University of Delaware M.A., PH.D., Case Western Reserve University

280 SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

*John Chalykoff Michelle A. Cole Dean, Welch College of Business Assistant Professor Professor Nursing Management B.S.N., Saint Joseph College B.A., Boston College M.S.N., University of Hartford M.B.A., University of Western Ontario D.N.P., University of Massachusetts, Amherst Ph.D., Massachusetts Institute of Technology *Maureen A. Conard Karen Christensen Associate Professor Director, Griswold Campus Psychology Clinical Associate Professor B.A., Providence College Teacher Education M.A., Ph.D., University of Connecticut B.S., M.S., 6th Yr., Southern Connecticut State University Patricia A. Conti Ph.D., Union Institute Instructor English Valerie L. Christian B.A., San Jose State University Assistant Professor M.S., Boston University Management B.A., Colgate University Linda L. Cook M.B.A., The Amos Tuck School of Business Clinical Assistant Professor Administration, Dartmouth College Nursing B.S.N., Ohio State University *Kevin K. Chui M.P.H., New York Medical College Associate Professor D.N.P., University of Connecticut Physical Therapy B.S., M.S., Long Island University Timothy J. Crader Ph.D., New York University Visiting Assistant Professor Management Ann E. Clark A.S., Norwalk State Technical College Chairperson, Leadership and Literacy B.S., University of Connecticut Director, Educational Leadership Program M.B.A., Sacred Heart University Clinical Associate Professor D.B.A., University of Phoenix Leadership and Literacy B.A., McGill University Bronwyn Cross-Denny M.Ed., Worcester State College Interim Director, Social Work Program Ph.D., University of Connecticut Assistant Professor Social Work B.S., Western Michigan University M.S.W., Ph.D., Fordham University

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*Thomas D. Curran *Lesley A. DeNardis Professor Director, Global Studies History Associate Professor B.A., University of Delaware Political Science M.A., M.Phil., Ph.D., Columbia University B.A., Connecticut College M.A., The George Washington University Rosemary M. Danaher Ph.D., University of Connecticut Instructor Mathematics Susan DeNisco B.S., Fairfield University Interim Chairperson, School of Nursing M.B.A., University of New Haven Graduate Nursing Program Director Associate Professor *Debra Danowski Nursing Associate Professor B.S.N., Western Connecticut State University Communication and Media Studies M.S., Pace University B.S., Sacred Heart University D.N.P., Case Western Reserve University M.S., Syracuse University Ph.D., Capella University Nancy L. Dennert Clinical Assistant Professor Robin L. Danzak Nursing Assistant Professor B.S.N., Barry University Speech-Language Pathology M.S., Southern Connecticut State University B.A., New College of Florida M.S.N., Sacred Heart University M.A., Universidad de Concepción, Chile Ph.D., University of South Florida *Suzanne M. Deschênes Director, Thomas More Honors Program Patricia C. DaSilva Associate Professor Assistant Professor Biology Leadership and Literacy B.A., College of the Holy Cross B.S., 6th Yr., Ph.D., University of Connecticut Ph.D., University of Pennsylvania M.S., Southern Connecticut State University Eleni Diakogeorgiou *John S. deGraffenried Clinical Assistant Professor Associate Professor Human Movement Science Art and Design B.S., University of Connecticut B.A., University of Miami M.B.A., Sacred Heart University M.F.A., Vermont College of Norwich University

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Clotilde Dudley Smith Richard Falco Assistant Professor Instructor Health Science Communication and Media Studies B.S., Ed.D., University of Bridgeport B.A., State University of New York at Stony M.P.A., University of New Haven Brook

Kwamie O. Dunbar *Linda Farber Director, M.S. in Finance Assistant Professor Assistant Dean, John F. Welch College of Chemistry Business B.S., Dickinson College Assistant Professor M.S., Ph.D., Rensselaer Polytechnic Institute Finance Beverly Fein B.S., University of the West Indies Academic Coordinator of Clinical Education M.B.A., Sacred Heart University Associate Professor Ph.D., Fordham University Physical Therapy M.S., Fairfield University B.S., University of Pennsylvania Onoriode O. Ekeh M.S., Temple University LLC Academic Co-Leader – Social Justice Ed.D., University of Bridgeport Assistant Professor Theology Heather A. Ferrillo B.S., Daemen College Clinical Assistant Professor M.A., Ph.D., The Catholic University of America Nursing B.S.N., Western Connecticut State University *Michael J. Emery M.S.N., Sacred Heart University Associate Dean, College of Health Professions Harriet A. Fields Chairperson, Physical Therapy and Human Clinical Associate Professor Movement Science Nursing Director, Physical Therapy Program B.S., Mount St. Mary’s College Professor M.Ed., Ed.D., Teachers College, Columbia Physical Therapy University B.S., M.Ed., Ed.D., University of Vermont Maureen B. Fitzpatrick Cara Erdheim Assistant Professor Assistant Professor Leadership and Literacy English B.S., Southern Connecticut State University B.A., Colby College M.S., Fairfield University M.A., Ph.D., Fordham University 6th Yr., Ph.D., University of Connecticut

