UNDERGRADUATE CATALOG MONMOUTH UNIVERSITY Undergraduate Catalog

2015-2016 UNDERGRADUATE CATALOG MONMOUTH UNIVERSITY Undergraduate Catalog

2015–2016

Date of Publication: August 2015

Applicability of Catalog: Monmouth University has provided the following information to the public. The information provided herein does not provide an irrevocable contract between Monmouth University and the student. The University reserves the right to alter any policy, procedure, curricular information, facts, and/or fees without any prior notice or liability. Mission Statement of Monmouth University

Monmouth University is an independent, comprehensive institution of higher education committed to excellence and integrity in teaching, scholarship, and service. Through its offerings in liberal arts, science, and professional programs, Monmouth University educates and prepares students to realize their potential as leaders and to become engaged citizens in a diverse and increasingly interdependent world. Contents

Responsibility and Policies of the University...... 4 Contents Directory in Brief...... 5

The University...... 9

Admission...... 15

Tuition and Fees...... 29

Financial Aid...... 35

Academic Programs, Support Services, and Regulations...... 49

The Wayne D. McMurray School of Humanities and Social Sciences...... 79

School of Science...... 101

Leon Hess Business School...... 111

School of Education...... 117

The Marjorie K. Unterberg School of Nursing and Health Studies...... 123

School of Social Work...... 129

Student Services...... 133

Directories...... 139

Appendix A: Course Descriptions...... A1

Appendix B: Curriculum Charts...... B1

Appendix C: Academic Calendars...... C1

Appendix D: Index...... D1

Appendix E: Map and Directions...... E1

Monmouth University 3 The University

Responsibility of the University • Veteran status The programs and/or requirements set forth in this cat- • Telephone number alog are subject to change without notice. Any modification in the • Address programs and/or requirements shall be made at the discretion of • Birthplace the administrative officers of Monmouth University whenever such • Birth date action is deemed necessary. • Degree candidacy • Degree status • Official student e-mail address Equal Opportunity Policy • Student ID number Monmouth University supports equal opportunity in recruitment, admission, educational programs, and employment A copy of “FERPA Policy for Students,” developed in practices regardless of race, color, religion, ancestry, national ori- support of the Family Educational Rights and Privacy Act, may be gin, nationality, sex (including pregnancy and sexual harassment), inspected at the Office of the Registrar, Wilson Hall, Room 208; affectional or sexual orientation, gender identity or expression, it is also available online at www.monmouth.edu/registrar/proce- atypical hereditary cellular or blood trait, marital status, domestic dures/ferpa_policy.asp. partnership or civil union status, age, liability for military service, protected veteran status, or status as an individual with a mental or physical disability, genetic information, or AIDS and HIV-related Americans with Disabilities Act and Section 504 of the illnesses. The University also complies with all major federal and Rehabilitation Act of 1973 state laws and executive orders requiring equal employment The Americans with Disabilities Act and Section 504 of opportunity and/or affirmative action. the Rehabilitation Act of 1973 provide that no otherwise qualified Monmouth University affirms the right of its faculty, disabled person (student/employee/applicant) shall by reason staff, and students to work and learn in an environment free from of the disability be excluded from participation in, be denied the discrimination and sexual harassment and has developed proce- benefit of, or be subjected to discrimination under any program dures to be used to resolve discrimination or sexual harassment or activity receiving federal financial assistance. An otherwise complaints. A copy of the University-wide policy on discrimination qualified individual with respect to postsecondary education is one and sexual harassment, which describes the procedures for who meets the essential academic requirements and, with respect resolving such complaints, may be obtained from the Office of to employment, is one who with reasonable accommodation can Equity and Diversity located in Wilson Hall, Room 304. perform the essential functions of the job in question. Monmouth University has complied with these principles and intends to continue its compliance. The Director of the Office of Equity and Family Educational Rights and Privacy Act Diversity has been designated by the University as the ADA/504 The Family Educational Rights and Privacy Act of 1974 Coordinator. Anyone having a complaint or observation about a (FERPA) establishes the right of all students to limited access to possibly discriminatory act or practice should contact the ADA/504 certain records and information; to review, seek correction of, and Coordinator (Wilson Hall, Room 304) for information concerning add explanations to records; and to receive a hearing on alle- the grievance procedure. A prompt investigation will be under- gations of violations. The University may not require a waiver of taken in an effort to resolve the matter and assure compliance. these rights in its admission, academic, or service requirements. Information such as grades, financial records, and financial aid records may be released to parent(s) of Monmouth Human Relations Philosophy and Policy University students who are dependents of their parents as Monmouth University affirms the inestimable worth and defined by the Internal Revenue Service (IRS), provided that the dignity of every individual, regardless of his or her condition of life. parent(s) furnishes proof of such dependency, or the student com- We affirm, further, the right of each person to develop to his or her pletes a “FERPA Waiver Release” form. Once a student’s FERPA full potential and to be judged on the basis of personal accomplish- Waiver has been processed, it will remain in effect during the stu- ments. Finally, we believe that the achievement of full humanity is dent’s career at Monmouth University unless rescinded in writing enhanced by the experience of the human family. by the student. The FERPA Waiver form is available in e-FORMS, We are committed to achieve and sustain a pluralistic which are accessible from the WEBstudent menu. environment recognized for its racial, cultural, and ethnic diversity, Directory Information: Directory information may be and which is characterized by genuine mutuality, acceptance, released by the University without the student’s permission unless affirmation of the strengths and contributions of differing individu- the student states, in writing, within the first two weeks of the fall als and groups, and a willingness to resolve disputes in a spirit of semester (or within the first two weeks of the spring semester for good will. students entering Monmouth in the spring semester), that he/she Monmouth University, through this philosophy and does not want his/her directory information released. This request policy statement, seeks to create a pluralistic community in which should be submitted using the FERPA Do Not Disclose form, people: available in e-FORMS, which are accessible from the WEBstudent • are accepted and judged as individuals, independent menu. Student requests to keep directory information confidential of ancestry, social and economic background, sexual are permanent and therefore will remain in effect unless rescinded orientation, age, gender, physical characteristics, or in writing by the student. Directory information consists of the fol- personal beliefs; lowing information: • may freely engage in constructive academic dialogue • Student’s name and debate in classrooms and public halls, and pursue • Class level their social and private lives uninhibited by discrimina- • Registered credits for the current term tion, disruption, or harassment in any form and; • Major field of study • value, respect, and draw their intellectual strength from • Participation in recognized activities and sports the rich diversity of other peoples of different races, • Biographical data for public relations purposes cultures, religions, nationalities, and beliefs. • Dates of attendance at Monmouth University This affirmation and commitment will guide us in the • Degree and awards received at Monmouth University challenging times ahead as we strive to achieve excellence in • Photographs of student service, teaching, and scholarship. • Most recent previous educational institution attended 4 Monmouth University Directory in Brief Directory in Brief Course Descriptions All officers listed in this directory may be contacted by writing to them at Monmouth University, West Long Branch, NJ 07764-1898, or by telephoning them at 732-571-3400 or at the telephone numbers or addresses provided below

Academic Foundations – General Education Career Services Judith Nye, Associate Vice Provost William F. Hill, Assistant Dean 732-571-3683 732-571-3471 Admission, Graduate [email protected] Laurie Kuhn, Associate Director Cashier’s Office 732-571-3452 Marilyn Cusick, Manager [email protected] 732-571-7540 Admission, Undergraduate [email protected] Victoria Bobik, Director Center for Student Success and First Year 732-571-3456 Advising [email protected] Danielle Schrama, Director of Academic Athletics Advising Marilyn McNeil, Vice President and Director 732-263-5868 732-571-3415 [email protected] [email protected] Center for Student Success Bursar’s Office Mercy Azeke, Associate Vice Provost Jonas Javier, Bursar 732-571-3601 732-571-3454 [email protected] [email protected] Counseling and Psychological Services Campus Tours 732-571-7517 Victoria Bobik, Director of Undergraduate [email protected] Admission 732-571-3456 [email protected]

Monmouth University 5 Directory in Brief

Disability Services for Students Library John Carey, Director Edward Christensen, Interim Dean 732-571-3460, Voice 732-571-3438 732-263-5795, TTY Relay [email protected] [email protected] Mathematics Center Educational Opportunity Fund Lynn Dietrich, Coordinator Colleen Johnson, Director 732-571-5305 732-571-3462 Military/Veteran Services [email protected] Coordinator of Veteran Services Financial Aid 732-263-5258 Claire M. Alasio, Associate Vice President [email protected] and Director of Financial Aid Orientation, Undergraduate 732-571-3463 Amy Bellina, Director [email protected] 732-571-3591 Graduate Assistantships [email protected] Interim Vice Provost Graduate Studies Physician Assistant Program 732-571-7550 Carol Biscardi, Director, [email protected] Monmouth Park Corporate Center, Building C Graduate Studies 732-923-4505 Michael Palladino, Interim Vice Provost [email protected] Graduate Studies Police Department 732-571-7550 William McElrath, Director, Chief of Police [email protected] 732-571-4444 Health Services [email protected] Kathy Maloney, Director Pre-Professional Health Advising (for medicine, 732-571-3464 dentistry and other health careers) [email protected] Pre-Professional Health Advisory Committee Help Desk (e-mail and Webadvisor) (PPHAC) Lynn Stipick, Director 732-571-3687 732-571-3459 [email protected] [email protected] Registrar’s Office Honors School Lynn Reynolds, Registrar Kevin Dooley, Dean 732-571-3477 732-571-3620 [email protected] [email protected] Residential Life Housing James Pillar, Associate Vice President James Pillar, Associate Vice President 732-571-3585 732-571-3465 [email protected] [email protected] Scholarships International Student and Faculty Services Claire M. Alasio, Associate Vice President and Barbara Nitzberg, Assistant Director Director of Financial Aid 732-571-3478 732-571-3463 [email protected] [email protected] Leon Hess Business School Donald Moliver, Dean 732-571-3423

6 Monmouth University Directory in Brief

School of Education Student Employment John Henning, Dean Amy Parks, Assistant Director 732-571-3437 732-571-3471 [email protected] Student Life School of Humanities and Social Sciences Mary Anne Nagy, Vice President Kenneth Womack, Dean 732-571-3417 732-571-3419 Study Abroad School of Nursing and Health Studies Robin Asaro, Assistant Director Janet Mahoney, Dean 732-263-5377 732-571-3443 Tutoring Services School of Science Dorothy Cleary, Director of Tutoring and Catherine Duckett, Co-Dean Writing Services John Tiedemann, Co-Dean 732-571-3542 732-571-3421 [email protected] School of Social Work Undeclared Majors Advising Program Robin Mama, Dean Jean Judge, Associate Dean 732-571-3543 732-571-3588 Service Learning and Community Programs [email protected] Center for Student Success Writing Services and Supplemental Instruction 732-571-4411 Neva Lozada, Assistant Director of Writing [email protected] Services and Supplemental Instruction Student Activities 732-571-7542 Amy Bellina, Director [email protected] 732-571-3586 [email protected] Please refer to the complete Directory in this catalog for a more complete list.

Monmouth University 7 8 Monmouth University The University The University

Monmouth University, as described in its software engineering and speech-language pathol- Mission Statement, is an independent, comprehen- ogy. Co-curricular activities have been designed to sive institution of higher education, emphasizing complement the academic programs. Master’s level excellence and integrity in teaching, and scholarship programs include business administration, com- at the undergraduate, graduate, and doctorate lev- puter science, corporate and public communication, els. Monmouth is dedicated to service in the public criminal justice, education, English, history, infor- interest and, in particular, to the enhancement of the mation systems, mental health counseling, nursing, quality of life. The University is committed to provid- physician assistant program, psychological counseling a learning environment that enables men and ing, public policy, social work, software engineering, women to pursue their educational goals, to reach and speech-language pathology. The School of their full potential as leaders, to determine the direc- Nursing and Health Studies offers a doctorate level tion of their lives, and to contribute actively in order program, Doctor of Nursing Practice (DNP) degree. to become engaged citizens in their community and The undergraduate curriculum is built upon society in an increasingly interdependent world. an innovative, interdisciplinary general educa- Eight schools within the University—the tion program and careful academic advising and Wayne D. McMurray School of Humanities and career counseling. One of the University’s main Social Sciences; the School of Science; the Leon goals is to prepare Monmouth undergraduates for Hess Business School; the School of Education; the active participation as leaders in the twenty-first Marjorie K. Unterberg School of Nursing and Health century. Accordingly, the University provides a Studies; the Honors School; the Graduate School; learning environment that enables all students to and the School of Social Work—provide a wide develop their capacities for leadership in a multicul- variety of academic programs at both the under- tural world. Students are provided opportunities to graduate and graduate levels. There are bachelor’s develop information technology and collaborative degree programs in the arts and sciences and problem-solving skills and to develop a sense of in the professional areas of business, computer social responsibility as members of local, national, science, criminal justice, education, information and global communities. Small classes and course systems, nursing, physician assistant, social work, clustering allow for individual attention, cooperative

Monmouth University 9 The University

learning, and interactive student-faculty exchange. Disorders. The Center provides rehabilitation ser- The University is located in a quiet, resi- vices to the neighboring community on a free-ser- dential area of an attractive community near the vice basis with a one-time per semester registration Atlantic Ocean, about an hour and thirty minutes fee. Please call 732-923-4547 or e-mail the center from the metropolitan attractions of New York City at [email protected] with further and Philadelphia. Monmouth enjoys the advan- questions. tage of proximity, within its home county, to many In Fall 2009, Monmouth University opened a high-technology firms, financial institutions, health- 153,200-square-foot Multipurpose Activity Center care institutions, and a thriving business-industrial (MAC) that seats approximately 4,000 people. The sector. These provide employment possibilities for building, which is located in the center of the cam- Monmouth University graduates, as well as opportu- pus, includes a multipurpose arena; a 200-meter, six- nities for undergraduates to gain practical experience lane indoor track; the University store; Leon Hess through internships and the Cooperative Education Champions’ Hall, locker rooms for nineteen athletic Program. The surrounding communities also offer teams; box office; fitness center; and the University’s opportunities for service activities in local schools Blue/White Club. and public agencies. Volunteer and service activity The Lauren K. Woods Theatre, a former is encouraged and facilitated by the campus Office carriage house that retains many of its original archi- of Service Learning and Community Programs. tectural features, is just one of the many gracious older buildings that lend distinctive balance to the CAMPUS FACILITIES modern additions to the campus. Prominent among The University’s 159-acre campus, consid- these newer buildings is the Rebecca Stafford ered to be one of the most beautiful in New Jersey, Student Center that houses an open computer lab, includes among its fifty-four buildings a harmoni- dining room and food court, student offices, lounges, ous blending of historic and traditional architectural and a large combination banquet/performance hall. styles. In a first-floor suite is the Disability Services and The centerpiece building—and the Tutoring Center. On the lower level is the Center University’s identifying landmark—is Woodrow for Student Success that includes Career Services, Wilson Hall, the administrative center. Completed First-Year Advising (which provides advising support in 1931 on the precise sit e of President Woodrow to freshmen students), the Writing Center, and a Wilson’s summer White House, the 130-room man- graduate student lounge. Other buildings include: sion—originally known as Shadow Lawn—began as the Magill Commons, a student dining hall and the private residence of Hubert T. Parson, a former conference center; the Thomas A. Edison Science president of F.W. Woolworth Company. The mansion Building (with nearby greenhouse); Howard Hall, has been described in newspapers throughout the housing the Pollak Theatre and many academic world, is featured in many books on architecture and computing labs, as well as a twenty-four-hour open art, and has been used as a backdrop for innumer- lab; Bey Hall, the Leon Hess Business School build- able print ads and television commercials. In 1981, ing, which contains case study classrooms, seminar it served as the setting for the film version of Annie. rooms, and a computer laboratory; McAllan Hall, In 1978, along with the University’s Library, another which houses the School of Education, the Marjorie architectural treasure that was the summer home K. Unterberg School of Nursing and Health Studies, of Murray and Leonie Guggenheim, it was entered the School of Social Work, and the department of in the National Register of Historic Places. In 1985, Criminal Justice; the new state-of-the-art Jules Wilson Hall was designated a National Historic Plangere Center, which houses the department of Landmark by the U.S. Department of the Interior. Communication, Foreign Language Studies, and Monmouth University Graduate Center is a Faculty Resource Center; Pozycki Hall, new for located at 185 State Highway 36, West Long Branch, Fall, 2015, which will provide several new class- NJ. This center is approximately two miles from the rooms including a 150-person lecture hall, a lab and main campus and currently houses the Department conference rooms, and Joan and Robert Rechnitz of Psychological Counseling, the Physician Assistant Hall, which houses the department of Art and program, and the Center for Speech and Language Design and the Rechnitz Gallery. William T. Boylan

10 Monmouth University The University

Gymnasium; eleven traditional and suite-style, ACCREDITATION on-campus residence halls: Beechwood, Cedar, The University is licensed by the New Jersey Elmwood, Laurel, Mullaney, Oakwood, Pinewood, Commission on Higher Education and accredited by Redwood, Spruce, Willow, and a new residence the Middle States Commission on Higher Education. hall; and three apartment-style facilities: the Great In addition, the Leon Hess Business School is accred- Lawn Apartments, the Garden Apartments, and ited by the AACSB International—the Association to Maplewood Hall. Additional off-campus housing Advance Collegiate Schools of Business; the chemis the University Bluffs, a six-apartment-building istry program (with a concentration in advanced complex located on 2.7 acres on the ocean in Long chemistry) is on the Approved List of the American Branch and Pier Village. Chemical Society (ACS); the baccalaureate, master’s, and DNP nursing programs at Monmouth HISTORY University are accredited by the Commission on Monmouth University was founded in 1933 Collegiate Nursing Education (CCNE), One Dupont with federal assistance as Monmouth Junior College, Circle, NW, Suite 530, Washington, DC 20036, largely to provide opportunity for higher educa- (202) 887-6791; the undergraduate BSW and grad- tion to area high school graduates who, in those uate MSW social work programs are accredited Depression days, could not afford to go away to by the Council on Social Work Education (CSWE); college. It was a two-year institution, holding classes the undergraduate BSSE program is accredited only in the evening. For a time it appeared uncertain by the Engineering Accreditation Commission of whether the College would have adequate funds to ABET, http://abet.org; the undergraduate Advanced continue. With support from students and the com- Computing Concentration program is accredited by munity, however, the fledgling College survived the the Computing Accreditation Commission of ABET, economic crisis and quickly assumed its present http://abet.org; the degrees in Clinical Laboratory private status. In 1956, it was renamed Monmouth Science and Medical Laboratory Science are accred- College and accredited by the state to offer four- ited by the Commission on Accreditation of Allied year programs leading to the baccalaureate degree. Health Education Professions (CAAHEP) or by the Less than a decade later, it was authorized to offer National Accrediting Agency for Clinical Laboratory master’s degree programs. In March 1995, the New Sciences (NAACLS); the School of Education is Jersey Commission on Higher Education designated accredited by the National Council for Accreditation Monmouth a teaching university pursuant to N.J.A.C. of Teacher Education (NCATE) and has also received 9:1-3.1 et seq. accreditation from the Council for the Accreditation Today, Monmouth offers more than eighty- of Counseling and Related Educational Programs three undergraduate and graduate degree programs (CACREP) for the MSEd in School Counseling. The and concentrations. In the Fall of 2014, Monmouth Department of Psychological Counseling programs University began offering the new MS in Physician are accredited by the National Addiction Studies Assistant (PA) program and the MSEd in Speech/ Accreditation Committee (NASAC), and the depart- Language Pathology. For more information about the ment has also received CACREP accreditation for PA program, please visit the Web site at its MS in Mental Health Counseling program. The www.monmouth.edu/school-of-nursing-health/ms-in- Master of Science Education (MSEd) degree pro- physician-assistant.aspx. For more information gram in Speech/Language Pathology at Monmouth about the Speech/Language Pathology program, University is a Candidate for Accreditation by the please visit the School of Education Web site at Council on Academic Accreditation in Audiology and http://www.monmouth.edu/academics/schools/ Speech-Language Pathology (CAA) of the American education. In 2011, Monmouth University started Speech-Language-Hearing Association. This is a offering its first doctorate-level program, the Doctor “pre-accreditation” status with the CAA, awarded of Nursing Practice (DNP), which is housed in the to developing or emerging programs for a maxi- School of Nursing and Health Studies. Within mum period of five years. The accrediting agency, Monmouth’s student body, thirty-two states and forty- Accreditation Review Commission on Education for eight foreign countries are represented. More than the Physician Assistant, Inc. (ARC-PA) has granted 1,600 under-graduates are resident students. Accreditation-Provisional status to the Monmouth