283 2014-2015 SACRED HEART UNIVERSITY GRADUATE CATALOG

John Fleming John Gerlach Lecturer Senior Business Executive in Residence and Chemistry Associate Professor B.S., Pennsylvania State University Economics and Finance Ph.D., Michigan State University B.S., Drexel University M.B.A., University of Pennsylvania Kimberly A. Foito Clinical Assistant Professor Michael F. Giarratano Nursing Co–director, Intern Program and Five Year Program A.S.N., B.S.N., Salve Regina University Clinical Assistant Professor M.S.N., Sacred Heart University Teacher Education *Thomas V. Forget B.A., Boston College Associate Professor M.S., 6th Year, University of Bridgeport Leadership and Literacy Randall G. Glading B.A., M.A., Ph.D., Fordham University Assistant Professor Lenore D. Frost Leadership and Literacy Clinical Assistant Professor B.S., State University of New York at Cortland Occupational Therapy M.S., Long Island University B.S., Quinnipiac University Ph.D., Fordham University M.A, University of Phoenix Jeffrey H. Glans Ph.D., Walden University Lecturer Susan B. Gannon Chemistry Coordinator, Bachelor of Science in B.S., University of North Carolina Psychology M.S., Ph.D., University of Michigan Instructor Psychology Constance H. Glenn B.A., Sacred Heart University Clinical Assistant Professor M.S., Southern Connecticut State University Nursing B.S.N., M.S.N., Sacred Heart University JoAnne Gatti-Petito Assistant Professor Gregory J. Golda Nursing Instructor B.S., Dickinson College Communication and Media Studies B.S.N., Long Island University B.S., State University of New York at Buffalo M.S.N., University of Pennsylvania M.S., Pennsylvania State University D.N.P., University of Connecticut

284 SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

*Hema Gopalakrishnan *June-Ann Greeley Associate Professor Associate Professor Mathematics Religious Studies B.S., M.S., Bombay University B.A., Connecticut College M.S., Marquette University M.A., University of Connecticut Ph.D., University of Wisconsin–Milwaukee M.A., Ph.D., Fordham University

George K. Goss *Beau K. Greer Instructor Program Director, Masters of Science in Mathematics Exercise Science and Nutrition B.S., Southern Connecticut State College Associate Professor M.S., Michigan State University Human Movement Science M.A., Wesleyan University B.S., M.A., Furman University Ph.D., Florida State University *Sidney P. Gottlieb Professor *Richard M. Grigg Communication and Media Studies Professor A.B., Bates College Religious Studies M.A., M.Phil., Ph.D., Rutgers University B.A., University of Iowa M.Div., Drew University *Charlotte M. Gradie Ph.D., University of Iowa Professor History Jason K. Grimes B.A., M.A., Ph.D., University of Connecticut Clinical Assistant Professor Physical Therapy Ruth Grant B.S., M.P.T., Quinnipiac University Assistant Professor Psychology *Frances S. Grodzinsky B.A., M.A., University of Bridgeport Co-Director, Hersher Institute for Applied Ethics Ph.D., Columbia University Professor Tanya M. Grant Computer Science/Information Technology Assistant Professor A.B., University of Rochester Criminal Justice M.A., Ph.D., University of Illinois B.A., Fairfield University Michele Guidone M.S., University of New Haven Lecturer Ph.D., Capella University Biology B.S., University of Connecticut M.S., Southern Connecticut University Ph.D., University of Rhode Island

285 2014-2015 SACRED HEART UNIVERSITY GRADUATE CATALOG

*Andra Gumbus Marie Hulme Chairperson, Management Director, SHUSquare Project Professor Instructor Management English B.A., Miami University B.A., Smith College M.P.A., University of New Haven M.A., New York University Ed.D., University of Bridgeport M.A.T., Sacred Heart University M.F.A, Fairfield University Chun “Grace” Guo Assistant Professor Mary Ignagni Management Instructor B.A., Sichuan International Studies University, Psychology China B.S. Central Michigan University M.B.A., Oklahoma State University M.A. New York University Ph.D., University of Massachusetts M.S. Baruch College, CUNY

*Dhia A. Habboush *Pearl Jacobs Professor Associate Professor Chemistry Criminal Justice B.Sc., University of Baghdad, Iraq B.A., Hunter College Ph.D., University of Southampton, England M.P.A., Long Island University

Lola Halperin Ph.D., Fordham University Clinical Assistant Professor *Mark Jareb Occupational Therapy Chairperson, Biology B.S., Tel-Aviv University, Israel Associate Professor M.A., New York University Biology

Ronald Hamel B.S., Pennsylvania State University Instructor Ph.D., University of Virginia

Psychology Alka Jauhari B.S., Post College Assistant Professor M.A., Southern Connecticut State University Political Science

Velma E. Heller B.A., Isabella Thoburn College Coordinator, Student Teacher Supervisors M.A., Ph.D., Lucknow University Assistant Professor Teacher Education B.A., City University of New York, Queens College M.S., Ed.D., University of Bridgeport

286 SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

Jing “Jack” Jiang *Efim Kinber Assistant Professor Professor Finance Computer Science/Information Technology B.A., Nankai University B.S., M.S., Ph.D., Latvia University International M.B.A., Tsinghua University with Ph.D., Steklov Institute of Math Massachusetts Institute of Technology Ph.D., State University of New York at Buffalo Stephane J. Kirven LLC Academic Co-Leader – Social Justice Mary-Ellen Johnson Assistant Professor Clinical Assistant Professor Criminal Justice Occupational Therapy B.A., Tufts University B.S., Dominican College J.D., Georgetown University M.S., Sacred Heart University O.T.D., Creighton University Kenneth A. Knies Director, Honors LLC Michelle Johnson Assistant Professor Assistant Professor Philosophy Nursing B.A., Brown University B.S.N., University of Michigan M.A., Ph.D., Stony Brook University M.S., Georgia State University Ed.D., University of Phoenix School Heather Miller Kuhaneck Assistant Professor Jo-Marie Kasinak Occupational Therapy Instructor B.S., Boston University Biology M.S., Ohio State University B.S., Sacred Heart University Ph.D., University of Connecticut M.S. Auburn University Gregory Kyrytschenko Jacqueline P. Kelleher Associate Director of Master of Science in Coordinator, NCATE Process Cyber Security Assistant Professor Instructor Teacher Education Computer Science/Information Technology B.A., University of Southern Maine B.S., M.B.A., Sacred Heart University M.A., Ph.D., University of Connecticut

Christopher J. Kelly Tammy M. Lampley Assistant Professor Assistant Professor Religious Studies Nursing B.A., M.A., University of South Florida B.S.N., M.S.N., Gardner-Webb University Ph.D., University of Iowa Ph.D., University of Nevada

287 2014-2015 SACRED HEART UNIVERSITY GRADUATE CATALOG

*Kittipong Laosethakul Corinne A. Lee Associate Professor Clinical Assistant Professor Information Systems Nursing B.S., Chulalongkorn University, Bangkok, B.S.N., State University of New York, Thailand Binghamton M.S., University of Alabama M.S.N., Hunter College Ph.D., Auburn University **Nathan Lewis *Michael D. Larobina Associate Professor University Counsel Art and Design Professor B.A., Lyme Academy College of Fine Arts Management M.F.A., Tufts University B.A., Pace University *Lois A. Libby J.D., University of Bridgeport Co-Director, Intern Program and Five Year LL.M., Fordham University School of Law Program

Leanna Lawter Associate Professor Assistant Professor Teacher Education Management B.A., M.Ed., C.A.S., University of Maine B.A., Colgate University Ph.D., University of Connecticut

M.S., University of Vermont Justin Liberman M.B.A., University of Connecticut Clinical Instructor Ph.D., The City University of New York Communication and Media Studies

Andrew Lazowski B.A., Sacred Heart University Assistant Professor M.F.A., Columbia University

Mathematics *Stephen J. Lilley B.S., Hofstra University Chairperson, Sociology Ph.D., Wesleyan University Professor

Marian Leal Sociology Instructor B.A., College of the Holy Cross Biology M.A., Ph.D., University of Massachusetts, Amherst B.S., M.S., St. John’s University Ralph Lim Joslin B. Leasca Associate Professor Clinical Assistant Professor Economics and Finance Nursing B.S.E., Princeton University B.S.N., Regents University M.B.A., Wharton School, University of M.S.N., D.N.P., University of Rhode Island Pennsylvania

288 SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

*Maria Lizano-DiMare Anthony D. Macari Associate Professor Executive Director Teacher Education Graduate Programs B.S., University of Switzerland Clinical Assistant Professor M.A., Ed.D., University of Hartford Finance B.A., M.B.A., University of Connecticut Karl M. Lorenz J.D., Pace University Director, Student Teaching and Teacher Certification *Richard M. Magee Clinical Associate Professor Associate Professor Teacher Education English B.S., Illinois Benedictine College B.A., University of California at Berkeley M.A., Ed.D., Columbia University M.A., Polytechnic State University, San Luis Obispo *Michelle Loris Ph.D., Fordham University Associate Dean, College of Arts and Sciences Professor Mahfuja Malik English Assistant Professor B.A., Sacred Heart University Accounting M.A., M.S., University of Bridgeport M.B.A., University of Dhaka Ph.D., Fordham University M.B.A. Brandeis University Psy.D., Antioch New England Ph.D., Boston University