Monmouth University 11 The University

University Physician Assistant Program. teachers, but also were known by them. “We are never made to feel we are simply numbers,” one of THE FACULTY the student leaders stated. The faculty at Monmouth University work A member of the anthropology faculty, who together to provide challenging classroom envi- regularly involves students in his research activities, ronments that encourage student involvement and explains: “It gives them opportunity to meet important ensure that Monmouth graduates leave the University people in the field whom they otherwise would only ready to exercise socially responsible leadership in read about, and to engage in some of the personal their professional and personal communities. The fac- excitement of anthropology.” A biology professor, ulty take teaching and student learning seriously. To who provides opportunity for students in his major enhance their effectiveness, most have participated field to participate in his environmental projects, also in faculty workshops on active learning techniques. encourages them to write papers on their work and The Monmouth faculty are respected schol- to present them at scientific meetings. “For some,” ars, artists, scientists, and professionals. Students he reports, “this experience has been a determining are drawn into the ongoing scholarly and creative factor in gaining acceptance to graduate school or in work of the faculty through classroom demonstration, getting jobs in their major field. Being able to include research assistantships, and attendance at profes- published research in their résumés gives them sional meetings. Faculty also serve as advisors to a decided edge.” A psychology professor whose students, some as designated freshman advisors undergraduate students have presented papers at who work closely with new students during their first prestigious, professional psychology conferences year. is enthusiastic about their experiences. “They have In departments having graduate programs, truly earned the recognition they received and are certain faculty are appointed to the graduate faculty. excited about pursuing advanced degrees.” The graduate faculty provide the core of instruction Monmouth faculty are committed to helping in the graduate programs at Monmouth University. students achieve their fullest potential. That they Recognized for their scholarly achievements by succeed is attested in the words of a graduate who peers in their fields, the members of the graduate is now a successful physicist. “Any student who has faculty provide a challenging classroom environ- anything on the ball, and who wants to learn and get ment. They bring insight from research and pro- the finest education possible in his or her major field, fessional experience into the classroom. Graduate can get it at Monmouth. The teachers are tops; they students are drawn into the ongoing, creative work care about you as an individual, work right along with of the faculty through classroom demonstration, as you, and share the joy of your own successes. I was research assistants, and through attendance at pro- a science major. When they saw that I was serious fessional meetings. The graduate faculty also serve about my work, my professors gave me special as advisors and mentors to students; in many cases, encouragement, allowed me flexible lab privileges, contact is maintained after graduation. and even worked with me on research. I knew it was Working directly with senior faculty who a great experience then. Five years into my career are engaged in research is a key element in gradu- field, I am even more appreciative of the solid kind ate-level study. In recent interviews, a group of stu- of preparation provided me at Monmouth. Just show dent leaders on campus unanimously agreed that the the faculty you care, and you’ll have them on your opportunity to work closely with faculty is the greatest team all the way.” single benefit of Monmouth’s small class size and Each year at Commencement, the University engaged faculty. Students are able to achieve a com- cites one member of the faculty for distinguished fortable rapport with the professors. teaching. Honorees are chosen by a committee of Interviewed recently about their views of the faculty, administrators, and students. Recipients University, a group of student leaders on campus since 1975, when the award was established, are: unanimously agreed the greatest single appeal of Rose Mary Miller, Mathematics...... 1975 the institution was the opportunity it afforded them William P. Mitchell, Anthropology...... 1976 to work closely with faculty, to achieve a comfort- Richard Benjamin, Electronic Engineering...1977 able rapport in which they not only got to know their Vernon Churchill, Biology...... 1978

12 Monmouth University The University

Charles J. Lewis, Mathematics...... 1979 Carol Giroud...... 1981 J. Emmett Collins, Marketing...... 1980 Jack Christie...... 1982 Robert J. Sipos, English...... 1981 George Smith...... 1982 Harris Drucker, Electronic Engineering...... 1982 Richard Steadman...... 1983 Alicia E. Portuondo, Foreign Languages...... 1983 Alfred Brown...... 1984 John A. Styslinger, English...... 1984 Jane Freed...... 1985 Everett L. Rich, Communication...... 1985 Della Garrabrant...... 1985 Doris K. Hiatt, Psychology...... 1986 Philip C. Donahue...... 1986 Eugene S. Simko, Management...... 1987 William T. Boylan...... 1988 Thomas S. Pearson, History...... 1988 Mary Abate...... 1989 Datta V. Naik, Chemistry...... 1989 Aldean Davis...... 1990 Donald M. Moliver, Economics...... 1990 Rose Iovino...... 1991 Robert S. Rouse, Chemistry...... 1991 Demetrius Markov...... 1992 Leonard Wollack, Marketing...... 1992 C. Dale Haase...... 1993 Arie van Everdingen, Art...... 1993 Carol Neuer...... 1993 Mark Rodgers, Social Work...... 1994 Deanna Scherrer...... 1994 Kenneth Campbell, History...... 1995 Sandra G. Epstein...... 1995 Margaret Del Guercio, English...... 1996 Gertrude Murphy...... 1996 Marilyn Parker, Chemistry...... 1997 Marilyn Parker...... 1996 Gregory Coram, Criminal Justice...... 1998 Susan Kuykendall...... 1997 Robyn Holmes, Psychology...... 1999 John Bolton...... 1998 Robin Mama, Social Work...... 2000 James Mack...... 1999 Brian Garvey, English...... 2001 Debbie Mellish...... 1999 John Morano, Communication...... 2002 Marianne Seitz...... 2000 Rekha Datta, Political Science...... 2003 Vernon Churchill...... 2001 Judith Nye, Psychology...... 2004 Richard Guilfoyle...... 2002 Michael Palladino, Biology...... 2005 Thomas Murtha...... 2003 Bruce Normandia, Curriculum Ella Elizabeth Boyington...... 2004 and Instruction...... 2006 Koorleen Minton...... 2004 Richard Veit, History and Anthropology...... 2007 Linda Silverstein...... 2005 Kelly Ward, Social Work...... 2008 Franca Mancini...... 2006 Joseph Patten, Political Science...... 2009 Annette Gough...... 2007 David Tripold, Music and Theatre Arts...... 2010 Doreen Brown...... 2008 Nancy Mezey, Political Science Sandy Villa...... 2008 and Sociology...... 2011 William Mitchell...... 2009 Gary Lewandowski, Psychology...... 2012 Brian Garvey...... 2010 Vincent Dimattio, Art and Design...... 2013 Heather Kelly...... 2011 James Mack, Biology...... 2014 Richard Veit...... 2012 Kenneth Mitchell, Political Science...... 2015 Reenie Menditto...... 2013 Margaret Del Guercio...... 2014 AWARDS Brian Greenberg...... 2014 Susan Douglas ...... 2015 Donald Warncke Award Karen Wyant...... 2015 The Faculty Association of Monmouth (FAMCO) sponsors this award in memory of Donald Stafford Presidential Award of Excellence Warncke, first president of FAMCO. Any member of Established in 2003, this award is pre- the University community who has distinguished him- sented annually to the outstanding member(s) of or herself through outstanding service over the years the Monmouth University staff or administration as is eligible. Recipients through 2015 are: recognition for his or her tireless efforts, dedication, Ann Nowick...... 1980 creativity, and evident commitment to supporting and

Monmouth University 13 The University

enhancing Monmouth University. The award is named ties. Academic dishonesty subverts the University’s after Dr. Rebecca Stafford, who retired in 2003 after mission and undermines the student’s intellectual ten years of exceptional service as President. growth. Dishonesty in such academic practices as Bertha Hughes...... 2003 assignments, examinations, or other academic work Datta Naik...... 2003 cannot be condoned. A student who submits work Maureen Paparella...... 2003 that is not original violates the purpose of Monmouth Patricia L. Swannack...... 2004 University and may forfeit his/her right and opportu- Samuel A. Weir...... 2005 nity to continue at the University. Saliba Sarsar...... 2006 The University has an obligation as an edu- Debbie Mellish...... 2007 cational institution to be certain that each student’s Mary Anne Nagy...... 2007 work is his/her own. Note that Monmouth University Colleen Johnson...... 2008 faculty members have access to Turnitin (http://www. Jean Judge...... 2009 turnitin.com), a Web-based plagiarism-detection Sharon Smith...... 2010 resource that compares the text of student papers Kevin Roane...... 2011 to an extensive electronic database. This database James Reme...... 2012 includes current and archived Internet resources, Kristen Isaksen...... 2013 periodicals, journals and other publications, and past Kara Sullivan...... 2013 student papers from Monmouth and other educa- Corey Inzana...... 2014 tional institutions. All student assignments may be Christine Benol...... 2015 subject to submission for textual similarity review to turnitin.com for the detection of plagiarism. All sub- ACADEMIC HONESTY mitted papers may be included as source documents Monmouth University encourages its stu- in the Turnitin reference database (solely for the pur- dents to grow intellectually as well as to become pose of detecting plagiarism of such papers). Faculty responsible citizens in our complex society. To are expected to inform students in advance about develop their skills and talents, students are asked to which assignments will be checked for originality conduct research, perform experiments, write papers, using Turnitin. Use of the Turnitin service is subject work individually, and cooperate in group activi- to the Usage Policy posted on the Turnitin site.

14 Monmouth University Undergraduate Admission

FIRST-TIME, FIRST-YEAR APPLICANTS Carnegie units to include the following: four units Admission to Monmouth is based upon of English, three units of mathematics, two units of many factors. Recognizing that each student is dif- social studies, two units of science, and five additional units of academic electives chosen from the ferent, Monmouth makes every attempt to ensure Undergraduate Admission that its selection process is as fair to each student as following areas: English, social science, science, humanities, foreign languages, and mathematics; possible. The admission process is need-blind, i.e., and (3) satisfy the University’s requirements for a family’s ability to pay for college is not considered. grade point average and standardized test scores Admission to the University is at the discre- (SAT or ACT). tion of the Admission Committee under the guidance The application deadlines for first-time, full- and supervision of the Director of Undergraduate time students are as follows: Admission. The applicant pool for fall admission The application deadline for early action changes each year; admission guidelines are estab- is December 1. Early action is a nonbinding pro- lished based upon the applicant pool and strategic gram geared toward students who meet the overall objectives of the University. Factors considered criteria for admission and have a strong desire to in the application review process include the high enroll at Monmouth. Early action candidates will school transcript with focus on cumulative grade be notified of an admission decision by January point average and rigor of course work, stan- 15. Applicants may be offered admission, denied dardized test scores, letter(s) of recommendation, admission, or returned to the regular applicant pool essay, activities/work experience, community ser- for further consideration. vice, and leadership roles. The Committee reserves The application deadline for regular deci- the right to make admission exceptions on the basis sion is March 1. This is the final application deadline of the student’s overall application and potential for for first-time, full-time students. Students who wish success at Monmouth University. to apply for regular admission may file their credentials any time after the start term of their senior year. Admission Requirements Applications received after the March 1 deadline will A candidate for admission is required to: (1) be considered on a space-available basis. Regular be a graduate of an accredited secondary school decision candidates who complete an application or the equivalent; (2) have completed sixteen (16) by March 1 will be notified of an admission decision

Monmouth University 15 Undergraduate Admission

by April 1. Nursing and Monmouth Medical Center Monmouth University’s code number for the SAT Scholars applicants may have special application is 002416. The ACT code is 2571. The ACT writ- deadlines and requirements. Refer to the current ing section is required. Monmouth University Application for Undergraduate 4. High school students are encouraged to com- Admission for information. plete the SAT or ACT with writing section no later Enrollment deposits are required of all under- than the fall term of their senior year. graduate students who are accepting offers of admis- 5. At least one letter of recommendation from a sion to the University. Seats in the fall, first-year class high school teacher or counselor is required. are often filled by the May 1 National Candidates’ 6. An essay is required for all freshman applicants. reply date. Therefore, full-time, first-year students 7. Applicants who have satisfactorily completed the should submit the enrollment deposit by May 1. General Educational Development (GED) test First-year students may also apply for spring in lieu of high school graduation should request semester admission; the deadline for spring semes- that an official score report be sent directly to ter applications is December 1. First-year, full-time the Monmouth University Office of Admission students who are entering in the spring semester Processing. The scores can be obtained by call- should also submit the enrollment deposit as soon as ing the New Jersey Department of Education’s possible in order to confirm intention to enroll. GED Program at 609-777-1050. 8. All matriculating undergraduate students must Part-time and Transfer students: complete the required medical forms prior to reg- The application deadline for the fall semester istration. Medical forms will be forwarded to stu- is July 15. The application deadline for the spring dents for completion by their physician after the semester is December 1. enrollment deposit is received by the University. All required immunizations must meet current Adult students (24 years of age or older): University policies. The application deadline for the fall semester is July 15. The application deadline for the spring Credit Accumulation semester is December 1. • Advanced Standing An enrollment deposit is not required for Monmouth University grants college credit part-time students; however, students must return (Advanced Standing) for secondary school courses an enrollment confirmation form to indicate intent to that have been validated by the Advanced Placement enroll. Examination Board. In most cases, credit is awarded for Monmouth University course equivalents of the Admission Procedures subject matter covered by the examination when 1. The Application for Admission must be com- the AP examination scores are 3, 4, or 5. See the pleted in full, signed, and returned to the Office of Advanced Placement Exams chart on the page that Admission Processing. To obtain an follows for specific Monmouth equivalencies. application for admission, contact the Office Monmouth University accepts International of Admission Processing at 800-543-9671, Baccalaureate (IB) Diploma Program Credit based or apply online at http://www.monmouth.edu/ on Higher Level examination achievement. Scores apply, through the Common Application at of a 5, 6, or 7 must be earned in order to receive www.commonapp.org or through the Universal credit for the IB. International Baccalaureate courses Application at www.universalcollegeapp.com. A are graded on a scale of 1 (minimum) to 7 (maxi- nonrefundable application fee is required. mum). Official IB transcripts should be forwarded to 2. The secondary school of the applicant must the Office of Undergraduate Admission for official forward an official transcript to the Office of evaluation. Monmouth does not grant IB credits for Admission Processing. subjects taken at the Standard Level. 3. Official SAT or ACT score reports must be Students will be given credit in specific sub- submitted. Test results may be either included ject areas on a course-by-course basis; credit policies on the official transcript provided by the appli- will be determined by the academic department to cant’s secondary school or may be forwarded which the credit will be transferred. Please refer to the to Monmouth directly by the testing service. chart that follows for a list of accepted IB course work.

16 Monmouth University Undergraduate Admission

CREDITS AWARDED FOR ADVANCED PLACEMENT EXAMS AP EXAM AP Score Monmouth Credit Awarded for Credits Art-Drawing Portfolio 4, 5 AR-191 3 Art-Gen Portfolio 4, 5 AR-001 3 Art-Gen Portfolio 3 Apply to Department 0 Art-History of 4, 5 AR-241 3 Art-Studio Art 2-&3-d Port. 3, 4, 5 Apply to Department 0 Biology 3 BY-104 3 Biology 4, 5 BY-110 4 Calculus AB 3 No Credit 0 Calculus AB 4, 5 MA-125 4 Calculus BC 3 MA-125 4 Calculus BC 4, 5 MA-125 and MA-126 8 Chemistry 3 CE-101 3 Chemistry 4, 5 CE-111/CE111L 4 Chinese 3 FO-002 3 Chinese 4, 5 FO-002 6 Computer Science A Exam 4, 5 CS-175 4 Environmental Science 3, 4, 5 BY-220 3 European History 3 FE-001 3 European History 4, 5 HS-102 3 French 3 FF-201 3 French 4, 5 FF-201 and FF-202 6 French Literature 4, 5 FF-301 3 German 3 FG-201 3 German 4, 5 FG-201 and FG-202 6 Human Geography 3 FE-001 3 Human Geography 4, 5 GO-101 3 Italian 3 FO-002 3 Italian 4, 5 FO-002 6 Japanese 3 FO-002 3 Japanese 4, 5 FO-002 6 Language & Comp 3, 4, 5 EN-101 3 Latin 3 FL-002 3 Latin 4, 5 FL-002 6 Latin Literature 3 FL-002 3 Latin Literature 4, 5 FL-003 3 Literature & Comp 3 EN-001 3 Literature & Comp 4, 5 EN-202 3 Macroeconomics 3, 4, 5 BE-202 3 Microeconomics 3, 4, 5 BE-201 3 Music Theory 4, 5 MU-221 3 Physics B 3 PH-101 3 Physics B 4, 5 PH-105 and PH-105L 4 Physics C Mech 3 PH-101 3 Physics C Mech 4, 5 PH-211 and PH-211L 5 Physics C E & M 3 PH-101 3 Physics C E & M 4, 5 PH-212 and PH-212L 5 PS Amer. Govt. 3, 4, 5 PS-103 3 PS Comp European Govts. 3, 4, 5 PS-101 3 Psychology 4, 5 PY-103 3 Spanish 3 FS-201 3 Spanish 4, 5 FS-201 and FS-202 6 Spanish Literature 4, 5 FS-301 3 Statistics 3, 4, 5 MA-151 or CJ-211 3 U.S. History 3 FE-001 3 U.S. History 4, 5 HS-202(History Majors Only) 3 OR U.S. History 4, 5 FE-001 (Non-History Majors) 3 World History 3 FE-001 3 World History 4, 5 HS-101 or HS-102 3

Monmouth University 17 Undergraduate Admission

International Baccalaureate Credit Acceptance

Subject IB Level/Score Course Equivalent Credits Best Language English: Higher Level (HL) 5, 6, or 7 EN201 or EN202 (a) 3 credits

Second Language Languages: Higher Level (HL) 5 F_ 201 & 202 (b) 6 credits Higher Level (HL) 6 or 7 F_ 201, 202 (b) and 9 credits 300A or 300B

Individuals and Societies Business & Management: Higher Level (HL) 5, 6, or 7 BM250 3 credits Geography: Higher Level (HL) 5, 6, or 7 GO101 3 credits Economics: Higher Level (HL) 5, 6, or 7 BE200 3 credits History: Higher Level (HL) 5, 6, or 7 HS102 (c) 3 credits Islamic History: Higher Level (HL) 5, 6, or 7 HS102 (c) 3 credits Information Technology: Higher Level (HL) 5, 6, or 7 IT100 3 credits Philosophy: Higher Level (HL) 5, 6, or 7 PL001 Philosophy 3 credits free elective (d) Psychology: Higher Level (HL) 5, 6, or 7 PY103 3 credits Anthropology: Higher Level (HL) 5, 6, or 7 AN103 3 credits

Experimental Sciences Biology: Higher Level (HL) 5 BY104 3 credits Higher Level (HL) 6 or 7 BY110 & BY111 8 credits Chemistry: Higher Level (HL) 5 or 6 CE101 3 credits Higher Level (HL) 7 CE111 & CE111L 4 credits Physics: Higher Level (HL) 5 PH101 3 credits Higher Level (HL) 6 or 7 PH105 & PH105L 4 credits Environmental Systems: Higher Level (HL) 5 BY103 3 credits Higher Level (HL) 6 or 7 BY109 & BY220 7 credits

Mathematics and Computer Science Mathematics Higher Level (HL) 5, 6, or 7 MA001 Mathematics 3 credits free elective (c) Computer Science Higher Level (HL) 5, 6, or 7 CS175 4 credits

The Arts Visual Arts Higher Level (HL) 5, 6, or 7 AR001 Arts free 3 credits elective (d) Music Higher Level (HL) 5, 6, or 7 MU001 Music free 3 credits elective (d) Theatre Arts Higher Level (HL) 5, 6, or 7 TH001 Theatre free 3 credits elective (d) Dance Higher Level (HL) 5, 6, or 7 DA001 Dance free 3 credits elective(d)

(a) Students must apply to department for specification of course. (b) Specific language course code will be determined on an individual basis. (c) Students may apply to the department to specify course as alternate 100-level course. (d) Students may apply to the department for evaluation for specific course credit.