*Peter Loth *Edward W. Malin Professor Associate Dean, Farrington College of Mathematics Education M.S. equiv., University of Erlangen, Nurnberg, Interim Chair, Teacher Education Germany Professor Ph.D., Wesleyan University Teacher Education B.A., University of Notre Dame Cuauhtemoc “Temo” Luna-Nevarez M.A., Ph.D., Fordham University Assistant Professor Marketing *Khawaja A. Mamun B.S., M.S., Monterrey Institute of Technology Chairperson, Associate Professor and Higher Education Associate Professor M.B.A., Ph.D., New Mexico State University Economics and Finance

*Bridget Lyons B.S.S., M.S.S., M.B.A., University of Dhaka, Bangladesh Professor M.A., Ph.D., Southern Methodist University Economics and Finance B.A., Georgetown University M.S., Columbia University D.P.S., Pace University

289 2014-2015 SACRED HEART UNIVERSITY GRADUATE CATALOG

*Christel Manning Paul W. Massey Professor Assistant Professor Religious Studies Teacher Education B.A., Tufts University B.S., University of Hartford M.A., Ph.D., University of California M.A., 6th Yr., University of Bridgeport 6th Yr., Southern Connecticut State Peter A. Maresco University Clinical Associate Professor Marketing *Jennifer Mattei B.A., University of Charleston Director, Master of Science in Environmental Systems Analysis Management M.A., Fairfield University Professor Ph.D., Walden University Biology *Claire Marrone B.S., University of Maryland Coordinator, Italian and French M.F.S., Yale University Professor Ph.D., SUNY at Stony Brook Foreign Languages and Cultures Keri A. Matthews B.A., University of Delaware Instructor M.A., Ph.D., University of Pennsylvania Computer Science/Information Technology *Robert F. Marsh B.A., Tufts University Associate Professor M.S., University of New Haven Management Damon Maulucci B.S., Miami University Visiting Assistant Professor M.B.A., Xavier University Communication and Media Studies Ph.D., University of Cincinnati B.A., M.A., University of Massachusetts *Mark J. Mascia M.F.A., Columbia University Chairperson, Foreign Languages and Cultures William F. Mayer Coordinator, Spanish Director, Master of Science in Applied Psychology Associate Professor Lecturer Foreign Languages and Cultures Psychology B.A., University of Pennsylvania B.A., Colorado State University M.A., M.Phil., Ph.D., Columbia University M.A., Psy.D., Alliant International University

290 SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

*Robin L. McAllister Jennifer P. McLaughlin Associate Professor Instructor English History B.A., Wesleyan University B.A., Fordham University M.A., Ph.D., Princeton University M.A., College of William and Mary

*James E. McCabe John P. McTighe Chairperson, Criminal Justice Assistant Professor Director, Master of Arts in Criminal Justice Social Work Associate Professor B.A., Concordia University Criminal Justice M.Div., Washington Theological Union B.A., City University of New York, Queens M.S.W., Ph.D., New York University College M.A., State University of New York, Empire Dawn K. Melzer State College Assistant Professor M.A., City University of New York, John Jay Psychology College B.A., State University of New York at M.Phil., Ph.D., City University of New York, Binghamton Graduate School and University Center M.S., Ph.D., University of Massachusetts, Amherst Sharon M. McCloskey Clinical Assistant Professor *Steven J. Michels Occupational Therapy Associate Professor National Board for Certification in Political Science Occupational Therapy (B.S. O.T, equivalent) B.S., Eastern Michigan University M.B.A., University of New Haven M.S., University of Georgia Ph.D., Loyola University, Chicago *Robert C. McCloud Faculty Representative and Advisor, *Anca C. Micu Fulbright Associate Dean, John F. Welch College of Associate Professor Business Computer Science/Information Technology Associate Professor B.A., Williams College Marketing Ed.D., University of Bridgeport B.S., B.A., Academy for Economic Studies, Bucharest, Romania **Enda F. McGovern M.B.A., Ph.D., University of Missouri Associate Professor Marketing B.E., M.B.A., University College, Galway, Ireland Ph.D., Brunel University, United Kingdom

291 2014-2015 SACRED HEART UNIVERSITY GRADUATE CATALOG

*Andrew Miller *Jason Molitierno Chairperson, Communication and Media Chairperson, Mathematics Studies Associate Professor Associate Professor Mathematics Communication and Media Studies B.S., Connecticut College A.B., University of Michigan Ph.D., University of Connecticut M.A., University of Iowa Ph.D., University of Pittsburgh Matthew F. Moran Program Director, Undergraduate Exercise Kerry A. Milner Science Assistant Professor Assistant Professor Nursing Human Movement Science B.S.N., University of Connecticut B.S., The College of William and Mary M.S.N., Southern Connecticut State University M.S., Ph.D., The Pennsylvania State University D.N.S., Yale University School of Nursing Amanda Moras *Mindy Miserendino Director, Women’s Studies Psychology Academic Co-Leader, LLC – Social Justice Associate Professor Assistant Professor Psychology Sociology B.A., Franklin and Marshall College B.A., William Patterson University M.A., Ph.D., New York University M.A., Ph.D., University of Florida

Theresa Miyashita Patrick W. Morris, Jr. Program Director, Athletic Training Assistant Professor Assistant Professor Criminal Justice Athletic Training B.S., University of Delaware B.S., Canisius College M.P.A., University of New Haven M.A., University of North Carolina Ph.D., City University of New York Ph.D., Colorado State University Linda S. Morrow Christopher F. Mojcik Clinical Assistant Professor Lecturer Nursing Biology B.S.N., Edinboro State University B.A., Washington University M.S.N., George College and State University M.D., Ph.D., University of Connecticut School M.B.A., Mercer University of Medicine D.N.P., Duquesne University

292 SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

Julie Mujic Gerald E. Neipp Assistant Professor Assistant Professor History Teacher Education B.S., Indiana University B.S., Boston University M.A., Ph.D., Kent State University M.S., Central Connecticut State University Ed.D., Nova Southeastern University Marcus B. Müller Assistant Professor Terry Neu Management at Luxembourg Assistant Professor S.Sc., Hoschschule Für Technik Und Teacher Education Wirtschaft, Germany B.A., Harding University M.B.A., Melbourne Business School, Australia M.S., University of Central Arkansas Ph.D., University of the Sunshine Coast, Ph.D., University of Connecticut Australia *Laura Niesen de Abruna *Pilar Munday Provost and Vice President for Academic Associate Professor Affairs Foreign Languages and Cultures Professor A.S., B.A., University of Granada, Spain English M.A., Ph.D., New York University A.B., Smith College

Annmarie Murphy M.A., Ph.D., University of North Carolina at Chapel Hill Lecturer M.S.Ed., University of Pennsylvania Psychology B.A., State University of New York, Albany Gail M. Nordmoe M.S., Ph.D., Rutgers University Assistant Professor Teacher Education *Edward T. Murray B.A., University of Illinois Director, MAT M.Ed., Ed.D., Wayne State University Associate Professor Teacher Education *Lucjan T. Orlowski B.S., M.S., Southern Connecticut State Director, DBA in Finance University Professor Ph.D., University of Connecticut Economics and Finance

Joseph L. Nagy M.A., Ph.D., Academy of Economy, Katowice, Poland Instructor English Paul E. Pabst B.A., Fairfield University Instructor M.A., Regis University Communication and Media Studies B.A., Southern Illinois University

293 2014-2015 SACRED HEART UNIVERSITY GRADUATE CATALOG

*Rupendra Paliwal *Rhea Paul Associate Professor Chair and Program Director, Speech- Economics and Finance Language Pathology B.E., Govt. Engineering College, Jabalpur, Professor India Speech-Language Pathology M.B.A., ICFAI Business School, Ahmedabad, B.A., Brandeis University India Ed.M., Harvard University Ph.D., University of Connecticut Ph.D., University of Wisconsin

*Danny A. Pannese Shirley A. Pavone Associate Professor Assistant Professor Accounting Psychology B.S., Sacred Heart University B.S., Sacred Heart University M.S., University of New Haven M.S., Fairfield University

Anthony Papa Ph.D., The Union Institute Graduate School Lecturer Andrew Pierce Criminal Justice Lecturer B.A., City University of New York, Baruch Philosophy College B.A., M.A., Michigan State University J.D., New York Law School Ph.D., Loyola University *Edward A. Papa *Barbara J. Pierce Associate Professor Associate Professor Philosophy Biology A.B., Georgetown University B.Sc., Eastern Connecticut State University Ph.D., State University of New York at Stony Brook M.A., Central Connecticut State University Ph.D., University of Rhode Island Phani C. Papachristos Instructor Domenick Pinto Mathematics Chairperson, Computer Science and Information Technology B.S., M.S., Southern Connecticut State University Director, Master of Computer Science and Information Technology Richard Pate Associate Professor Assistant Professor Computer Science/Information Science Business Law Management B.S., Fairfield University B.A., University of Bridgeport M.A., Fordham University J.D., Quinnipiac College M.A., Southern Connecticut State University M.S., Polytechnic Institute of New York

294 SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

Anna E. Price *John B. Roney Assistant Professor Chairperson, History Exercise Science Professor B.S., Furman University History M.S., University of Florida B.A., King’s College, New York Ph.D., University of South Carolina M.A., Wheaton Graduate School Ph.D., University of Toronto Gordon Purves Assistant Professor Sherry L. Roper Philosophy Assistant Professor B.A., Bucknell University Nursing Ph.D., University of South Carolina B.S., M.S., The Pennsylvania State University Ph.D., The University of Tennessee Health John Rapaglia Science Center Assistant Professor Biology *Gary L. Rose B.S., Mary Washington College Chairperson, Government, Politics and Global Studies M.S., Ph.D., State University of New York at Stony Brook Professor Political Science *Gerald F. Reid B.A., University of New Haven Associate Dean, College of Arts and Sciences M.A., Kansas State University Program Director, Irish Studies Ph.D., Miami University of Ohio Professor Sociology/Anthropology *Sara Ross B.A., M.A., Ph.D., University of Massachusetts Associate Professor M.A., University of Chicago Communication and Media Studies B.A., M.A., Ph.D., University of Wisconsin Wendy M. Romney Clinical Assistant Professor **Nicole M. Roy Physical Therapy Co-Advisor, Pre-Health Professions B.S., M.S.P.T., D.P.T., Ithaca College Associate Professor Biology Peter J. Ronai B.S., Assumption College Clinical Associate Professor Ph.D., University of Massachusetts Medical Exercise Science and Nutrition School B.S., M.S., Southern Connecticut State University