18 Monmouth University Undergraduate Admission

• Credits in Escrow demonstrate that they have completed the Monmouth University provides a taste of following Carnegie Units: four units of English, college life as well as a head start in college for sec- three units of mathematics, two units of social ondary school students who have completed at least studies, two units of science, and five addi- their junior year. Credits earned are held in escrow tional units of academic electives chosen from and may be applied toward a degree at Monmouth the following areas: English, social studies, after the student is matriculated as a regular student, science, humanities, foreign languages, and or they may be transferred. By taking advantage of mathematics. this opportunity and with careful planning of course 4. Submit at least one letter of recommendation. sequences, it may be possible for a student to com- 5. Submit official standardized test scores—either plete requirements for a baccalaureate degree in SAT or ACT. Score reports must be sent directly three calendar years. from the testing agency. Monmouth’s SAT code Monmouth University also grants credit for is 002416. Monmouth’s ACT code is 2571. college courses taken at another accredited institution while the student was still attending high school. TRANSFER APPLICANTS In order to evaluate credit, official transcripts must be Monmouth University welcomes applications submitted from that institution for evaluation. from transfer students who are in good academic standing at other accredited colleges or universi- • Homeschooled Students ties. Students from nonaccredited colleges may be A candidate for admission who has been admitted if they satisfy the admission requirements homeschooled is required to follow these guide- of Monmouth University. Students with a cumula- lines in the application process. Please note that all tive GPA of 2.25 or better will be considered for homeschooled students are required to meet their admission to the University. Students pursuing a home state requirements and submit appropriate major within the School of Education must have a supporting documentation demonstrating that they minimum GPA of 3.0 according to New Jersey State have done so, should they be asked to do so by Guidelines. Please refer to the School of Education Monmouth University. section of this catalog for additional State guidelines. 1. Complete the application for admission in full and Admission is determined by successful completion return to the Office of Admission Processing. of course work over time and is not automatic; there 2. Submit the nonrefundable application fee. may be instances when a student with a 2.25 GPA 3. Submit one of the following credentials: or greater will not be offered admission. Students a. Transcript from a homeschool program, pri- who have been dismissed for academic reasons vate school, or primary teacher. Please note will not be considered for acceptance by Monmouth that if any part of your high school education University until at least one academic semester has was completed in a conventional public or elapsed following their dismissal. Students sus- private high school, Monmouth University pended for disciplinary reasons from another institu- requires the transcript of that academic work tion must serve the term imposed by that suspension be sent directly from the registrar of that before Monmouth University will consider their appli- school. Additionally, if you have completed cation for admission. any college-level course work while in high Students offered provisional admission school or to satisfy graduation requirements, must be nonmatriculated and part-time. Conditions submit all official transcripts. If course work is imposed on such students are as follows: they may still in progress, submit a course schedule. earn no more than eighteen credits in that status and b. Portfolio of academic work completed to may carry no more than nine (9) credits per semester; include syllabi, list of textbooks used, aca- they must reapply for admission after earning twelve demic curriculum outline, and any other doc- to eighteen credits at Monmouth in order to matric- umentation of academic work completed. The ulate and continue taking courses at the University. portfolio must include grade evaluations by Admission as a matriculating student is contingent the primary teacher. Also required with the upon successful completion of course work. (See portfolio is Monmouth University’s Curriculum the Changing from Non-Matriculated to Matriculated Chart for Homeschooled Students. All stu- Status section of the catalog for more details.) dents who apply to Monmouth University must The application deadline for the spring Monmouth University 19 Undergraduate Admission

semester is December 1. The application deadline attending an accredited two-year institution in New for the fall semester is July 15. If a student has Jersey may find transfer equivalencies through the attempted and received grades in twenty-four credits New Jersey Transfer Initiative (www.njtransfer.org). or more at or above the 100-level, the University will All candidates for bachelor’s degrees must only look at the student’s collegiate course work in complete the University’s general education require- determining admission. If a student has fewer than ments. Note that the course type(s) associated with a twenty-four credits, an official high school transcript course are specific to course work taken at Monmouth and official SAT or ACT scores are required. University. Courses earned through transfer equiva- Transfer students must send official tran- lency will not automatically earn the course type scripts from all institutions attended previously, associated with the Monmouth University course regardless of whether or not credit for such work is equivalent. For instructions on how to have a trans- desired or expected. Final transcripts from previous fer course reviewed to fulfill the General Education institutions attended must be received by Monmouth requirements of Technological Literacy, Reasoned University prior to beginning enrollment. Students Oral Discourse, Interdisciplinary Studies, Cultural who do not provide official transcripts will not be per- Diversity, Global Understanding, or Experiential mitted to continue at Monmouth. Failure to declare Education, students should contact the Associate attendance at any postsecondary institution where Dean for Support Services and Articulation. Please registration occurred may lead to disciplinary action refer to the information that follows concerning gen- and/or dismissal. When applying for transfer credit, eral education transfer equivalencies. Prospective students may be requested to submit official course students may contact the Office of Undergraduate descriptions. Admission for further information.

Credit Transfer • Police Academy Transfer Policy Transfer students who have been admit- Students who successfully complete a New ted to the University will receive an official trans- Jersey Police Academy program prior to enrolling fer credit evaluation. Students who fail to declare in Monmouth University will be awarded six (6) attendance at any postsecondary institution where Monmouth University credits (CJ101, Introduction they had been registered automatically waive the to Criminal Justice, and CJ225, Law Enforcement). right to have that work considered for transfer Once matriculated into Monmouth University, no credit and are subject to disciplinary action and/ police academy credits will be awarded to stu- or suspension. Grades earned at previous institu- dents who subsequently enter a New Jersey Police tions are not reflected in the Monmouth University Academy. grade point average (GPA). (Education majors may transfer a maximum of six professional credits from • Emergency Medical Technician (EMT) Training a two-year school.) Due to the individual review pro- Credit cess required for evaluating music and art course Students who successfully complete EMT work, students in these disciplines may require an training will be awarded five (5) total Monmouth audition or a portfolio review to determine equiva- University credits – three (3) credits of Biology free lency for certain course work. The course type(s) elective (BY-001) and two (2) credits for PE-201, associated with a course is specific to course work Safety and First Aid. Students wishing to be awarded taken at Monmouth University. Courses earned credit should present an active certification identifica- through transfer equivalency will not automatically tion card to the Transcript Credit Evaluator. earn the course type associated with the Monmouth University course equivalent. For instructions on • American Council on Education (ACE) how to have a transfer course reviewed to fulfill the Credit for course work that appears on an General Education requirements of Technological official American Council on Education (ACE) tran- Literacy, Reasoned Oral Discourse, Interdisciplinary script with a recommendation for credit at the ‘bac- Studies, Cultural Diversity, Global Understanding, calaureate degree level will be awarded at the dis- or Experiential Education, students should con- cretion of the University. The ACE recommendation tact the Associate Dean for Support Services and does not guarantee that Monmouth University credit Articulation. Additional information is available from will be awarded. the Office of Undergraduate Admission. Students 20 Monmouth University Undergraduate Admission

TRANSFER EQUIVALENCIES FOR 2015-2016 GENERAL EDUCATION REQUIREMENTS

Monmouth University Requirement Transfer Equivalencies 1. First Year Seminar – Three Credits Waived for transfer students with a minimum of eighteen (FY 101) transfer credits. 2. Reading & Writing – Six credits Any two three-credit English composition courses with similar content. (EN 101 and EN102) Remedial English courses are not accepted. 3. Mathematics – Three credits Three credits from subject MA excluding MA 050 and MA 101. (“MA,” except MA 050 or MA101) 4. Natural Sciences – Six credits Any two natural science courses (minimum six credits) in biology, (Course type “NS”) chemistry, geology, physics, or science. 5. Literature – Three credits Any three-credit, 200-level or above literature survey course. (Course type “LIT”) 6. Aesthetics & Creativity – Three Credits Any three-credit course in art, dance, music, or theatre. (Course type “AT”)) 7. Technological Literacy – Three Credits Any three-credit course designed to develop the knowledge, skills, (Course type “TL”) and abilities necessary to effectively and responsibly use Information Technology. 8. Reasoned Oral Discourse – Three Credits Any three-credit course emphasizing both public speaking (or oral (Course type “RD”) presentation) and critical analysis of disciplinary material. 9. Historical Perspective – Three Credits Any three-credit history survey course that is not a U.S. History course. (Course type “HS.SV”) 10. Social Sciences – Three Credits Three credits in any of the following: anthropology, economics, (Course type “SS.SV”) geography, political science, sociology, psychology, or Gender Studies 225. 11. Historical Perspective Any three-credit history survey course OR three credits in social or Social Sciences – Three Credits sciences as listed above. (Course type “HS.SV or “SS.SV”) 12. Interdisciplinary Studies – Three Credits A three-credit senior-level course that involves an interdisciplinary (Course type “ISP”) approach to evaluate ethical and social issues. 13. Cultural Diversity – Three credits* Any three-credit course that deals primarily with issues of gender, (Course type “CD”) race, ethnicity, or socio-economic status. 14. Global Understanding – Three credits* Any three-credit course that deals primarily with cultures and (Course type “GU”) societies outside of the United States. OR* 15. Foreign Language – Six credits Two three-credit courses from the same foreign language. 16. Experiential Education – Zero credits To be determined on an individual basis. (Course type “EX”) 17. Writing Intensive – Zero credits Writing Intensive courses must be completed at Monmouth (two courses from within the Major University. Extraordinary cases will be heard and determined by the designated with course type “WT”) Writing Committee.

Monmouth University 21 Undergraduate Admission

For undergraduate students who attended was in effect four semesters prior to their enroll- accredited (by the Commission on Higher ment at Monmouth. Education) two-year community or county colleges, the following applies: For all other undergraduate students who 1. Students transferring from a two-year institu- attended accredited (by the Commission on tion may use up to seventy-two transfer credits Higher Education) institutions, courses are toward a baccalaureate degree at Monmouth transferred as follows: University, providing these credits fulfill degree 1. Only courses in which earned grades were “C” or requirements. Students who attended both two- higher will be accepted. Furthermore: year and four-year institutions may apply a a. No remedial courses will be accepted. maximum of twenty-four additional credits at the b. A maximum of four (4) physical education 200-level or higher (as determined by the four- credits may transfer for non-health physical year institution where these courses were taken) education majors. Health/Physical Education toward baccalaureate degree requirements at and Health/Physical Education with an Monmouth University, providing these credits ful- Endorsement in Education majors may trans- fill degree requirements. Students who attended fer six (6) credits in physical education course only a four-year institution may apply a maximum work. of ninety-six credits toward a baccalaureate c. No personal development or vocational (e.g., degree at Monmouth University, providing these secretarial, automotive) courses, unrelated to credits fulfill degree requirements. degree programs at Monmouth University, will 2. Full-time students at accredited community or transfer. (The designation “vocational” will be county colleges who have maintained continu- determined by the course description/syllabus, ous semester-to-semester attendance and who not necessarily by the discipline designation graduate in five or fewer semesters in AA, AS, assigned at the previous institution.) or AAS (nursing only) degree programs will be d. Courses that are more than five years old may considered for acceptance as transfer students be declined by the major department, but only at Monmouth University. Provided such students in cases where the subject matter of these begin their enrollment at Monmouth in the first courses has undergone significant and sub- or second semester immediately following their stantial additions/revisions. graduation from the two-year institution, they may 2. Courses will transfer in at the Monmouth elect to follow the Monmouth University curric- University equivalent. ulum that was in effect at the time they entered 3. Each transfer student must complete at least the the two-year college. Students must request last thirty-two credits at Monmouth University, matriculation in the prior catalog by writing to the of which sixteen credits must be in the major. Office of the Registrar within the first semester of For business administration majors, at least fifty attendance. Please be aware that accreditation or percent of their business requirements (business state mandate may make a program unavailable. core and concentration[s]) must be completed 3. All other graduates of accredited community or at Monmouth University. For other graduation county colleges who have earned AA, AS, or and residency requirements, please refer to the AAS (nursing only) degrees (full-time students Academic Programs, Support Services, and taking more than five semesters to graduate Regulations section of this Catalog. or part-time students) will be considered for 4. Students changing majors will have their transfer acceptance as transfer students at Monmouth credits re-evaluated by the new major depart- University. Provided such students begin their ment. enrollment at Monmouth in the first or second 5. Undergraduate students who attended a study semester immediately following their graduation abroad program through their former institutions from the two-year institution, they may elect to may be eligible for Experiential Education credit follow the Monmouth University curriculum that at Monmouth. The student must have earned a

22 Monmouth University Undergraduate Admission

minimum of six credits at the foreign institution, For undergraduate students who attended with grades of “C” or better. The study abroad foreign institutions: courses must be noted on the academic tran- The Monmouth University Transcript script of the American institution and annotated Evaluator will evaluate credits submitted from for- as “study abroad.” See the Office of the Registrar eign institutions. Transcripts that are not in English for additional information. must be translated and evaluated by a reputable credential evaluation service, including members of For undergraduate students who attended non- the National Association of Credential Evaluation foreign, nonaccredited programs: Services (NACES). Course descriptions in English Courses other than nursing courses will must accompany transcripts. In all instances, con- transfer automatically only if a formal document ditions one through four above apply to foreign of course equivalencies exists that was previously courses. Students may, upon request, be required adopted by the University. When a formal document to have previous academic work validated, at the does not exist, courses taken in these nonaccredited students’ expense, through an outside credential programs will be evaluated on a case-by-case basis evaluation service. by the appropriate departments to determine accept- ability for transfer. In all instances, conditions one For undergraduate students who have served through four above apply. in the military: For nursing majors, nursing courses will Students who have completed basic training transfer as described within the Nursing and Health in any of the Armed Forces will automatically receive Studies section of this Catalog. Non-nursing majors one (1) credit in physical education activities and who have graduated from a diploma nursing school one (1) credit of health by virtue of that experience may transfer nursing courses by taking as many as and presentation of official discharge documentation. four ACT/PEP tests as specified by the School of Other credits earned while in the military may be Nursing and Health Studies at Monmouth University. considered for transfer credit upon presentation of Each successfully passed examination may transfer official military transcript documentation to the Office as eight credits (8) of lower-division nursing courses. of Undergraduate Admission. These credits may apply to the requirements of the major program as applicable. Students should consult with their major department chair for details.

Monmouth University 23 Undergraduate Admission

Alternative Credit Options • Credits Awarded for College Level Examination Program (CLEP)

GENERAL EXAMS (a) Monmouth Credit Awarded for Credits EN-100 College Composition Modular (new 7/2010) Apply to department TBD EN-101 College Composition (new 7/2010) EN-101 College Composition I 3 MA-001 College Mathematics MA-001 Math elective 3 EN-100 English Composition (until 7/2010) Apply to Department TBD EN-101 English Comp w/Essay (until 7/2010) EN-101 College Composition I 3 HU-100 Humanities FE-001 Free Elective 3 PH-001 Natural Sciences PH-001 Physics Elective 3 SS-001 Social Sciences & History SS-001 Social Science Elect 3

SUBJECT EXAMINATIONS (b)

COMPOSITION AND LITERATURE EN-208 American Literature (until 07/2011) EN-228 Foundations of American Lit. 3 EN-208 American Literature (new 07/2011) EN-202 Literature II 3 (c) EN-000 Analysis & Interpretation of Literature No Credit 0 EN-206 English Literature (until 07/2011) EN-227 Foundations of British Lit. 3 EN-206 English Literature (new 07/2011) EN-202 Literature II 3 EN-101 Freshman College Composition (until 07/2010) No Credit 0

FOREIGN LANGUAGES FF-001 French Language FF-201 Intermediate French I 3 FG-001 German Language FG-201 Intermediate German I 3 FS-001 Spanish Language FS-201 Intermediate Spanish I 3

HISTORY AND SOCIAL SCIENCES PS-001 American Government PS-103 American National Government 3 HS-103 History of US I HS-201 US History I 3 HS-104 History of US II HS-202 US History II 3 PY-203 Human Growth & Development PY-203 Child Psychology 3 PY-201 Intro to Educational Psychology PY/EDL-201 Educational Psychology 3 BE-202 Principles of Macroeconomics BE-202 Macroeconomics 3 BE-201 Principles of Microeconomics BE-201 Microeconomics 3 PY-103 Introduction to Psychology PY-103 Intro to Psychology 3 SO-101 Intro to Sociology SO-101 Intro to Sociology 3 HS-101 Western Civilization I HS-101 West Civ. World Perspective 1 3 HS-102 Western Civilization II HS-102 West Civ. World Perspective 2 3

SCIENCE AND MATHEMATICS MA-001 Trigonometry (Until 2006) MA-001 Math Elective 3 MA-101 College Algebra MA-101 College Algebra 3 MA-109 College Algebra-Trigonometry (until 2006) MA-109 Pre-Calculus Math 4 MA-109 Pre-Calculus (new 2007) MA-001 Math Elective 3 MA-112 Calculus with Elem. Func. (until 2006) MA-118 Quantitative Analysis Bus. II 3 MA-118 Calculus MA-118 Quantitative Analysis Bus. II 3 BY-101 Biology BY-101 Issues & Methods of Bio. 3 or BY-102 Applied Biotech or BY-103 Environmental Science or BY-104 Human Biology CE-111 and CE-112 Chemistry CE-111 Gen Chemistry I and Lab 4 CE-112 Gen Chemistry II and Lab 4

BUSINESS CS-001 Info Sys & Comp Apps. IT-100 Information Technology 3 or IT-102 Information Tech. for Scientists BA-251 Financial Accounting (new 07/2007) BA-251 Principles of Financial Acctg. 3 BA-101 Principles of Accounting (until 06/2007) BA-251 Principles of Financial Acctg. 3 BL-201 Introduction to Business Law BL-201 Legal Environment of Business I 3 BK-250 Principles of Marketing BK-250 Principles of Marketing 3 BM-250 Principles of Management BM-250 Principles of Management 3

(a) Monmouth University grants three credits for each of the five General Examinations, completed with a minimum score of 52. CLEP exams taken prior to July 1, 2001, require a minimum score of 481. (b) Monmouth University grants credit to the subject matter covered by the examination when the score is at or above the fiftieth percentile. (c) EN-202 equivalent for non-English majors only.

24 Monmouth University Undergraduate Admission

• Credit by Examination when the learning is closely related to the subject Credit by Examination is a process for grant- matter of a Monmouth course. Students who wish to ing academic credit for a life experience with an aca- earn credit for learning from work and life experience demic parallel. The term “life experience” connotes will be asked to prepare a portfolio that describes a learning experience equivalent to an academic and documents that learning. Additional information course in an accredited institution on the college is available from the Office of the Registrar. level. Credits obtained by examination are accorded the same status as transfer credit and consequently FORMER STUDENTS APPLYING FOR are not used in the computation of the grade point READMISSION average. Credit by examination is counted as part Readmission to the University of the maximum allowable transfer credits for an Former Monmouth University students not academic program. Undergraduate students earning on a Leave of Absence who have not attended credits by examination for foreign languages cannot the University for at least one semester must sub- use these credits to satisfy the cross-cultural (CC), mit an application for readmission and submit an cultural diversity (CD), or global understanding (GU) application fee. Applications are available in the general education requirement. These credits will not Office of Admission. If the applicant has attended be included in the thirty-two credits needed to fulfill another institution in the interim, the applicant must the Monmouth University residency requirement, but have an official transcript forwarded to the Office of may be taken at any time during the student’s career Admission Processing. Students will be re-evaluated at Monmouth. based upon the full academic record and will be Interested students should apply to the advised if further information is needed. appropriate academic departments. Details about these procedures are available in the Office of the Readmission to the University after Academic Registrar. Dismissal Students who have been academically dis- • Applied Music missed may apply for readmission. Review of the Applied Music is private instruction in a application and the ensuing decision is made by particular instrument or voice. The student should the Academic Standards and Review Committee. discuss his/her desire to take applied music with Previously dismissed students seeking readmission a Monmouth University music faculty member and must have been away from the University for one full then register directly in the Music Department. The semester. Students who have been dismissed twice student may earn as many as six (6) credits in may apply for readmission after a minimum of three Applied Music and will be awarded the credit after years. Application must be made through the Office successful completion of the lessons and the pay- of Admission. ment of the credit by examination fee. Credit for Applied Music will be treated in the same manner as Application for Academic Amnesty credit by examination (see above). (See Academic Amnesty.) Additional guidelines are available online on the Office of the Registrar forms Web page at http:// VISITING STUDENTS www.monmouth.edu/registrar/forms.asp. Students from other institutions must pro- • Prior Learning/Portfolio Assessment Program vide a letter of permission from, and be in good academic and disciplinary standing at, the home Students who have been working, managing institution. Applications are available from the a home, volunteering in the community, traveling, Office of Admission. Admission as a visiting student serving in the military, or studying independently does not constitute admission as a matriculated may have acquired some college-level learning from student. Eligible rising high school seniors may these experiences. enroll in college-level course work at Monmouth It is possible to have this learning evaluated University. Eligibility will be determined by the Office and receive credit. Credit is granted for learning of Undergraduate Admission based on a review of rather than the experience itself, and is awarded the student’s academic credentials.

Monmouth University 25 Undergraduate Admission

ADULT APPLICANTS ter’s degree at an accredited institution in a native, Monmouth University endeavors to sup- English-speaking country may be exempt from these port lifelong learning by providing services and standardized testing requirements. programs—degree and nondegree, credit and non- credit—that enable nontraditional students to meet • TOEFL (Test of English as a Foreign their varied educational needs and goals. Language)* Program 65 affords opportunity for per- Minimum score requirements: sons 65 years of age or older to enroll for study at • Internet-based version 79 Monmouth University at reduced tuition. Admission • IELTS (International English Language Testing requirements include the designated nonrefundable System)* application fee and proof of age. Enrollment is on a • Minimum score requirement 6 space-available basis. Those interested in learning (with no less than a score of 5.5 on more about Program 65 may contact the Office of any section) Undergraduate or Graduate Admission. • MELAB (Michigan English Language Assessment Battery)* APPLICANTS WITH DISABILITIES • Minimum score requirement 77 Monmouth University welcomes applications • ESOL (Cambridge University English for from persons with disabilities, complying with the Speakers of Other Languages)* requirements of the Rehabilitation Act of 1973 and • Minimum score requirements the Americans with Disabilities Act. Students who - Certificate of Advanced English (CAE) – wish to utilize available accommodations and ser- A B2 constitutes a passing grade. vices provided by the University must submit current and adequate documentation related to their disability *Note that exceptions to minimum score requirements for graduate programs may be made upon recommendation of the graduate to the Department of Disability Services for Students. program director within the student’s major department and with All applicants, including students with dis- approval from the dean of the graduate school. Monmouth also abilities, must meet all University admission require- requires a student’s academic profile to meet regular standards ments. You are not required to disclose a disability, for admission. nor should you submit documentation of your disability with your application materials. If information Monmouth University will also accept inter- is provided, it is not used in admission decisions national students who meet Monmouth’s regular and will be forwarded to the Department of Disability standards for admission and who have successfully Services for Students. You are welcome to contact completed the ELS Language Services program at that office at 732-571-3460 to speak with a staff the master’s level of English proficiency, which is member about how they may be able to assist you. completion of Level 112, in lieu of the TOEFL or Monmouth University can also be contacted by using other English proficiency exam. Conditional accep- the New Jersey Telecommunications TTY Relay tance may be issued by Monmouth University to Services Operator at 800-852-7899. those students who elect to prove English proficiency by enrolling in and completing ELS Level 112. INTERNATIONAL APPLICANTS In order to obtain the nonimmigrant Certificate International applicants must meet three of Eligibility (Form I-20), all accepted international basic criteria before acceptance: demonstration of applicants are required to provide financial docu- academic ability, English language proficiency, and mentation, such as bank statements, attesting that sufficient financial support. sufficient funds are available to support the period of Applicants for admission whose native lan- study for the degree at Monmouth. To obtain a copy guage is not English must demonstrate English lan- of the Application for Form I-20 and instructions, guage proficiency. Such proficiency may be demon- visit www.monmouth.edu/admission/graduate/ strated by submitting an official score report from one international.asp. This document is required and of the following standardized tests and meeting the must be completed before the Form I-20 can be minimum score requirements. Students who have issued. Undergraduate applicants who have completed the equivalent of a baccalaureate or mas- attended a school outside of the United States must

26 Monmouth University Undergraduate Admission

submit official evidence of secondary school comple- chair of the specific program chosen; not all courses tion and certified original copies of national examina- may transfer. A maximum of seventy-two credits will tion results where applicable. be allowed for undergraduates transferring from a International undergraduate freshman appli- two-year accredited institution; a maximum of nine- cants from English-speaking countries must take ty-six credits will be allowed when transferring from a the SAT and meet regular standards for admission. four-year accredited institution. To learn from which countries the SAT is required, Course work done through national exam- please visit http://www.monmouth.edu/admission/ ination may be considered for credit by department international/toefl.asp. evaluation, credit by examination, waiver, or portfolio if results meet specific department and/or University International Transfer Applicants requirements and standards. Credentials submitted from foreign institu- Students may, upon request, be required tions will be evaluated by the Transcript Evaluator to have previous academic work validated, at the for credit transfer. Official college transcripts for all student’s expense, through an outside credential college-level work, regardless of whether the credit evaluation service. will be transferrable, must be sent directly from the Failure to declare and/or present all aca- institution at which the credit was completed. Official demic work, or presentation of academic records that transcripts, mark sheets, diplomas, degrees, and/or are found to be altered or of a questionable nature, certificates of all secondary and post-secondary aca- may result in non-acceptance of student or dismissal demic records and examination results are required. of student from the University. Generally, interna- If fewer than twenty-four transferrable credits have tional students currently studying in the United States been completed, high school/secondary school tran- who wish to transfer to Monmouth University should scripts must also be provided. Transcripts that are follow the regular transfer admission process. The not in English must be translated and evaluated by English proficiency/SAT requirement can be waived a reputable credential evaluation service, including for international students who have completed at members of the National Association of Credential least twenty-four transferable credits of which at Evaluation Services (NACES), and then sent directly least three are in English at the 100 level or higher. from the agency to Monmouth University. A course- See details referenced in the International Applicants by-course evaluation is required for all non-English section for English proficiency requirements. An transcripts. Course descriptions in English of all com- international student transferring from an institution pleted course work are also required if not included within the United States must provide the following in the course-by-course evaluation. Transcripts are documentation: considered official when sent directly to Monmouth • Admission application University from the college/university at which the • Nonrefundable application fee courses were taken and certified by the institution’s • Official transcript(s) Registrar’s Office, Ministry of Education, or when • Official test scores (as applicable) sent directly from the evaluation agency along • Monmouth University’s F-1 Transfer form with the translation and evaluation to the Office if currently enrolled at a U.S. institution of Admission Processing. Photocopied documents (http://www.monmouth.edu/Student/grad/ or transcripts marked “issued to student” are not Transfer.pdf) and Monmouth University’s accepted as official. Application for Form I-20 http:// The records should list all courses the stu- www.monmouth.edu/uploadedFiles/ dent has taken and grades received in each subject. Content/University/admission/ Course descriptions and/or syllabi and the number international-students/FormI20.pdf of weeks and hours spent in lectures and laboratory work for each course are required of transfer appli- In addition, the transfer applicant should cants if transfer credit is expected. Only credits from request the previous institution to transfer his or her recognized accredited institutions will be consid- Student and Exchange Visitor Information System ered for direct transfer into any degree program. All (SEVIS) record. course work is subject to approval by the department International transfer applicants must also

Monmouth University 27 Undergraduate Admission

provide financial support documentation (see details lifestyle and has committed itself to easing the trans- referenced in the International Applicants section). fer of relevant course credit, providing flexible academic residency requirements, and crediting learning VETERANS AND WAR ORPHANS from appropriate military training and experiences. Complete information regarding benefits and SOC has been developed jointly by educational procedures for applying may be obtained from the representatives of each of the Armed Services, the Office of the Registrar or the Financial Aid Office. Office of the Secretary of Defense, and a consortium Monmouth University is approved by the New Jersey of thirteen leading, national higher education associ- Department of Military and Veterans’ Affairs for vet- ations; it is sponsored by the American Association erans’ benefits. of State Colleges and Universities (AASCU) and the American Association of Community and Junior MILITARY APPLICANTS Colleges (AACJC). Monmouth University has been designated as an institutional member of Service Members NON-DISCLOSURE Opportunity Colleges (SOC), a group of over 400 col- Failure to submit complete records of all pre- leges and universities providing voluntary postsec- vious academic experiences will result in a student ondary education to members of the military through- being denied admission, or, in the case of nondisclo- out the world. As an SOC member, Monmouth sure or misrepresentation, the rescinding of admis- University recognizes the unique nature of the military sion previously granted.

28 Monmouth University Tuition and Fees Tuition and Fees Course Descriptions FINANCIAL INFORMATION • UNDERGRADUATE Tuition and fees are subject to annual 12 - 18 credits...... $16,514.00 ($350.00*) increases at the discretion of the Board of Trustees. Each credit in excess of 18...... $956.00/credit Tuition and fees charges listed below are in effect 9 - 11.5 credits...... $956.00/credit ($350.00*) as of May 18, 2015. Monmouth University reserves Less than 9 credits...... $956.00/credit ($175.00*) the right to alter any and all charges and to do so Auditor Program...... $318.00/credit within the academic year. Summer Session...... $809.00/credit

Monmouth University (on campus) • GRADUATE TUITION AND FEES PER SEMESTER 9 or more credits...... $1,047.00/credit ($350.00*) May 18, 2015 Less than 9 credits...... $1,047.00/credit ($175.00*) It should be noted that more than 80 per- Auditor Program...... $350.00/credit cent of Monmouth University students are eligible Summer Session...... $1,058.00/credit for financial aid. Depending upon family financial circumstances—regardless of income—actual costs • SENIOR CITIZENS (Undergraduate and could be considerably less than published student Graduate) charges. Inquiries should be directed to the Office 9 or more credits...... $275.00/credit ($350.00*) of Financial Aid. Less than 9 credits...... $275.00/credit ($175.00*)

TUITION AND FEES PER SEMESTER * The Comprehensive Fee includes services provided by: Student Effective May 18, 2015, for the Summer Center, Student Activities, Health Center, Intercollegiate and Intramural Athletics, Placement, Counseling, and Registration. 2015, Fall 2015, and Spring 2016 Semesters

Monmouth University 29 Tuition and Fees

• RESIDENCE HALLS Regent’s College – London (room and board) Spruce/Willow/Cedar/Laurel/Beechwood Single...... 7,542.00 Single Room...... 4,547.00 Double...... 6,100.00 Double Room...... 3,591.00 Triple...... 5,622.00 Elmwood/Pinewood Single Room, small...... 3,514.00 Macquarie University – Australia (room charge) Single Room...... 4,471.00 Single...... 6,760.00 Double Room...... 3,545.00 Triple Room...... 2,658.00 Spain (Summer) (single room charge) Oakwood/Redwood Double...... 1,789.00 Double Room...... 4,394.00 Triple Room...... 3,238.00 HOUSING CONTRACT Garden Apartment...... 5,060.00 CANCELLATION FEE...... 500.00 Great Lawn/Maplewood Double Room...... 4,621.00 • BOARD Triple Room...... 3,607.00 105 Meals plus points plan...... 2,523.00 Mullaney Hall/New Residence Hall 195 Meals plus points plan...... 2,662.00 Double...... 3,785.00 225 Meals plus points plan...... 2,746.00 Triple...... 2,966.00 Carte Blanche meal plan...... 2,838.00

• Pier Village OTHER FEES Single - Per Semester...... 7,619.00 (All fees are nonrefundable unless otherwise noted.) Double - Annual Contract**...... 12,191.00 Application Fee...... 50.00 **Billed in four cycles, see below: International Application Fee...... 50.00 Summer session A 532.00 Fall Orientation Fee Summer session E 1,955.00 (full-time, new undergraduate)...... 200.00 Fall 4,586.00 Spring Orientation Fee Spring 5,118.00 (full-time, new undergraduate)...... 75.00 Late Payment Fee...... 50.00 • University Bluffs Apartments Physical Education Fee (refundable)...... 30.00 Double - Per Semester...... 4,897.00 Lab/Studio Fee A (refundable)...... 100.00 Double - Annual Contract**...... 11,395.00 Lab/Studio Fee B (refundable)...... 80.00 **Billed in four cycles, see below: Lab/Studio Fee C (refundable)...... 60.00 Summer session A 498.00 Lab/Studio Fee D (refundable)...... 40.00 Summer session E 1,827.00 Lab/Studio Fee E (refundable)...... 20.00 Fall 4,286.00 Study Abroad Fee...... 135.00 Spring 4,784.00 Returned Check Fee...... 25.00 Cooperative Education Fee...... 45.00 • Intersession Housing Study Abroad Administration Fee - Residence Halls...... 206.00 Fall or Spring...... 250.00 Apartments...... 333.00 Student Teacher Early Field Experience Fee.. 60.00 Student Teaching Field Experience Fee...... 300.00 • Study Abroad: Clinical Laboratory and Practicum Fee...... 300.00

Florence – Italy (room charge) PORTFOLIO ASSESSMENT FEES (per course) Double – Fall...... 3,604.00 Workshop...... 30.00 Double – Summer...... 1,040.00 Assessment per academic area...... 225.00

30 Monmouth University Tuition and Fees

CREDIT BY EXAMINATION FEES ingly. An undergraduate student whose status is Application Fee per course...... 15.00 part-time will be billed at the part-time per-credit rate, Undergraduate per credit...... 1/3 cr. rate unless registered for twelve or more credits (then the Graduate per credit...... 1/3 cr. rate student will be billed at the full-time rate). Summer tuition will be billed at the per-credit rate regardless SUMMER SESSION FEES of status. Workshop Fee per hour (refundable)...... 35.00 Financial Aid awards will be based on the Study Abroad Administration Fee - Summer. 125.00 student’s status, and students should be aware that change in status may affect Financial Aid eligibility. SUMMER ROOM RATES Graduate students are assessed tuition on a Residence Hall - per week...... 206.00 per-credit basis. Garden Apartment - per week...... 257.00 Comprehensive Fee: The Comprehensive Great Lawn Apartment - per week...... 257.00 Fee includes services provided by the Student Center, University Bluffs Apartments – per week...... 278.00 Student Activities, Health Center, Intercollegiate and Intramural Athletics, Placement, Counseling, and PARKING FEES Registration. Resident (per year)*...... 350.00 Application Fee: This nonrefundable fee is Resident (spring only)...... 175.00 for the cost of processing undergraduate and graduate applications. Late Registration (per year)...... 50.00 Acceptance Deposit: This deposit must Diploma Replacement Fee...... 50.00 be paid by all new full-time undergraduate students (twelve or more credits) prior to registration. * Resident students who do not remain in on-campus housing in Acceptance deposits paid by transfer students are the spring may file a waiver requesting credit of 1/2 the annual not refundable. Acceptance deposits paid by fresh- parking fee. men for the fall semester are refundable until May 1. Orientation Fee: This fee is charged to new Explanation of Tuition, Fees, and Deposits students to cover the expenses of the orientation Tuition Charges: Undergraduate students program. are billed according to their status as matriculated Late Payment Fee: A fee is charged to all full-time or part-time students. Full-time undergrad- students who have not properly made final financial uate students will be billed, upon registering for a arrangements with the Bursar by the payment due given semester, for tuition at the full-time rate; those date. who register for more than eighteen credits will have Parking Fee: This fee is charged to all res- an additional charge for each credit over eighteen, ident students who register a motor vehicle with the billed at the part-time rate. Part-time students are campus police. Failure to register vehicles will result billed at the per-credit rate. Undergraduate students in parking fines. wishing to change status must process a Request Returned Check Fee: A fee is charged for to Change Enrollment Status form with the Office of each uncollectible check issued to the University. the Bursar. In addition, part-time, non-matriculated Residence Hall Room Reservation students must receive approval of the Office of Deposit: Students who wish to reserve space in the Undergraduate Admission before a change to full- residence halls are required to forward a $150 room time status can be processed. reservation deposit and signed contract prior to reg- Under this policy, undergraduate students istration. The $150 is applied as a credit toward room whose status is full time will be billed at the full-time rent. rate, regardless of the number of credits for which Residence Hall Contract Cancellation they are registered, until a Request to Change Fee: This fee is charged to students who have con- Enrollment Status form is processed. If a full-time tracted to reserve space in the residence hall and fail student fails to register for a full-time load by the end to cancel that contract prior to June 1. This fee is in of the registration period, the University will adjust addition to forfeiture of the room reservation deposit. the billing and change the student’s status accord- Physical Education Fee: This fee is for the