295 2014-2015 SACRED HEART UNIVERSITY GRADUATE CATALOG

Tuvana Rua Ann-Marie Saranich Instructor Clinical Assistant Professor Management Nursing B.A., Bogazici University B.S.N., Southern Connecticut State University M.B.A., International University of Monaco M.S.N., Sacred Heart University M.A., Emerson College Francesco Sardo Ph.D., The City University of New York Instructor *Stephen Rubb Computer Science Professor B.F.A., Massachusetts College of Art and Economics and Finance Design B.S., University of Dayton M.S., Sacred Heart University

M.S., Rensselaer Polytechnic Institute Stephen A. Scarpati Ph.D., Northeastern University Clinical Associate Professor

Linda-Jo Russo Accounting Instructor B.S., M.B.A., Fordham University

Nursing Sheelagh M. Schlegel A.S.N., St. Vincent’s College of Nursing Instructor B.S.B.M., Albertus Magnus College Occupational Therapy M.S.N., University of Hartford B.S., University of Dublin, Trinity College

Gail Samdperil M.P.H., Southern Connecticut State University Clinical Associate Professor Kristin A. Schweizer Human Movement Science Associate Director, Clinical Education for B.S., Boston University Physical Therapy M.A.T., University of North Carolina at Chapel Clinical Assistant Professor Hill Physical Therapy Ed.D., Fordham University B.S., Fairfield University

Jessica Samuolis M.P.T., Allegheny University of the Health Sciences Lecturer Psychology Eric P. Scibek B.A., M.A., Fairfield University Clinical Assistant Professor Ph.D., Fordham University Human Movement Science B.S., Quinnipiac College *James Santomier M.S., Southern Connecticut State University Professor Sport Management B.A., M.A., Montclair State University Ph.D., University of Utah

296 SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

*Cima A. Sedigh *Marlina Slamet Associate Professor Associate Professor Teacher Education Physics B.S., New York Institute of Technology B.S., University of Indonesia B.A., University of Dakar M.A., Brooklyn College of City University of M.S., Ed.D., University of Hartford New York Ph.D., City University of New York Graduate Pennie Sessler-Branden School and University Center Clinical Assistant Professor Rebecca A. Smart Nursing Clinical Assistant Professor B.S.N., George Mason University Nursing M.S.N., Columbia University B.S.N., University of Virginia Ph.D., Villanova University M.P.H., New York Medical College David Shaenfield M.S.N., Sacred Heart University Lecturer Lisa Smith Psychology Lecturer B.S., The University of Texas, Austin Psychology Ph.D., Teachers College, Columbia University B.A., Binghamton University, SUNY Carolyn J. Shiffman M.S., Psy.D., Nova Southeastern University Health Sciences Program Director *Penny A. Snetsinger Assistant Professor Associate Professor Health Science Chemistry B.S.N., Baylor University A.B., Brandeis University M.N.A., University of Phoenix M.S., University of Illinois Ph.D., Capella University Ph.D., University of New Hampshire *Eun Sup Shim Alison Sprengelmeyer Professor Director, Clinical Education, Speech- Accounting Language Pathology B.S., Dong-Guk University, Seoul Clinical Assistant Professor M.B.A., Ph.D., Rutgers University Speech-Language Pathology *Joshua A. Shuart B.A., Johns Hopkins University Chairperson, Marketing and Sport M.Ed., University of Virginia Management *Roberta Lynne Staples Associate Professor Professor Sport Management English B.A., Grove City College B.A., Russell Sage College M.A., St. Bonaventure University M.A., University of Virginia Ph.D., University of Connecticut Ph.D., University of Massachusetts

297 2014-2015 SACRED HEART UNIVERSITY GRADUATE CATALOG

LaTina Steele Julianna M. Stockton Lecturer Assistant Professor Biology Mathematics B.S., Ph.D., University of South Alabama B.S., Franklin W. Olin College of Engineering M.A., M.Phil., Ph.D., Teacher’s College, Alfred Steinherr Columbia University Academic Director, Luxembourg Campus Professor **Geffrey F. Stopper Management Associate Professor Diploma, University of Madrid, Spain Biology Diploma, University of Florence, Italy B.A., Hartwick College M.A., McMaster University, Ont., Canada M.S., Ph.D., Yale University