Monmouth University 31 Tuition and Fees

use of equipment required in the physical education Gateway. Be prepared to fill in the student’s ID program. number, first name, last name, and then follow the Laboratory and Studio Fee: This fee is remaining steps. charged in addition to the tuition for each laboratory A student who becomes delinquent in pay- or studio course. It covers costs of additional class ments due during the year may be barred from hours and special materials. classes. Financial clearance must be met for a stu- Credit by Examination Fee: This fee is for dent to graduate or receive transcripts, either official the administrative and personnel costs for the Credit or unofficial (student copy). by Examination program. If payment is not made as required, the stu- Portfolio Assessment Fee: This fee is dent may not be allowed to register for future semes- for the administrative and personnel costs for the ters/terms until the outstanding balance is satisfied. Portfolio Assessment program. In addition, all collection costs and fees, including, Study Abroad Fee: This fee is charged but not limited to, attorneys’ fees incurred by the to Monmouth University students who have been University, will be paid by the student. granted permission to enroll in a Study Abroad program sponsored by another college or university. Tuition Payment Plan Student Teacher Early Field Experience To accommodate parents and students who Fee: This fee is charged to education majors to offset prefer to pay for educational expenses in monthly the expense of the early field experience. installments, the following plan is available as of Student Teaching Field Experience Fee: April 1 for the upcoming school year. The University This fee is charged to education majors to offset the reserves the right to alter the programs accepted expense of student teaching. from time to time. Clinical Laboratory and Practicum Fee: The following organization is not affili- This fee is charged to offset the additional costs ated with Monmouth University, and any questions associated with certain clinical laboratory and practi- regarding the tuition plans should be directed to the cum courses. address below: Tuition Management Systems Terms of Payment P.O. Box 842722 Payment of fall semester charges are due Boston, MA 02284-2722 in August, and spring semester charges are due in Phone: (800) 356-8329 December. Specific dates are set annually and can Web site: www.afford.com be viewed on the Bursar Web page under “Payment Deadlines.” Cash and Debit Card: accepted in per- REFUND POLICY son at the Office of the Cashier located on the first • Summer Sessions floor of the Wilson Hall Annex. Call 732-571-7540. Refunds, upon withdrawal from summer Check or Money Order: accepted in person, as sessions, will be made according to the policy stated above, or mailed in the envelope that is enclosed below: with your bill. The student’s ID number must be writ- • Students who withdraw from a four- ten on all checks and money orders. Credit Cards: week or six-week summer session Visa, MasterCard, Discover, and American Express within the first week of the session will are accepted. You may fill out the form included with receive 100% refunds. Withdrawals after your bill and return it in the envelope, also provided. the first week are not eligible for refunds. This form of payment is also accepted both in person • Students who withdraw from a nine- and over the phone. The person to whom the credit week or twelve-week summer session card is issued must call. Online: by electronic check within the first week of the session will or credit card by either logging into your WEBstudent receive 100% refunds. Fifty-percent account and selecting “Account Summary” (if you refunds will be given if courses are with- have a balance due, a button will appear at the drawn in the second week. Withdrawals bottom of the screen to allow you to make an online after the second week are not eligible for payment), or accessing our Electronic Payment refunds.

32 Monmouth University Tuition and Fees

REFUND POLICY FOR COMPLETE • International students cannot use e-mail WITHDRAWALS or telephone contact with the OR. • Fall and Spring Semesters International students must coordinate Tuition and fees, including room and board registrations and withdrawals with the fees, will be refunded upon complete withdrawal Office of International Student Services. from all semester courses according to the policy stated below: Pro-rata percentages are applied against Students who withdraw completely from the tuition, comprehensive fee, lab fee, orientation fee, University after the opening of classes will receive and room and board fees (less a $500 cancellation 100% refunds (less a $500 cancellation fee as fee for students who have contracted for housing). detailed in the Housing Contract) through the end of The resulting amount is then compared to any stu- the first week of the semester. Students who with- dent payments that may have been made with the draw completely after the first week of the semester difference being the amount still due the University will receive pro-rata refunds (less a $500 cancellation or the amount available to be refunded. There will fee as detailed in the Housing Contract) calculated be no refunding of moneys paid for health insurance, on the basis of days enrolled through the sixtieth per- books, supplies, damages, fines, or other fees not cent point in the semester. Example: For a semester mentioned above. Any amount available for refund consisting of seventy-five days, the sixtieth percent will be returned to its sources. Federal Title IV aid, point would be the forty-fifth day. Note that week- state aid, and University aid will receive refunds prior ends are not included toward days counted. Please to any refund being paid to the student. refer to the Registration Information online for semester start and end dates. Withdrawals after REFUND POLICY—COMPLETE WITHDRAWAL the sixtieth percent point in the semester are not IMPORTANT NOTICE FOR STUDENTS WITH eligible for refunds. FEDERAL STUDENT FINANCIAL ASSISTANCE Under new regulations that implement the All refunds will be based on the official date Higher Education Amendments of 1998, students of withdrawal, which is the date the completed with- who completely withdraw from the University are drawal eFORM or an e-mail message (e-mail must responsible for repaying the unearned portion of be from the student’s University e-mail account and loans and grants received in excess of charges to sent to [email protected]) is received by the their student account directly to the federal gov- Office of the Registrar (OR). The University encour- ernment. Failure to return unearned grant funds to ages students to make notification of withdrawal in the U.S. Department of Education may result in the writing as outlined above; however, verbal commu- student becoming ineligible for financial aid in future nication in the form of a phone call to the OR will be academic years. Students who have been advised accepted within the following guidelines: that they have unearned grant funds should contact • The call must be made during business the Office of Financial Aid, 732- 571-3463, for infor- hours (Monday through Friday, 9 a.m. to mation regarding making repayment arrangements 5 p.m.). with the U.S. Department of Education. Loans are to • The call must be communicated by be repaid by the student in accordance with terms of the student (not a parent or designate) their promissory note. directly to the OR personnel. Voice mes- If the amount of aid credited to a student’s sages will not be accepted. account at the time of withdrawal is less than the • The student must provide name, last four amount of aid earned based on the proportion of the digits of his or her social security number, semester that the student was enrolled, a post- with- and his or her unique Monmouth student drawal disbursement of aid can be made. If there ID number. are outstanding charges on the student’s account, • Telephone withdrawals will be confirmed the University will make the post-withdrawal dis- by the OR. bursement to the student’s account. If there are no • The student is responsible for ensuring outstanding charges on the student’s account, the that the withdrawal is communicated to University must notify the student regarding the avail- the OR. ability of the post-withdrawal disbursement. The stu-

Monmouth University 33 Tuition and Fees

dent must inform the University within fourteen days cent refunds on the courses dropped if the courses of this notification as to whether the student wishes are dropped during the first week of the semester to receive the post-withdrawal disbursement. No or on the day following the first class meeting. Fifty- post-withdrawal disbursement will be made unless percent refunds will be given if the courses are with- the University receives a response from the student drawn from during the second week. Withdrawals within this timeframe. after the second week are not eligible for refunds.

REFUND POLICY FOR PARTIAL WITHDRAWALS HOUSING CONTRACT: REFUND SCHEDULE • Fall and Spring Semesters Students who change housing and/or board All refunds will be based on the official date arrangements during the semester while continuing of withdrawal, which is the date the completed as students at Monmouth University are eligible withdrawal eFORM is received by the Office of the only for such refunds (less a $500 cancellation fee Registrar (OR). E-mail or verbal communication will as detailed in the Housing Contract) as established not be accepted for communicating partial withdraw- by the Office of Residential Life. Further informa- als to OR. Only the completed withdrawal eFORM tion on this process is available from the Office of will be accepted. Residential Life at 732-571-3465. Full-time undergraduate students who are registered for twelve to eighteen credits in the APPEAL POLICY FOR REFUNDS semester are not entitled to any refund when with- Appeals for exceptions to the Refund Policy drawing from one or more, but not all, courses after should be made in writing to the Assistant to the the first week of the semester. If the student drops Vice President for Student Financial Appeals within below twelve credits prior to the end of the first week one year of the beginning of the semester in ques- of the semester, the student’s status will be changed tion. Information about this process is available to part-time, and the student will be billed at the per- from the Office of the Vice President of Finance at credit rate. Full-time undergraduate students should 732- 571-3427. Further information or explanation note that enrolling for fewer than twelve credits may of the Refund Policy is available from the Office of affect eligibility for financial aid. Those students who the Bursar or online at http://www.monmouth.edu/ are registered for credits in excess of eighteen will be campus_life/bursar/refund.asp. entitled to refunds for tuition paid for credits in excess Students filing appeals for exceptions to of eighteen according to the partial withdrawal refund the University Refund Policy are advised that there schedule for part-time undergraduate students and is a possibility that the amount of Financial Aid graduate students, which follows below. they may receive, or may have received, may be Part-time undergraduate students and all adversely affected. Students are advised that it is graduate students who withdraw from one or more their responsibility to meet with a representative from courses during the semester while remaining regis- the Financial Aid Office to see how filing an appeal tered for one or more courses are entitled to 100 per- will affect their financial aid package.

34 Monmouth University Financial Aid

Monmouth University believes that financ- However, students are encouraged to file as soon

ing a student’s education should be a cooperative after January 1 as possible, as funding for sev- Financial Aid effort between the student and the institution. To eral types of financial aid is limited, and funds are

that end, the staff of the Financial Aid Office is awarded on a first-come, first-served basis. Further, Course Descriptions available to assist students and their families in New Jersey residents must file the FAFSA to be con- developing a comprehensive educational financial sidered for state grant (TAG) eligibility and should be plan. Students and families are strongly encouraged aware of the following FAFSA filing deadlines: to call or visit the Financial Aid Office to engage in this planning process; the office may be reached First time TAG recipients....October 1 of the cur- by phone at 732-571-3463 or via e-mail at finaid@ rent academic year monmouth.edu. Prior TAG recipients...... June 1 of the pre- ceding academic year APPLICATION PROCESS Spring Term only...... March 1 of the cur- Monmouth University uses the Free rent academic year Application for Federal Student Aid (FAFSA) as its primary application for all federal, state, and insti- Financial data provided on the FAFSA will tutional financial aid programs; no supplementary be forwarded electronically to the University and applications are required. Students are encouraged will be the basis for the creation of the student’s to apply online at www.fafsa.gov. financial aid package. The financial aid package will The FAFSA is completed each year using be communicated to the student via the Financial the student’s and parents’ federal income tax data Aid Award Letter; newly enrolling students will and should also include Monmouth University’s Title receive a hard copy award letter, while continuing IV School Code (002616). Where possible, students students will receive their award letter via e-mail to should utilize the Data Retrieval Tool (DRT) on the their University e-mail address. The student is then FAFSA to import their tax information directly from expected to confirm acceptance of the offer of finan- the IRS’s database into the FAFSA; once income cial aid by returning to the Financial Aid Office a data has been imported no changes to that data signed copy of the award letter (continuing students should be made. Completed FAFSAs may be sub- may simply reply to the award letter e-mail); a copy mitted to the U.S. Department of Education after is also provided for the student’s records. January 1. Generally, the initial offer of financial assis- Monmouth University does not have tance delineated in the award letter is non-negotia- established deadlines for processing financial aid. ble. The financial aid package may, however, be

Monmouth University 35 Financial Aid

altered as a result of one or more of the following students, award amounts will vary as a function of conditions: academic performance. • Changes in the student’s housing status Awards are renewable for the entirety of • Changes in the student’s enrollment (i.e., the student’s undergraduate career, provided the credit hours) status student maintains a full-time enrollment status (at • Lack of satisfactory academic progress least twelve credit hours) and a satisfactory level of • Receipt of financial aid from an outside academic progress; student teachers in their final source semester of student teaching may receive a prorated • Discrepancies noted as a result of the award if they are only enrolled for nine credit hours. verification process Students receiving the incentive grant are required to maintain a minimum cumulative grade point average (Note that the U.S. Department of Education of at least 2.0; academic grant recipients must main- selects applications for verification. The verification tain a minimum cumulative grade point average of at process entails the comparison of actual finan- least 2.5; and excellence scholarship recipients must cial data to that supplied on the FAFSA. Students maintain a minimum cumulative grade point average selected for this process will be notified by the of at least 3.0. In the event that the student fails to Financial Aid Office and will be asked to supply maintain satisfactory academic progress, the award copies of federal tax return transcripts [if the Data may be reduced or cancelled. Retrieval Tool was not utilized] and a completed ver- Incentive grants, academic grants, and aca- ification worksheet; additional documents may also demic excellence scholarships may only be applied be requested.) toward tuition assessed by Monmouth University, and, therefore, cannot be applied toward housing costs; FUNDING SOURCES academic awards are applicable to study abroad The student’s financial aid package may be costs only when tuition is assessed by Monmouth comprised of a combination of grant, scholarship, University, to study at the Washington Center, and loan, and work-study funding. Grants and scholar- to off-campus internships for Medical Laboratory ships are forms of assistance that do not have to Science and Clinical Laboratory Science majors. be repaid, while loans must be repaid with interest. For students in the Medical Laboratory Science and (Note that interest rates and repayment terms vary as Clinical Lab Sciences programs, the award will be a function of the type of loan a student has secured.) prorated during the semester(s) in which course work The following paragraphs identify and describe the is not taken at Monmouth University. The award will types of funding available at Monmouth University. be prorated by the amount of the non-Monmouth tuition as a percentage of Monmouth tuition. These Undergraduate Grants and Scholarships awards will not be made in conjunction with other • Monmouth University Academic Scholarships institutional benefits such as employee tuition remis- and Grants sion or the tuition exchange program. Awards are available only during the regular academic year (i.e., The primary form of assistance offered to fall and spring semesters) and are not offered during full-time incoming freshmen and transfer students is the summer term. provided through the incentive grant, academic grant, and academic excellence scholarship programs. • Part-time Academic Scholarships Awards are made by the Office of Undergraduate The part-time academic scholarship is Admission to students who qualify on the basis of awarded to students who enter the University as their prior academic performance; awards are not a part-time student in the following majors: nurs- based upon financial need. New freshmen are eval- ing, computer science, math, software engineering, uated on the basis of their cumulative high school chemistry, biology, or medical laboratory science. grade point average and their standardized test The award amount is $100 per credit. Renewal is scores (e.g., SAT and ACT scores). Transfer awards dependent on the student remaining in a part-time are made based upon the student’s cumulative col- status in the specified major. Awards will not be lege grade point average. For both new and transfer made in conjunction with other institutional benefits

36 Monmouth University Financial Aid

such as employee tuition remission or the tuition when tuition is assessed by Monmouth University exchange program. Awards are available during the or study at the Washington Center. For students fall, spring, and summer terms. in the Medical Laboratory Science and Clinical Lab Sciences programs, the award will be prorated • Transfer Science Scholarships during the semester(s) in which course work is not Grants are offered to full-time transfer stu- taken at Monmouth University. The award will be pro- dents with a major in the School of Science and who rated by the amount of the non-Monmouth tuition as meet certain academic criteria. Candidates are iden- a percentage of Monmouth tuition. The awards will tified by the Office of Undergraduate Admission. The not be awarded in conjunction with other institutional award is $4,000 per academic year and is renew- benefits such as employee tuition remission or the able. To renew, students must maintain full-time tuition exchange program. The grant in combination status, have a cumulative grade point average of 3.0 with all other grants, scholarships, and need-based or better, and remain a science major. loans will not exceed direct cost (e.g., tuition, fees, The award may only be applied toward tuition and room/board for resident students). Awards are assessed by Monmouth University, and is applicable available only during the regular academic year (i.e., to costs associated with study abroad only when tui- fall and spring semesters) and are not offered during tion is assessed by Monmouth University; the award the summer term. is also available for study at the Washington Center or for externships for Medical Laboratory Science • Shadow Lawn Grants or Clinical Laboratory Science majors. For students Grants are offered to first-time, full-time stu- in the Medical Laboratory Science and Clinical Lab dents who are either permanent residents of a state Sciences programs, the award will be prorated other than New Jersey or who are science majors during the semester(s) in which course work is not and meet certain academic criteria. Candidates are taken at Monmouth University. The award will be pro- identified by the Office of Undergraduate Admission. rated by the amount of the non-Monmouth tuition as The award is $4,000 per academic year and is a percentage of Monmouth tuition. The awards will renewable. To renew, students must maintain full- not be awarded in conjunction with other institutional time status, a cumulative grade point average of 3.0 benefits such as employee tuition remission or the or better, and, if the award was based on the student tuition exchange program. The grant in combination being a science major, the student must remain a with all other grants, scholarships, and need-based science major. loans will not exceed direct cost (e.g., tuition, fees, The award may only be applied toward tuition and room/board for resident students). Awards are assessed by Monmouth University and is applicable available only during the regular academic year (i.e., to costs associated with study abroad only when tui- fall and spring semesters) and are not offered during tion is assessed by Monmouth University; the award the summer term. is also available for study at the Washington Center or for externships for Medical Laboratory Science • Science Achievement Scholarship or Clinical Laboratory Science majors. For students This scholarship is awarded to students who in the Medical Laboratory Science and Clinical Lab are first-time, full-time freshmen with a major in the Sciences programs, the award will be prorated School of Science. The Office of Undergraduate during the semester(s) in which course work is not Admission selects students for the scholarship. The taken at Monmouth University. The award will be pro- scholarship may be renewed provided the student rated by the amount of the non-Monmouth tuition as maintains full-time status, at least a 3.0 or greater a percentage of Monmouth tuition. The awards will cumulative grade point average, and a major in the not be awarded in conjunction with other institutional School of Science. Award amounts vary based on benefits such as employee tuition remission or the term of initial acceptance. The scholarship is $4,000 tuition exchange program. The grant in combination per academic year. with all other grants, scholarships, and need-based The award may only be applied toward loans will not exceed direct cost (e.g., tuition, fees, tuition assessed by Monmouth University and is and room/board for resident students). Awards are applicable to costs associated with study abroad only available only during the regular academic year (i.e.,

Monmouth University 37 Financial Aid

fall and spring semesters) and are not offered during Washington Center. For students in the Medical the summer term. Laboratory Science and Clinical Lab Sciences programs, the award will be prorated during the semes- • Athletic Grants ter(s) in which course work is not taken at Monmouth The Department of Athletics offers grants- University. The award will be prorated by the amount in-aid, frequently called athletic scholarships, to of the non-Monmouth tuition as a percentage of student-athletes who meet the eligibility require- Monmouth tuition. The awards will not be made in ments as per National Collegiate Athletic Association conjunction with other institutional benefits such as (NCAA) bylaws. These grants-in-aid are offered and employee tuition remission or the tuition exchange renewed at the discretion of the head coach with program. The grant in combination with all other the consent and approval of the Director of Athletics grants, scholarships, and need-based loans will not and the Director of Financial Aid, within the guide- exceed direct cost (e.g., tuition, fees, and room/ lines prescribed by Monmouth University, and the board for resident students). Awards are available NCAA. Grants-in-aid are made for the academic only during the regular academic year (i.e., fall and year; funding for summer course work is awarded spring semesters) and are not offered during the at the discretion of the Director of Athletics. Student summer term. Awards are renewable provided the athletes who receive an athletic scholarship must student maintains a cumulative grade point average complete a Grant-In-Aid agreement, as prepared by at Monmouth University of at least 2.5 and continues the Department of Athletics. to demonstrate unmet financial need.

• University-Endowed and Sponsored • Phi Theta Kappa Scholarship Scholarships Phi Theta Kappa is a national honor society The University offers a number of spon- for students at junior or community colleges. A limited sored and endowed scholarships, which have been number of scholarships at Monmouth University are made possible through the generosity of friends available for students who are members of the soci- of the University. All enrolled students automati- ety at the time they enroll at Monmouth; a maximum cally receive consideration for these awards, and of four (4) scholarships will be offered. The Office there is no student-initiated application process. The of Undergraduate Admission will identify and select Financial Aid Office will identify a preliminary pool the recipients. Awards are valued at $1,500 per year of candidates for each scholarship, except where and may only be applied toward tuition assessed stipulated by the donor, and will select the candidate by Monmouth University; awards are applicable to who most closely matches the donor-established costs associated with study abroad only when tuition criteria. Scholarship recipients will be notified via the is assessed by Monmouth University or study at the Financial Aid Award Letter. Where possible and as Washington Center. The awards will not be made in permitted by donor stipulated criteria, the Financial conjunction with other institutional benefits such as Aid Office will make every effort to renew the awards employee tuition remission or the tuition exchange in subsequent years. program. The scholarship in combination with all other grants, scholarships, and need-based loans • Great Lawn Grant will not exceed direct cost (e.g., tuition, fees, and The Great Lawn Grant is awarded to first- room/board for resident students). Awards are avail- time full-time students on the basis of unmet finan- able only during the regular academic year (i.e., fall cial need (as defined by the U.S. Department of and spring semesters) and are not offered during the Education) and academic performance. All applicants summer term. Awards are renewable provided the for admission are given due consideration, and recipi- student maintains a cumulative grade point average ents are selected by the Director of Financial Aid. at Monmouth University of at least 3.0. Awards are valued at up to $4,000 and may only be applied toward tuition assessed by • Yellow Ribbon Monmouth University; awards are applicable to costs Monmouth University has voluntarily entered associated with study abroad only when tuition is into a Yellow Ribbon Agreement with the Department assessed by Monmouth University or study at the of Veterans Affairs (VA). The agreement is com-

38 Monmouth University Financial Aid

pleted on an annual basis and includes the maximum year (i.e., fall and spring semesters) and may be number of students to be funded, degree level of available during the summer term, depending upon the recipients, and the maximum contribution by the each student’s financial aid status during the aca- University. The University’s contribution is matched demic year. Awards are renewable, provided that by the VA. Students must be 100% eligible for the student continues to demonstrate extreme finan- Post-9/11 benefits to qualify for the Yellow Ribbon cial need and meets the established standards of program. All interested students must complete the Satisfactory Academic Progress for federal awards. University’s online Yellow Ribbon Application. Awards are applicable to costs associated with study Full-time undergraduate students must submit an abroad or study at the Washington Center. enrollment deposit before being considered for the program, and part- time students must submit • Federal Supplemental Educational Opportunity a part-time reply form to the Office of Grant (FSEOG) Undergraduate Admission. A Certificate of Eligibility The FSEOG is awarded to undergraduate and DD-214 are required from all students at least students who demonstrate extreme financial need two weeks prior to the start of their first semester. At and is generally awarded to students who are Pell present, the University provides funding for a total Grant recipients. On average, Monmouth University of up to forty (40) students – both undergraduate awards $650 to FSEOG recipients. Funding is lim- and graduate. Awards are made on a first-come, ited, and priority is given to students who have filed first-served basis, and students are notified of their their FAFSA in a timely fashion. FSEOG is avail- eligibility through an award letter. Students serving able during the regular academic year (i.e., fall and on active duty are not eligible for the Yellow Ribbon spring semesters) and may be available during the Program. Students in the Yellow Ribbon Program summer term. Awards are renewable, provided that are not eligible for other institutional grants the student continues to demonstrate extreme finan- or scholarships. The Federal Supplemental cial need and meets the established standards of Educational Opportunity Grant (FSEOG), the Satisfactory Academic Progress for federal awards. Perkins loan, and work study are only awarded to Awards are applicable to costs associated with study students living on campus, provided that the abroad when the tuition is assessed by Monmouth student has remaining unmet need after the University or study at the Washington Center. Yellow Ribbon Grant and other VA benefits are considered. Yellow Ribbon recipients may receive • Federal TEACH Grant the Pell Grant in addition to the benefit. Students Through the College Cost Reduction and are not issued refunds until the University receives Access Act of 2007, Congress created the Teacher payment from the VA. For students attend-ing a full Education Assistance for College and Higher academic year, Yellow Ribbon benefits are Education (TEACH) Grant that provides grants of generally awarded in the spring semester after the up to $4,000 per year (including the summer term); Post-9/11 benefits have been exhausted. Awards students may receive a maximum of $16,000 in are renewable, provided that the student remains TEACH Grant funding for undergraduate studies. enrolled as a full-time student, and meets the estab- In exchange for receiving a TEACH Grant, the stu- lished standards of Satisfactory Academic Progress dent must agree to serve as a full-time teacher in a for federal and state awards, and continues to meet high-need field (e.g., bilingual education and English VA-specified eligibility requirements. language acquisition, foreign language, mathematics, reading specialist, science, special education, or • Federal Pell Grant other identified teacher shortage areas) in a public or The Federal Pell Grant ranges from $626 private elementary or secondary school that serves to $5,775 per year and is available to all undergrad- low-income students. As a recipient of a TEACH uate students, both full- and part-time, who have Grant, the student must teach for at least four aca- demonstrated extreme financial need, as defined by demic years within eight calendar years of complet- the U.S. Department of Education; extreme financial ing the program of study for which the TEACH Grant need is evaluated using the completed FAFSA. Pell was awarded. IMPORTANT: If the student fails to Grants are available during the regular academic complete this service obligation, all TEACH Grants

Monmouth University 39 Financial Aid

that the student received will be converted to a Direct cial need and Satisfactory Academic Progress, but Unsubsidized Loan, with interest having accrued will be awarded for a maximum of nine semesters since the date the TEACH grants were originally dis- of full-time undergraduate enrollment. Students who bursed. The student must then repay this loan to the have not previously received a TAG must apply by U.S. Department of Education. Note: TEACH Grant completing the FAFSA by October 1 for the fall and recipients will be given a six-month grace period prior spring semesters and by March 1 for the spring only. to entering repayment if a TEACH Grant is converted Prior TAG recipients must complete the FAFSA by to a Direct Unsubsidized Loan. June 1. TAG grants are only available during the regular academic year (i.e., fall and spring semesters). Eligibility Requirements Awards are applicable to costs associated with study To receive a TEACH Grant, the student must abroad or study at the Washington Center. meet the following criteria: The FAFSA serves as the primary applica- • Complete the Free Application for Federal tion for TAG, but at the conclusion of the FAFSA Student Aid (FAFSA), although you do not there is a supplemental application that students have to demonstrate financial need; must complete and submit NJHESAA. Students will • Be a U.S. citizen or eligible non-citizen; be notified of their eligibility by NJHESAA. Funding of • Be enrolled as an undergraduate, this award is subject to change due to annual State post-baccalaureate, or graduate student budget appropriations. in a postsecondary educational institution that has chosen to participate in the • Educational Opportunity Fund (EOF) Grant TEACH Grant Program; The undergraduate EOF program is designed • Be enrolled in course work that is nec- to provide access to higher education for New Jersey essary to begin a career in teaching or residents who might otherwise not have the oppor- plan to complete such course work. Such tunity to obtain a college education. An applicant to course work may include subject area the EOF program must have been a legal resident of courses (e.g., math courses for a student New Jersey for at least twelve consecutive months who intends to be a math teacher); prior to receipt of the grant, matriculate as a full-time • Meet certain academic achievement student, have an economic background that reflects requirements (generally, scoring above a history of poverty, and demonstrate the need for the 75th percentile on a college admis- improvement of educational basic skills. Parents of sions test or maintaining a cumulative dependent students must also meet the New Jersey GPA of at least 3.25); and residency requirement. Funding is, however, lim- • Sign a TEACH Grant Agreement to Serve, ited, and there is a competitive application process. and complete an Entrance Counseling Once accepted into the program, students receive session. additional academic, social, and financial support; both the state of New Jersey and the University pro- • New Jersey Tuition Aid Grant (TAG) vide grants to EOF students. Students who believe Students who are full-time undergraduates, they might qualify are encouraged to contact the have demonstrated financial need (as determined by University’s EOF Office at 732-571-3462. New EOF the FAFSA), and have been New Jersey residents for students must complete the FAFSA by October 1, at least twelve consecutive months prior to the begin- while currently enrolled EOF students must complete ning of the academic year may be eligible to receive it by June 1. EOF funding is available during the reg- the TAG. (Note that TAG grants may be available ular academic year (i.e., fall and spring semesters), under certain conditions for students in their last and is available on a limited basis during the summer semester who are part-time.) Final determinations term. In order to receive funding during the summer, of eligibility are made by the New Jersey Higher students must complete a summer financial aid appli- Education Student Assistance Authority (NJHESAA). cation. Requests for summer funding are reviewed For the 2014-2015 academic year, grant amounts by the Director of the EOF program in conjunction range from approximately $1,930 to $12,016. Grants with the Assistant Director of Financial Aid, and are are renewable annually based upon continued finan- prioritized as follows: (1) students scheduled to grad-

40 Monmouth University Financial Aid

uate at the conclusion of the summer or fall term; (2) surviving spouses — should contact the Financial science majors and (3) students who have changed Aid Office directly for assistance in accessing the majors. All other requests will be fulfilled as fund- educational benefits that are available to them. ing permits. Academic year awards are renewable, provided that the student continues to demonstrate • Governor’s Urban Scholarship Program extreme financial need, meets the established stan- The New Jersey Higher Education Student dards of Satisfactory Academic Progress for state Assistance Authority (NJHESAA) provides eligible awards, and is in compliance with the institutional students awards of $1,000 each year for up to four requirements of the EOF program. Awards are appli- years as part of the Governor’s Urban Scholarship cable to costs associated with study abroad, when Program. These funds are only available during the tuition is assessed by the University, or study at the fall and spring terms. To be eligible for this award, Washington Center; approval for off-campus study is students must meet all the following criteria: at the discretion of the Director of the EOF program • Reside in one of the designated high-need and students may use Monmouth University EOF communities in New Jersey: Asbury Park, funding for only one off-campus study experience. East Orange, Jersey City, Millville, New Brunswick, Plainfield, Trenton, Camden, • New Jersey Survivor Tuition Benefits Program Irvington, Lakewood, Newark, Paterson, The Survivor Tuition Benefits Program is Roselle, or Vineland. for New Jersey residents who attend Monmouth • Be a U.S. citizen or eligible non-citi- University on, at least, a half-time basis who are zen with appropriate approval from the spouses and/or dependents of emergency service United States Citizenship and Immigration personnel or law enforcement officers killed in the Services (USCIS). line of duty. Grants pay the actual cost of tuition up • Be a New Jersey resident for at least to the highest tuition charged at a New Jersey public twelve consecutive months prior to receiv- institution of higher education. For the fall and spring ing the award. terms, applications must have been submitted by • File a FAFSA each year within the State- October 1. Survivor Tuition Benefits are only avail- established deadlines (October 1 for new able during the regular academic year (i.e., fall and students; June 1 for continuing students). spring semesters) and only to those students who • Be Tuition Aid Grant (TAG)-eligible (if at began their enrollment prior to Fall 2011. any point in time the student is no longer eligible for TAG funding, the Urban • Law Enforcement Officer Memorial Scholarship Scholarship money will be cancelled.) The Law Enforcement Officer Memorial • Be matriculated full-time in an eligible aca- Scholarship (LEOMS) benefits dependent children of demic program. New Jersey law enforcement officers who were killed • Make satisfactory academic progress in in the line of duty. The scholarship is awarded up to order to continue to receive the award. the cost of attendance less any other scholarships, grants, benefits, and other assistance awarded There is no separate application for the under the NJHESAA statute and may be renewed scholarship; eligible students will be notified by for up to four years. Students must be U.S. citizens NJHESAA. Funding of this award is subject to or eligible non-citizens and enrolled on a full-time change due to annual State appropriations. basis. The application deadline for the fall and spring semesters is October 1, and for the spring only the • New Jersey Student Tuition Assistance Reward deadline is March 1. An application may be down- Scholarship (STARS) II loaded from www.njgrants.org. The LEOMS is only The NJ STARS II Program is a continuation available during the regular academic year (i.e., fall of the NJ STARS I Program that provides successful and spring semesters). NJ STARS I students at New Jersey county colleges with funding to transfer to a New Jersey four- • World Trade Center Scholarships year college/university to earn a bachelor’s degree. Students — either dependent children or NJ STARS II awards may only go toward tuition,

Monmouth University 41 Financial Aid

unless the student is also a Tuition Aid Grant (TAG) student may borrow between $3,500 and $5,500, recipient, in which case it goes toward tuition and depending upon class level. The interest rate is fixed approved fees. All other State and Federal grants at 4.29 percent for loans disbursed between July 1, and scholarships will be applied to the charges first; 2015, and before July 1, 2016; the interest rate is the award will not exceed $1,250 per semester. fixed for the life of the loan. Interest does not accrue NJ STARS II awards are dependent upon annual while the student is enrolled for at least six credit State budget appropriations. Awards are available hours in one term; interest does not accrue while the only during the regular academic year (i.e., the fall loan is in a grace period. Borrowers are charged, by and spring semesters) and are renewable, provided the federal government, an up-front origination fee. the student meets the established standards of For loans disbursed on or before October 1, 2014 Satisfactory Academic Progress for state awards. and before October 1, 2015, the origination fee is Awards are applicable to costs associated with study 1.073 percent of the principal amount of the loan, for abroad when the tuition is assessed by Monmouth loans disbursed on after October 1, 2015 and before University or study at the Washington Center. October 1, 2016, the fee is 1.068 percent. In order to be eligible for this scholarship, The Financial Aid Office will notify students must: new borrowers when a promissory note is • Be a NJ STARS I recipient or NJ STARS I available elec-tronically for signature; students eligible and unfunded (e.g., student would may complete the promissory note online at otherwise qualify for STARS I, but tuition https://studentloans.gov/myDirectLoan/index.action. and approved fees are fully covered by Borrowers must complete the promissory note and other state and/or federal aid). complete an entrance counseling session before • Have graduated from a NJ county college the loan funds will be credited electronically to the with an associate degree and a GPA of student’s account. The student will begin repayment 3.25 or higher. of the loan six months after graduation or cessation • Have family income (including taxable and of half-time enrollment. Direct Subsidized Loans are untaxed income) less than $250,000. available during the regular academic year (i.e., fall • Be admitted to a NJ four-year institution and spring semesters) and may be available during that participates in the TAG program. the summer term, depending upon the student’s • Begin NJ STARS II program participation borrowing during the academic year; to no later than the second semester imme- access loan funds during the summer term, diately following county college gradua- students must complete the University’s Summer tion. Financial Aid Application. In order to receive Direct • Be enrolled full-time (twelve credits or Loan funding in subsequent academic years, the more) each semester. student must meet the established standards of • Submit their FAFSA and submit any Satisfactory Academic Progress for federal awards. requested documentation to complete or Awards are applicable to costs associated with verify the application within established study abroad or study at the Washington Center. State deadlines. • Direct Unsubsidized Loan LOANS The Direct Unsubsidized Loan is a federally funded, low-interest-rate loan with eligibility require- • Direct Subsidized Loan ments, terms, and conditions similar to those of the This is a federally funded loan program that Direct Subsidized Loan. The primary difference is that is available to any undergraduate student who has interest accrues on the loan immediately after it is completed the FAFSA, demonstrated financial need, disbursed and while the student is enrolled. Students is a matriculated student enrolled for at least six with no financial need are permitted to borrow credit hours in one term, is a United States citizen through the Direct Unsubsidized loan program and or permanent resident, has maintained Satisfactory may borrow between $3,500 and $5,500, depend- Academic progress and is not in default on a prior ing upon class level. All undergraduate students, student loan; creditworthiness is not a requirement regardless of financial need, are eligible for $2,000 for the Direct Subsidized Loan. An undergraduate in Unsubsidized Loan funds each academic year, up

42 Monmouth University Financial Aid

to a maximum of $8,000. Independent students (or Academic Progress, has completed the FAFSA, and dependent students, whose parents are unable to is not in default on a prior student loan) may apply borrow a Federal Direct PLUS Loan, see below) may for this loan; the parent must also meet general eli- borrow additional amounts under the Federal Direct gibility criteria (i.e., the parent must be a U.S. citizen Unsubsidized Loan program, as follows: or eligible non-citizen and must not be in default on • $4,000 per year for undergraduate stu- a prior student loan). The PLUS loan is not based dents who have completed fewer than on financial need, but borrowers must demonstrate fifty-six credits creditworthiness. Eligible borrowers may borrow the • $5,000 per year for undergraduate stu- difference between the cost of attending Monmouth dents who have completed more than and any other financial aid the student receives. For fifty-six credits loans disbursed after July 1, 2015 and before July 1, 2016, the interest rate is fixed at 6.84 percent. Direct Unsubsidized Loans cannot exceed Borrowers are charged, by the federal government, the student’s budgeted cost of attendance in combi- an up-front origination fee. For loans disbursed on or nation with other aid. The interest rate is fixed at 4.29 before October 1, 2014 and before October 1, 2015, percent for loans disbursed on or after July 1, 2015 the origination fee is 4.292 percent of the principal and before July 1, 2016. Borrowers are charged, by amount of the loan, while for loans disbursed on the federal government, an up-front origination fee. after October 1, 2015 and before October 1, 2016, For loans disbursed on or before October 1, 2014 that fee is 4.272 percent. Interest begins to accrue and before October 1, 2015, the origination fee is on the loan once it is disbursed and, unless the par- 1.073 percent of the principal amount of the loan, ent borrower requests an in-school deferment, the while for loans disbursed on after October 1, 2015 first payment is due sixty days after the loan is fully and before October 1, 2016, that fee is 1.068 per- disbursed. Repayment lasts between ten and twen- cent. The Financial Aid Office will notify new borrow- ty-five years based on the total amount borrowed and ers when a promissory note is available electronically the repayment option chosen by the borrower. for signature; students may complete the promissory The parent borrower must complete the note online at www.studentloans.gov. application and promissory note online at www. Borrowers must complete the promissory studentloans.gov. Shortly after the beginning of note and complete an entrance counseling session each term, the University’s Financial Aid Office will before the loan funds will be credited electronically arrange to have the funds electronically transferred to the student’s account. Direct Unsubsidized Loans to the student’s account. are available during the regular academic year Direct PLUS Loans are available during the (i.e., fall and spring semesters) and may be avail- regular academic year (i.e., fall and spring semes- able during the summer term; to access loan funds ters) and the summer term; to access loan funds during the summer term, students must complete during the summer term, students must complete the University’s Summer Financial Aid Application. the University’s Summer Financial Aid Application. In order to receive Direct Loan funding in sub- In order to receive Direct Loan funding in subsequent sequent academic years, the student must meet academic years, the student must meet the estab- the established standards of Satisfactory Academic lished standards of Satisfactory Academic Progress Progress for federal awards. Awards are applicable for federal awards. PLUS loans are applicable to to costs associated with study abroad or study at the costs associated with study abroad or study at the Washington Center. Washington Center.