M.S., George Washington University *Linda L. Strong Ph.D., Cornell University Program Director, RN to BSN and RN to MSN Program Dezroy Stewart Assistant Professor Visiting Assistant Professor Nursing Accounting B.S.N., University of Bridgeport B.S., University of the West Indies M.S.N., The Catholic University of America M.B.A., University of Connecticut Ed.D., Teachers College, Columbia University Julie A. Stewart **Jing’an Tang Interim Program Director, DNP Program Associate Professor Program Director, FNP Program Management Assistant Professor B.A., Renmin (People’s) Univ. of China Nursing M.B.A., University of Maryland B.S.N., Regents College, University of the State of New York Ph.D., University of Western Ontario

M.S.N., Sacred Heart University Barbara Magi Tarasovich M.P.H., University of Connecticut Health Director, MS Accounting Center Assistant Professor D.N.P., Case Western Reserve University Accounting *Brian Stiltner B.S., M.B.A., Sacred Heart University Chairperson, Philosophy, Theology, and D.P.S., Pace University Religious Studies Associate Professor *Christina J. Taylor Religious Studies Associate Professor B.A., Carroll University Psychology M.A.R., Yale Divinity School B.A., Sacred Heart University M.Phil., Ph.D., Yale University M.A., University of Missouri M.Phil., Ph.D., City University of New York

298 SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

David G. Taylor *Michael J. Ventimiglia Director, Digital Marketing Co-Director, Hersher Institute for Applied Assistant Professor Ethics Marketing Coordinator, Art of Thinking B.S., The University of Texas Associate Professor B.B.A., LeTourneau University Philosophy M.B.A., Ph.D., University of North Texas B.A., M.A., Fordham University Ph.D., Pennsylvania State University *Thomas A. Terleph Co-Advisor, Pre-Health Professions *Gregory F. Viggiano Associate Professor Associate Professor Biology History B.A., Columbia University B.A., University of Montana Ph.D., City University of New York, Graduate M.A., University of Texas School and University Center M.Phil., Ph.D., Yale University

Brian Thorne Albert Wakin Instructor Instructor Communication and Media Studies Psychology B.S., Sacred Heart University B.A., M.S., University of Bridgeport 6th Year, Southern Connecticut State *Mary Garlington Trefry University Coordinator, Luxembourg Associate Professor *Jonathan Walker Management Chairperson, Art and Design B.A., Agnes Scott College Associate Professor M.L.S., University of Maryland Art and Design M.A., M.Phil., Ph.D., Columbia University B.A., Southern Connecticut State College M.F.A., University of Connecticut Mary L. Treschitta Assistant Professor *Patricia Wade Walker Art and Design Dean, College of Health Professions B.A., M.A.T., University of New Hampshire Professor M.F.A., Miami International University of Art Medical Technology and Design B.S., University of Illinois at Chicago M.A., Central Michigan University Jennifer M. Trudeau Ed.D., Loyola University of Chicago Assistant Professor Economics and Finance Michael Ward B.S., Fairfield University Lecturer M.A., University of New Hampshire Mathematics Ph.D., University of New Hampshire B.S., Cornell University M.A., New York University

299 2014-2015 SACRED HEART UNIVERSITY GRADUATE CATALOG

Karen C. Waters Christopher C. York Director, CT Literacy Specialist Program Clinical Assistant Professor Clinical Assistant Professor Management Leadership and Literacy A.B., Colgate University B.A., M.S., University of Bridgeport M.A., University of Hawaii 6th Year, Southern Connecticut State J.D., Emory University Law School University Ed.D., Walden University Eileen T. Yost Clinical Assistant Professor Sherylyn M. Watson Nursing Clinical Assistant Professor A.S., B.S.N., Pace University Nursing M.S.N., Western Connecticut State University B.S.N., Fairfield University M.S.N., Quinnipiac University *Sandra G. Young Associate Professor Valerie Wherley English Clinical Assistant Professor B.A., Rosary College Exercise Science M.A., Ph.D., University of Louisville B.S., M.S., University of Maine Ph.D., University of Connecticut Emmanuel Yung Clinical Assistant Professor Michelle E. Wormley Physical Therapy Clinical Assistant Professor B.S., University of Santo Tomas Manila, Physical Therapy Philippines B.S., M.P.T., Quinnipiac University M.A., New York University D.P.T., University of Southern California Mary E. Yakimowski Assistant Professor *Jonas Zdanys Educational Leadership Professor B.S., Bridgewater State College English M.A., 6th Yr., Ph.D., University of Connecticut B.A., Yale University M.A., Ph.D., State University of New York **Deirdre M. Yeater Associate Professor *Jijin “Michael” Zhang Psychology Associate Professor B.S., State University of New York, Maritime Management College B.A., Guangzhou Institute of Foreign M.A., Ph.D., University of Southern Mississippi Language M. Ph., Eastern Washington University M.B.A., Gonzaga University D.B.A., Cleveland State University