• Direct Parent Loan for Undergraduate • Perkins Loan Students (PLUS) The Perkins Loan program is funded by the This is a federally funded loan program. federal government and is awarded to students who Parents of eligible dependent undergraduate stu- demonstrate extreme financial need and who meet dents (i.e., the student is enrolled as a matriculated the general eligibility criteria for federal financial aid. student in at least six credits, is U.S. citizen or The loan does not accrue interest while the student is permanent resident, has maintained Satisfactory enrolled at least half-time (six credit hours) but does

Monmouth University 43 Financial Aid

begin to accrue interest, at a rate of 5 percent, nine • In order to accept the offer of a Monmouth months after the student has graduated, withdrawn University Loan, students must complete from the University, or dropped below six credit hours a promissory note and disclosure docu- of enrollment. The loan carries a ten-year repayment ments as prepared by the Financial Aid term. Regulation allows students to borrow up to Office. $5,500 annually, but the level of funding allotted to Monmouth University permits only an average award • Tudor Loan of approximately $600 annually. Funding is limited, This loan program is funded by a donor to and priority is given to students who have filed their Monmouth University. Awards are made at the dis- financial aid application in a timely fashion. Prior to cretion of the Director of Financial Aid to students the beginning of the term, students will be notified who are in need and are made at a maximum of when their Perkins Loan promissory note is available $1,000. Awards are not renewable. Tudor Loan for them to complete electronically. Funds will not be funds may not be applied to costs associated with credited to the student’s account until the promissory off-campus study (e.g., study abroad or study at the note and an entrance counseling session have been Washington Center). The terms and conditions of the completed. Funding is available during the academic loan are as follows: year only (i.e., fall and spring semesters) and are • Interest on the loan is fixed at 5 percent applicable to costs associated with study abroad for the life of the loan and begins to accrue or study at the Washington Center. Renewal of the nine (9) months after the student ceases award in subsequent years is contingent upon timely at least half-time (i.e., six credits) enroll- filing of the FAFSA, availability of funding, and meet- ment. When the student ceases half-time ing the standards of Satisfactory Academic Progress enrollment, he or she enters repayment. required for federal awards. • While in repayment, the student is expected to make quarterly payments of • Monmouth University Loan Fund principle and interest and there is mini- This loan program is funded by Monmouth mum annual payment of $200 of principle University. Awards are made at the discretion of and interest. the Director of Financial Aid and are not renewable; • The maximum repayment term is ten (10) the amount of the award is also at the discretion of years and there is no penalty for prepay- the Director. Monmouth University Loan Funds may ment. not be applied to costs associated with off-campus • In order to accept the offer of a Tudor study (e.g., study abroad or study at the Washington Loan, students must complete a promis- Center). The terms and conditions of the loan are as sory note and disclosure documents as follows: prepared by the Financial Aid Office. • Interest on the loan is fixed at 7 percent for the life of the loan and begins to accrue • Alternative Loans nine (9) months after the student ceases Alternative Loans are available to students at least half-time (i.e., six credits) enroll- through private lenders. These types of loans are an ment. When the student ceases half-time option for students who are either ineligible to bor- enrollment, he or she enters repayment. row through the Direct Loan program or who have • While in repayment, the student is exhausted their eligibility for Direct Loan funding. expected to make quarterly payments of Generally, students may apply for a loan of up to the principle and interest of at least $120, cost of education, as determined by the Financial Aid although there is minimum annual pay- Office, minus any other aid (including federal loans). ment of 10 percent of the principle of the Alternative Loans are not regulated by loan required. the federal government, and the terms and condi- • The maximum repayment term is ten (10) tions of the loans may vary widely among lenders. years and there is no penalty for prepay- Since there are many options, students will want to ment. compare lenders to find the Alternative Loan that best meets their needs. As a starting point, we have

44 Monmouth University Financial Aid

compiled a list of preferred lenders. The lenders For more information on employment, please appearing on the list have been chosen without prej- call the Student Employment Office at 732-263-5706. udice and for the sole benefit of Monmouth University students. Interest rates and fees, borrower benefits, SATISFACTORY ACADEMIC PROGRESS life of loan servicing, and meeting customer service Federal regulations require institutions to standards have all been taken into consideration on establish minimum standards of satisfactory aca- our lender evaluation scorecard (available online for demic progress for students receiving federal, state, review). Students are free to choose ANY lender— and/or institutional financial aid. In the determination whether it is on the list or not—without penalty. In the of satisfactory academic progress, all course work event that you choose a lender not appearing on the is considered, whether or not the student received list, please notify the Financial Aid Office so we may financial aid at the time the work was completed. assist in processing your loan. Financial aid at Monmouth University is Interested students are encouraged to con- awarded to students for the entire academic year tact the Financial Aid Office at 732-571-3463 or or summer session. Academic progress for all aid visit www.monmouth.edu/alternative for assistance recipients is reviewed at the conclusion of the spring in selecting the loan that best suits their needs. semester. If a student has not met all of the requisite standards, the student will be ineligible to receive EMPLOYMENT federal, state, and/or institutional funds. Students • Federal Work Study for Undergraduate who are deemed ineligible will be offered the oppor- Students tunity to submit an appeal; refer to the Appeals sec- This federally funded program provides on- tion below for the appropriate procedure. and off-campus employment in a variety of settings The standards for determining satisfactory to eligible students. Students are compensated at a academic progress at Monmouth University are competitive wage and may work between five and measured along three dimensions: cumulative grade twenty hours per week during the academic year. point average, pace, and maximum time frame. Students are paid by check bi-weekly; work study To remain in good standing, a student earnings are not credited to the student’s account. must meet each of the three requirements: Eligibility and award amounts are based upon demonstrated financial need, in the context • Cumulative Grade Point Average: of the total amount of financial aid received by the Consistent with the general academic student from all other sources. To be considered for requirements of the University, students the Federal Work Study program, the student must must meet the following grade point aver- have filed the FAFSA. Funding is limited, and priority age requirements to retain their eligibility is given to students who have filed their financial aid for financial aid: application in a timely fashion. The average work study award made to students during the 2014-2015 FRESHMEN 1.60 academic year was $2,000. SOPHOMORES 2.00 JUNIORS 2.00 • On-Campus Employment SENIORS 2.00 The University offers a limited number of part-time, on-campus jobs to students not eligible for Please refer to Academic Definitions of freshman, Federal Work Study; to be considered for on-campus sophomore, junior, and senior class standing. employment, students must complete the FAFSA. Students are compensated at a competitive wage, Note: Students must have earned a cumulative GPA dependent upon the skills required to perform the of 2.00 or better by the end of their second academic assigned tasks. Generally, students in this non- year, regardless of whether or not they have com- need-based employment program are limited to a pleted enough credits to attain junior class standing. maximum number of twenty hours per week.

Monmouth University 45 Financial Aid

• Pace: All students must successfully Appeals Process complete at least 67 percent of the credit When a student is deemed ineligible for hours for which they enroll/attempt. financial aid, the student will be provided with written Note that repeated courses and course notification of ineligibility. The student will have the work assigned grades of “W,” “F,” or “I” opportunity to submit a written appeal for review. All will not be counted as hours completed such appeals should be forwarded to the Associate toward graduation but will be counted Director of Financial Aid. The Associate Director will as attempted credits. Course work taken review the appeal and may elect to return the student at the developmental level (i.e., courses to good standing, continue the student’s financial aid numbered “050”) will also be counted as probationary period, reduce the student’s financial hours attempted. These factors should aid award, or uphold the determination of ineligibility be kept in mind when planning a class (i.e., cancel the student’s financial aid). Students schedule. Students receiving credit for submitting an appeal will be provided written notifi- courses transferred from another insti- cation of the outcome of their appeal. tution will have those credits counted as Circumstances which might merit an appeal both attempted and completed credits in include, but are not limited to, the following: serious the evaluation of Satisfactory Academic illness or injury to the student or a member of the Progress. student’s immediate family, a death in the immedi- • Maximum Time Frame: Students must ate family, or divorce. Generally, only appeals that also meet the maximum time frame com- involve documentable circumstances beyond the ponent of satisfactory academic prog- student’s control which have had an impact upon the ress. The maximum number of credits student’s academic performance will be considered. an undergraduate student may attempt Supporting documentation of the circumstances and receive funding for is 192. This figure forming the basis for the student’s appeal must be is 150 percent of the published number submitted with the appeal. Students who have been of credits (128) required to complete an deemed ineligible in a prior semester, but who have undergraduate degree program. since improved their performance to the required level, are also encouraged to submit an appeal for All students must meet the minimum require- the reinstatement of their aid; the student’s financial ments, as previously noted, to retain their eligibil- aid will not be automatically reinstated. ity to receive federal (i.e., Pell Grant, work study, Stafford Loans, Perkins Loan, and SEOG) and RETURN OF FINANCIAL AID WHEN A STUDENT state (i.e., TAG, EOF, and NJCLASS loans) fund- WITHDRAWS ing. Additionally, students awarded the Monmouth The federal government mandates that stu- Academic Excellence Scholarship, Monmouth dents who withdraw from all classes may only keep Academic Grant, or Monmouth Incentive Grant must the financial aid they have “earned” up to the time also meet the academic requirements for their par- of withdrawal. Funds that have been disbursed in ticular award. Students receiving the Monmouth excess of the earned amount must be returned by Academic Excellence Scholarship must maintain a the University and/or the student to the federal gov- cumulative grade point average of at least 3.00; stu- ernment. Thus, the student could owe aid funds to dents awarded the Monmouth Academic Grant must the University, the government, or both. maintain a cumulative grade point average of at least A student is considered to have officially 2.50; and students awarded the Monmouth Incentive withdrawn when he or she notifies the University of Grant must maintain a cumulative grade point aver- his or her intent to withdraw from all classes. The age of at least 2.00. Recipients of the Shadow Lawn date of the official notice is considered the last date of Grant must maintain a cumulative grade point aver- attendance and will be the date used for calculating age of at least 3.0, while Great Lawn Grant awardees the amount of financial aid to be returned. A student must maintain a 2.5; each sponsored or endowed who receives a combination of “F” and/or “W” grades scholarship may require unique criteria for renewal, at the end of a semester is considered unofficially and recipients will be advised of those criteria. withdrawn. Instructors report the last recorded date

46 Monmouth University Financial Aid

of attendance for the student. This will be the date student’s account. Post-withdrawal disbursement used for calculating the amount of financial aid to be occurs when the student receives less federal student returned to the federal government. Please refer to aid than the amount earned (based on withdrawal the section entitled Course Withdrawals within this date). The Financial Aid Office will determine if the catalog for withdrawal policies and procedures. student is entitled to a post-withdrawal disbursement To determine the amount of aid the student and will then offer, in writing, a disbursement of the has earned up to the time of withdrawal (either offi- earned aid that was not received. All post-withdrawal cial or unofficial), the Financial Aid Office divides the disbursement offers will be made within thirty days number of calendar days the student has attended of the date Monmouth determined that the student classes by the total number of calendar days in the withdrew. The student must respond within fourteen semester (minus any scheduled breaks of five days days from the date that the University sends the noti- or more). The resulting percentage is then multiplied fication to be eligible to receive the post-withdrawal by the total federal funds that were disbursed for the disbursement. If the student does not respond to semester; institutional funds, state funds, and alter- the University’s notice, no portion of the post-with- native loans will be prorated in the same manner. drawal disbursement that is not credited to the stu- (Note that if the student remains enrolled and attends dent’s account may be disbursed. The student may class beyond the 60 percent mark of the semester accept or decline some or all of the post-withdrawal in which aid is received, all federal aid is considered disbursement. Accepted post-withdrawal disburse- earned and not subject to a refund calculation.) ments will be made from aid programs in the follow- This calculation determines the amount of ing order: aid earned by the student that he or she may keep 1. Pell Grant (for example, if the student attended 25 percent of 2. SEOG the term, the student will have earned 25 percent 3. TEACH Grant of the aid disbursed). The unearned amount (total 4. Direct Unsubsidized Loan aid disbursed minus the earned amount) must be 5. Direct Subsidized Loan returned to the federal government by the University 6. Perkins Loan and/or the student. The Financial Aid Office will notify 7. Direct PLUS Loan and provide instructions to students who are required to return funds to the government. Students whose circumstances require Funds that are returned to the federal gov- that they withdraw from all classes are strongly ernment are used to reimburse the individual federal encouraged to contact the Financial Aid Office programs from which the student received the aid. and their academic advisor before doing so. At Financial aid returned (by the University and/or the that time, the consequences of withdrawing from student or parent) must be allocated, in the following all classes can be explained and clearly illustrated. order, up to the net amount disbursed from each Financial aid counselors can provide refund exam- source: ples and further explain this policy to students and 1.Federal Direct Unsubsidized Loan parents. 2. Federal Direct Subsidized Loan Students who withdraw from the University 3. Federal Perkins Loan may also be entitled to a refund of a portion of their 4. Federal Direct PLUS (Parent) Loan tuition, fees, and room/board charges, dependent 5. Federal Pell Grant upon the point in time at which the student with- 6. Federal Supplemental Educational draws. See the Tuition and Fees section of this cata- Opportunity Grant (FSEOG) log for detailed information on the University’s tuition, 7. Other Federal Loan or Grant Assistance fee, and room/board refund policies.

It is also possible that the student may have “earned” the aid, but it was not yet disbursed to the

Monmouth University 47 48 Monmouth University Undergraduate Academic Programs, Support Services and Regulations Course Descriptions DEGREE PROGRAMS • Foreign Languages with a Concentration Monmouth University offers a variety of in Spanish and Communication courses and programs at the undergraduate level. • Spanish and International Business The curriculum provides for general education in the • History liberal arts and intensive study in one or more major • History-Political Science Interdisciplinary disciplines. Classes are offered year-round during • Interdisciplinary Studies the day and in the evening. Candidates for bache- • Music lor’s degrees may select majors or concentrations • Music with a Concentration in Music from the following (for specific details, please see Industry the appropriate school section): • Political Science • Political Science with a Concentration in WAYNE D. McMURRAY SCHOOL OF International Relations HUMANITIES AND SOCIAL SCIENCES • Political Science with a Concentration in

DEAN: Kenneth Womack, PhD Legal Studies Programs, Services, and Regulations • Psychology Completion of the following programs leads to the • Sociology Bachelor of Arts (BA) Degree: • Anthropology Completion of the following program leads to the • Art Bachelor of Science (BS) Degree: • Art with a Concentration in Photography • Homeland Security • Communication • Criminal Justice Completion of the following programs lead to the • English Bachelor of Fine Arts (BFA) Degree: • English with a Concentration in Creative • Fine Arts in Art with a Concentration in Writing Animation • Foreign Languages with a Concentration • Fine Arts in Art with a Concentration in in Spanish Graphic and Interactive Design

Monmouth University 49 Programs, Services, and Regulations

SCHOOL OF SCIENCE Business, Management and Decision CO-DEANS: Catherine Duckett, PhD and Sciences, Marketing, Marketing and John Tiedemann, MS Management and Decision Sciences, or Real Estate Completion of the following programs leads to the Bachelor of Science (BS) Degree: Completion of the following program leads to the • Biology Bachelor of Arts (BA) Degree: • Biology with a Concentration in Molecular • Spanish and International Business Cell Physiology • Chemistry SCHOOL OF EDUCATION • Chemistry with a Concentration in DEAN: John E. Henning, PhD Advanced Chemistry • Chemistry with a Concentration in Completion of the following programs leads to the Biochemistry Bachelor of Arts (BA) Degree: • Chemistry with a Concentration in • Education (elementary or secondary). Chemical Physics Must be combined with a content major • Clinical Laboratory Science with a from Anthropology, Art, English, English Concentration in Cytotechnology (no new with a Concentration in Creative Writing, students effective Fall 2015) Foreign Language with a Concentration • Clinical Laboratory Science with a in Spanish, History, History/Political Concentration in Medical Laboratory Science, Music, or Political Science. Science • Special Education Endorsement (elemen- • Computer Science with a Concentration tary or secondary). Must be combined in Advanced Computing with a content major from Anthropology, • Computer Science with a Concentration English, English with a Concentration in in Applied Computing Creative Writing, Foreign Language with • Marine and Environmental Biology and a Concentration in Spanish, History, or Policy Music and Education. • Mathematics • Mathematics with a Concentration in Completion of the following programs leads to the Statistics Bachelor of Science (BS) Degree: • Medical Laboratory Science • Education (elementary or secondary). • Software Engineering Must be combined with a content major from Biology, Chemistry, Health/Physical LEON HESS SCHOOL OF BUSINESS Education, or Mathematics. DEAN: Donald M. Moliver, PhD SCHOOL OF NURSING AND HEALTH STUDIES Completion of the following program leads to the DEAN: Janet Mahoney, PhD Bachelor of Science (BS) Degree: • Business Administration with a Completion of the following program leads to the Concentration in Accounting, Economics, Bachelor of Science in Nursing (BSN) Degree: Economics and Finance, Finance, • Nursing – (Pre-Licensure and RN to Finance and Real Estate, International BSN)