300 SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

Emeriti Faculty Ramzi N. Frangul Professor Emeritus Edward J. Bordeau Economics and Finance Professor Emeritus B.A., University of Baghdad, Iraq Religious Studies M.S., Loyola University of Chicago Ph.B., University of Montreal Ph.D., New York University M.A., Ph.D., Fordham University Edward W. Gore Donald W. Brodeur Professor Emeritus Professor Emeritus Management Psychology B.S., Massachusetts Institute of Technology B.S., M.S., Ph.D., Fordham University M.S., Columbia University Ralph L. Corrigan, Jr. O.P.S. Pace University Professor Emeritus Theodore Gutswa English Professor Emeritus B.A., Iona College Art M.A., Ph.D., Fordham University B.A., Jersey City State College Angela DiPace M.F.A., Pratt Institute Professor Emerita Saul Haffner English Professor Emeritus B.A., Quinnipiac College Management M.A., State University of New York at B.S., Polytechnic Institute of New York Binghamton M.B.A., Hofstra University Ph.D., Washington State University Thomas H. Hicks Edward Donato Professor Emeritus Professor Emeritus Psychology History B.A., Cathedral College B.A., M.A., Providence College S.T.B., The Catholic University of America Michael J. Emery M.S.Ed., Iona College Professor Emeritus Ph.D., St. John’s University Physical Therapy and Human Movement Science William B. Kennedy B.S., Ed.D., FAPTA , University of Vermont Professor Emeritus History Rawlin A. Fairbaugh Vice President, Public Affairs Professor Emeritus B.A., University of Bridgeport Management M.A. University of Pennsylvania B.A., Washington and Jefferson University 6th Yr. Certificate, University of Bridgeport M.B.A., New York University Ed.D., University of Bridgeport

301 2014-2015 SACRED HEART UNIVERSITY GRADUATE CATALOG

John F. Kikoski Carol D. Schofield Professor Emeritus Professor Emerita Political Science Biology B.A., Wesleyan University B.S., College of Mount St. Vincent M.A., Ph.D., University of Massachusetts M.S., Fordham University Ph.D., University of Connecticut Rose Marie B. Kinik Professor Emerita Paul Siff Mathematics Professor Emeritus B.A., Molloy College History M.A., St. John’s University B.A., Brooklyn College Ph.D., University of Rochester Carol Kravitz Professor Emerita Jean Silva Nursing Professor Emerita B.S., Regents College Mathematics M.S., Binghampton University B.S., Seton Hall University M.A., 6th Yr., Fairfield University Michelle Lusardi Professor Emerita Maria-Teresa Torreira Tenorio Physical Therapy Professor Emerita B.S., SUNY Downstate Medical Center Modern Languages (Spanish) M.S., Ph.D., University of Connecticut B.S., Nuestra Senora del Sagrado Corazon, Madrid, Spain Judith D. Miller M.A., Social Institute Leo XIII Professor Emerita Ph.D., University of Madrid, Spain English B.A., Tufts University Constance E. Young M.A., Western Connecticut State College Professor Emerita Ph.D., University of Connecticut Nursing B.S., Burbank Hospital School of Nursing and Camille P. Reale State College at Fitchburg Professor Emerita M.A., Ed.D., Teachers College, Columbia Management University B.S., Central Connecticut State College Virginia F. Zic M.S., Fairfield University Professor Emerita Leland R. Roberts Art Professor Emeritus Ph.B., DePaul University Music M.A., Villa Schiffanoia Graduate School of Fine Arts, Italy B.M., M.M., University of Kansas M.F.A., Syracuse University

302 SACRED HEART UNIVERSITY GRADUATE CATALOG 2014-2015

Carol Kravitz Jean Silva Professor Emerita Professor Emerita Nursing Mathematics B.S., Regents College B.S., Seton Hall University M.S., Binghampton University M.A., 6th Yr., Fairfield University

Michelle Lusardi Maria-Teresa Torreira Tenorio Professor Emerita Professor Emerita Physical Therapy Modern Languages (Spanish) B.S., SUNY Downstate Medical Center B.S., Nuestra Senora del Sagrado Corazon, M.S., Ph.D., University of Connecticut Madrid, Spain M.A., Social Institute Leo XIII Judith D. Miller Ph.D., University of Madrid, Spain Professor Emerita English Constance E. Young B.A., Tufts University Professor Emerita M.A., Western Connecticut State College Nursing Ph.D., University of Connecticut B.S., Burbank Hospital School of Nursing and State College at Fitchburg Camille P. Reale M.A., Ed.D., Teachers College, Columbia Professor Emerita University Management Virginia F. Zic B.S., Central Connecticut State College Professor Emerita M.S., Fairfield University Art Leland R. Roberts Ph.B., DePaul University Professor Emeritus M.A., Villa Schiffanoia Graduate School of Fine Arts, Italy Music M.F.A., Syracuse University B.M., M.M., University of Kansas

Carol D. Schofield Professor Emerita Biology B.S., College of Mount St. Vincent M.S., Fordham University Ph.D., University of Connecticut

Paul Siff Professor Emeritus History B.A., Brooklyn College Ph.D., University of Rochester

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