50 Monmouth University Programs, Services, and Regulations

Completion of the following programs leads to the including competence in basic research skills, Bachelor of Science (BS) Degree: scientific method, collaborative problem solving, • Health Studies and working in interdisciplinary groups; • Health/Physical Education 3) Have self-understanding based upon reflection, judgment, self-examination, independence of SCHOOL OF SOCIAL WORK mind, and creativity; DEAN: Robin Mama, PhD 4) Have an understanding of the human experience based upon knowledge of history, culture, inter- Completion of the following program leads to the dependence, equality, justice, diversity, com- Bachelor of Social Work (BSW) Degree: monality, and contemporary global affairs; • Social Work 5) Be responsible for ethics in social interactions, community involvement, and civic action; and DEGREE REQUIREMENTS 6) Relate academic knowledge to broader life and Bachelor’s Degrees career pursuits, and acquire a depth of knowl- The fundamental purpose of Monmouth edge in a major field. University is to foster a love of learning and enable our graduates to enjoy a better quality of life and All candidates for bachelor’s degrees must contribute to the greater health and well-being of complete the General Education Requirements all communities, human and natural. A Monmouth listed on the following page. (Transfer students University undergraduate education provides an should also refer to the General Education Transfer understanding of the world in which we live, the skills Equivalencies, which are located in the Admission and knowledge needed to pursue further education section of this catalog.) These requirements, gener- and a career, an awareness of civic responsibility ally satisfied in the first two years, provide founda- including the opportunities for service and leader- tions designed to enhance all major courses of study. ship in the public interest, and the ability to engage During the first semester at Monmouth, all first-year in a lifetime of learning. Specific learning goals are students take First Year Seminar. This course, embodied within the six categories described below. taught by full-time faculty on a variety of engaging Monmouth University students will be topics, introduces students to university-level aca- prepared to embark on a journey of lifelong learn- demic culture and its norms, values, and practices. ing and will: In the senior year, all students take an 1) Be empowered with a mastery of practical interdisciplinary perspectives course that affords the and intellectual skills, including writing, reading, opportunity to explore a focused problem, topic, or speaking, qualitative and quantitative reason- issue. The ability to bring a variety of intellectual tools ing, technology, information literacy, and critical to complex problems is encouraged, and course for- thinking; mats include discussion and group projects. 2) Be informed by knowledge of the natural and social sciences and basic forms of inquiry,

Monmouth University 51 Programs, Services, and Regulations

2015-2016 GENERAL EDUCATION REQUIREMENTS

COURSES AND TITLES CREDITS FIRST YEAR SEMINAR 3 FY-101 READING AND WRITING 6 EN-101 and EN-102 College Composition I & II MATHEMATICS 3 One course from subject “MA” at the 100-level or higher (except MA101) NATURAL SCIENCES 6 Two courses designated with course type “NS” LITERATURE 3 One course designated with course type “LIT” AESTHETICS AND CREATIVITY 3 One course designated with course type “AT” TECHNOLOGICAL LITERACY 3 One course designated with course type “TL” REASONED ORAL DISCOURSE 3 One course designated with course type “RD” HISTORICAL PERSPECTIVE 3 One course designated with course type “HS.SV” SOCIAL SCIENCES 3 One course designated with course type “SS.SV” HISTORICAL PERSPECTIVE OR SOCIAL SCIENCE 3 One course designated with course type “HS.SV” or “SS.SV” CULTURAL DIVERSITY 3 One course designated with course type “CD” GLOBAL UNDERSTANDING 3 One course designated with course type “GU” OR Two courses from the SAME Foreign Language (see note 1) INTERDISCIPLINARY PERSPECTIVES ON THE HUMAN EXPERIENCE 3 One course designated with course Type “ISP” COMPLETION OF TWO WRITING-INTENSIVE COURSES 0 WITHIN THE MAJOR EXPERIENTIAL EDUCATION 0 One course designated with course type “EX”

Notes: 1. Two courses from the same foreign language may be used to fulfill the Cultural Diversity and Global Understanding requirements. 2. No course may fulfill more than one of these general education requirements. However, a course that fulfills a major requirement or a requirement outside the major may also be used to partially fulfill these general education requirements (although, the course may only be used once for this purpose).

52 Monmouth University Programs, Services, and Regulations

Please visit the University Web site for infor- and develop field-related competencies. They are mation regarding General Education Curriculum and able to explore possible future careers and lifestyles Learning Goals at www.monmouth.edu/academics/ while considering local and global options, discover general_education. and understand other cultures, reflect upon personal Additional requirements, including major and professional development, and relate their expe- requirements, are referenced in the sponsoring school rience to life after Monmouth. under the appropriate discipline. The major must be Examples of ways a student could complete chosen by the end of the sophomore year. All majors the ExEd requirement include the following: require the completion of a minimum total of 128 *Internships (including practicums, field- credits, with at least fifty-eight credits from courses at work, and student teaching) the 200-level or higher. In addition to completing all *Service Learning required course work for the degree, the cumulative *Research grade point average must be at least 2.00 and the *Study Abroad grade point average in the major must be at least *ExEd designated courses 2.10 for courses completed at Monmouth. All students must complete the last thirty-two (32) credits at Students who wish to learn more about Monmouth; this requirement is called the “residency Experiential Education and explore career and requirement.” Residency requirements for transfer service learning opportunities, potential courses, students are discussed further in the Admission sec- and placement options in each academic discipline tion of this catalog under Transfer Applicants. are encouraged to visit the program’s Web site. Experiential Education courses are listed in the FIRST YEAR SEMINAR Catalog under each academic major and minor, in FY-101 is a three-credit academic course the “Search for Classes” section of WEBstudent, and designed to help new students make a success- on the program’s interactive Web site found at http:// ful transition into the intellectual life of Monmouth www.monmouth.edu/exed/. University. The courses are taught on a variety of Students must consult their faculty advisors subjects by full-time professors from all academic to learn more about the specific ways in which the disciplines, who engage students in scholarly inquiry ExEd requirement is completed in their respective within their areas of interest and expertise. Within disciplines, to plan for meaningful work and service the courses, students sharpen higher-level aca- experiences that are relevant to their personal and demic skills, study ethical issues related to both career goals, and to follow the process for applying course topic and to University life, and learn about for ExEd credit. When students plan for an internship Monmouth resources and opportunities. Students practicum, service learning, or corporate project they also gain experience in critical analysis of infor- must complete fifty (50) hours for every one credit mation and hone their research and collaborative of experiential course work, except for students who problem-solving skills. First Year Seminar is a are Art and Design majors. These students must requirement for all first-year students entering complete seventy (70) hours for every one credit of Monmouth University with eighteen (18) credits experiential course work. or fewer and must be taken during the student’s Beyond satisfying the ExEd requirement, first semester at Monmouth. students are encouraged to explore additional expe- Additional information may be found at www. riential learning opportunities that foster critical think- monmouth.edu/FYSeminar. ing and that emphasize the application of real-world knowledge and skills. EXPERIENTIAL EDUCATION REQUIREMENTS Nontraditional students who have returned Experiential Education courses allow stu- to school after gaining experience in the work world dents to connect what they have learned in the class- should inquire about the Experiential Education room to external experiences, such as internships Portfolio Policy. Work experience that can be doc- (paid or unpaid), research opportunities, service umented (including military service) can serve as learning projects, or study abroad. Through these credit for the ExEd requirement. experiences students gain deeper understanding To further explore internship and service

Monmouth University 53 Programs, Services, and Regulations

learning opportunities, students should contact warded to the Registrar for appropriate accredi- Career Services, located in the lower level of the tation. Rebecca Stafford Student Center. To learn more about Study Abroad, students Students must demonstrate through a should contact the Study Abroad office, located on detailed dossier a substantial background of career the 1st floor of the Rebecca Stafford Student Center. or community service experience related to their chosen program of study. While each department Experiential Education Portfolio Policy will determine the guidelines for portfolio experience, The portfolio process was designed for the it is recommended that students have engaged in a nontraditional student who has returned to school particular career or community service activity for at after experience in the work world that can be doc- least four consecutive years. umented (including military service) and serve as All portfolio dossiers must be reviewed and credit for the experiential education requirement receive initial approval by the department chairper- within his or her major. Students who wish to submit son and school dean before they are forwarded to a portfolio package for consideration in fulfillment the chair of the Experiential Education Committee. of the Experiential Education general education Students cannot exercise the portfolio option requirement must produce a body of official docu- if the department of their chosen academic studies mentation, which is outlined below. requires certain Experiential Education courses as 1. The departmental chairperson should initiate a part of their major. memo to which all copies of the documentation from the student are attached. Chairs should Experiential Education Travel Class Policy indicate their agreement or reservations for A travel class is defined as any trip taken approval and then forward the package to the with a faculty member to be exposed to learning chair of the Experiential Education Committee. opportunities out of the classroom. The documentation must include: Faculty may request that a travel class be a. résumé; considered as an experiential education class if the b. a minimum 3-5-page academic piece, course meets the following guidelines: such as a short research paper or reflec- 1. Students will engage in a learning project, prear- tion journal on past learning activities, if ranged with a supervisor at the destination (not the student did not carry out the intern- the faculty member) for a minimum of fifty (50) ship/service learning activity for academic hours/one (1) credit. credit or under faculty supervision (from 2. Students will produce a daily log, reflective any postsecondary institution); essay, and an external evaluation from their c. academic transcript; supervisor while at the destination. d. company/organization letters that verify 3. The course will comply with all other Experiential work experience for which the student is Education requirements regarding percentage of trying to get credit; assignments and number of hours, etc. e. brief statement that outlines the time 4. If faculty offers the class for some students frame, circumstances, and manner under as Experiential Education and some without which the experience occurred. Experiential Education credit, classes can be f. Individual departments have the option to cross-listed as such on a case-by-case basis. add additional requirements to this procedure. DUAL MAJORS Students wishing to simultaneously satisfy 2. After receiving and assessing such work, the the requirements of two degree programs should chair will send the Dean’s Office the completed observe the following guidelines: academic piece and the student’s portfolio; the • The “Change Program Major” e-FORM Dean’s Office will then forward this information should be used to declare intent of sat- to the Experiential Education Committee for final isfying the requirements of two degree approval. After all of the appropriate signatures programs. have been obtained, the memo will then be for-

54 Monmouth University Programs, Services, and Regulations

• The official curriculum for each degree are not considered distinct credits. Students with two program is the curriculum in effect at the or more minors must also have a minimum of nine time of declaring that particular degree (9) distinct credits for each minor. Other restrictions program. might apply; see the individual curriculum charts for • The student is responsible for coordinat- specifics. ing the course requirements of the two Curriculum charts for minor programs are curricula and should seek appropriate found in Appendix “B.” advising in both departments. • The student will receive one diploma stat- SECOND BACCALAUREATE DEGREE ing both major programs if each program Monmouth University graduates with a bac- is associated with the same degree; if the calaureate degree desiring to return to Monmouth degrees are different, two diplomas will University for an additional baccalaureate degree be issued. The fact of the dual majors must satisfy, by taking additional courses, a minimum should be declared before the time of the of thirty-two (32) additional credits of the curriculum application for graduation. requirements in effect at time of readmission and • Students following dual programs must declaration of the major. Any student who has com- complete both programs to graduate. pleted a degree program at Monmouth University will be considered to have met the residency require- MINORS ment, but transfer credits taken subsequent to the Minor programs are designed to let students first degree program may not be applied toward the pursue a guided course of study in an area outside second baccalaureate degree. their major. Minors normally require at least one-half Students with baccalaureate degrees from the number of credits of the major. Courses trans- other institutions who wish to enter Monmouth to ferred into Monmouth University may apply toward receive a second baccalaureate degree will be the minor, but at least nine credits must be earned at accepted on a case-by-case basis and must satisfy Monmouth University. A 2.10 minimum grade point the existing policy for transfer students. Please see average is required in the minor. the Admission section of this catalog for more details. Once a student declares a minor, his or her Students may not pursue a second baccalaureate academic program will be modified to include the degree in the same major. Students requesting sec- minor. The Registrar will record the minor on the stu- ond baccalaureate degrees in a major where a grad- dent’s transcript only after the student has completed uate degree exists will likely be denied acceptance the minor and has satisfied all requirements for the into the second baccalaureate degree upon School/ appropriate baccalaureate degree. Students with a department review. If an application for a second declared but incomplete minor at the time of com- baccalaureate is considered, only credits relevant to pletion of their major will not graduate unless written the second baccalaureate degree will be evaluated notice is received by the Office of the Registrar to for designated course credit; all other credits will be delete the minor. The written notice must be received designated as free electives. Students enrolling for no later than ten (10) days prior to graduation. a second baccalaureate must satisfy all Monmouth Students cannot minor and major in the general education requirements. A minimum of thir- same discipline. Students cannot minor and major ty-two (32) curriculum credits must be completed to in the same department unless there are minimally receive a baccalaureate degree. Additional credits nine distinct credits that are independent in each may be necessary in order to satisfy curriculum program. Credits required as part of a concentration requirements in the second baccalaureate.

Monmouth University 55 Programs, Services, and Regulations

CREDITS AWARDED FOR ADVANCED PLACEMENT EXAMS

AP EXAM AP Score Monmouth Credit Awarded for Credits Art-Drawing Portfolio 4, 5 AR-191 3 Art-Gen Portfolio 4, 5 AR-001 3 Art-Gen Portfolio 3 Apply to Department 0 Art-History of 4, 5 AR-241 3 Art-Studio Art 2-&3-d Port. 3, 4, 5 Apply to Department 0 Biology 3 BY-104 3 Biology 4, 5 BY-110 4 Calculus AB 3 No Credit 0 Calculus AB 4, 5 MA-125 4 Calculus BC 3 MA-125 4 Calculus BC 4, 5 MA-125 and MA-126 8 Chemistry 3 CE-101 3 Chemistry 4, 5 CE-111/CE-111L 4 Chinese 3 FO-002 3 Chinese 4, 5 FO-002 6 Computer Science A Exam 4, 5 CS-175 4 Environmental Science 3, 4, 5 BY-220 3 European History 3 FE-001 3 European History 4, 5 HS-102 3 French 3 FF-201 3 French 4, 5 FF-201 and FF-202 6 French Literature 4, 5 FF-301 3 German 3 FG-201 3 German 4, 5 FG-201 and FG-202 6 Human Geography 3 FE-001 3 Human Geography 4, 5 GO-101 3 Italian 3 FO-002 3 Italian 4, 5 FO-002 6 Japanese 3 FO-002 3 Japanese 4, 5 FO-002 6 Language & Comp 3, 4, 5 EN-101 3 Latin 3 FL-002 3 Latin 4, 5 FL-002 6 Latin Literature 3 FL-002 3 Latin Literature 4, 5 FL-003 3 Literature & Comp 3 EN-001 3 Literature & Comp 4, 5 EN-202 3 Macroeconomics 3, 4, 5 BE-202 3 Microeconomics 3, 4, 5 BE-201 3 Music Theory 4, 5 MU-221 3 Physics B 3 PH-101 3 Physics B 4, 5 PH-105 and PH-105L 4 Physics C Mech 3 PH-101 3 Physics C Mech 4, 5 PH-211 and PH-211L 5 Physics C E & M 3 PH-101 3 Physics C E & M 4, 5 PH-212 and PH-212L 5 PS Amer. Govt. 3, 4, 5 PS-103 3 PS Comp European Govts. 3, 4, 5 PS-101 3 Psychology 4, 5 PY-103 3 Spanish 3 FS-201 3 Spanish 4, 5 FS-201 and FS-202 6 Spanish Literature 4, 5 FS-301 3 Statistics 3, 4, 5 MA-151 or CJ-211 3 U.S. History 3 FE-001 3 U.S. History 4, 5 HS-202 (History Majors Only) 3 OR U.S. History 4, 5 FE-001 (Non-History Majors) 3 World History 3 FE-001 3 World History 4, 5 HS-101 or HS-102 3

56 Monmouth University Programs, Services, and Regulations

The Honors School nals, and present at national conferences. The five DEAN: Kevin Dooley, PhD Freed Grant recipients may publish their theses in the ASSISTANT DEAN: Stanley Blair, PhD Honors undergraduate research journal, Crossroads. Honors students also enjoy enhanced opportunities The Honors School offers a program for after graduation. In addition to corporate placement, high-achieving students, doing so in a support- more than 50 percent of Honors students go on to ive learning community that provides enhanced pursue graduate and professional degree programs. curricular and co-curricular experiences. This pro- Graduation from the Honors School is noted on the gram fosters enthusiasm for intellectual inquiry as student’s transcript and diploma. Best of all, Honors a lifelong process and incorporates interdisciplinary students know that they have completed a program approaches to education to encourage the intellec- that encourages intellectual risk in a supportive and tual growth and ethical growth necessary for a suc- caring environment. cessful college and post-college life. Honors students work closely with faculty Study Abroad mentors as they pursue scholarly research, writing, Monmouth University encourages study and dissemination. They complete twenty-five hon- abroad as an excellent means of globalizing one’s ors credits, twelve at the lower level in general edu- education. Qualified students can participate in study cation and thirteen at the upper level in their major. abroad either through the Monmouth University Students fulfill their twelve general education credits programs in London, Sydney, Cádiz, and Florence; by taking sections restricted to Honors students. or through any program offered by an approved Limited in size to no more than twenty students, these or accredited U.S. institution of higher education. Honors classes promote faculty and student rapport Students who plan to study abroad in a program and participation. Many courses, moreover, such other than one sponsored by Monmouth University as in English, History, Anthropology, Psychology, cannot enroll through another school or consortium Sociology, and Political Science, are “clustered” when that program is offered through Monmouth together by a cohesive theme that encourages see- University. ing the connections among different fields of study, Study abroad at any one of Monmouth’s thereby encouraging an integrative approach to programs or through other approved programs will learning. Students in the cluster take these courses satisfy the experiential education component of the together, further fostering friendship and collabo- general education requirements provided that a min- rative learning. For students whose strengths lie in imum of six credits are successfully completed. Math and Sciences, we also offer Honors sections at Students wishing to study abroad must meet the lower level. the following qualifications: At the upper level, students complete thir- 1. At least sophomore status. teen credits of Honors courses in the major, culmi- 2. A minimum GPA of 2.75. nating in the Senior Honors Thesis. The thesis is 3. Not be on judicial probation. completed as a tutorial, with the close support and 4. Not be on academic probation. intellectual guidance of faculty mentors. Thanks to an ample budget comprised of both Students must meet these criteria at the internal and external funds, the Honors experience is time of application and immediately prior to studying enriched by numerous social, cultural, and academic abroad. Failure to do so will result in the student’s co- and extracurricular activities; over twenty cultural removal from the study abroad program. events are subsidized by the School every year. In addition, the Honors School offers awards for excel- • Monmouth University Study Abroad in London, lence starting in the freshman year and the opportu- Sydney, Cádiz, or Florence nity in the junior and senior years for one of the five Tuition for the Monmouth study abroad pro- $1,000 Jane Freed Grants-in-Aid-of-Creativity for the grams is charged at the same rate as on-campus best Senior Honors Thesis proposals. tuition. All merit awards and scholarships apply, Many Honors students present their work at except for athletic scholarships and tuition remis- academic conferences, publish in professional jour- sion. Students attending the Monmouth programs

Monmouth University 57 Programs, Services, and Regulations

will have all grades listed on their transcript, but the complete the Washington Center Program automati- grades will not be calculated into their grade point cally satisfy the experiential education requirement. average (GPA). Institutional credit will be granted for all earned grades. Accelerated Programs Students considering this opportunity should In several programs a student may complete consult with Ms. Robyn Asaro, Assistant Director requirements for a baccalaureate degree within three for Study Abroad, on the first floor of the Rebecca calendar years. Students who are considering such Stafford Student Center. an accelerated program should consult with advisors to plan their course sequences carefully. • Non-Monmouth Study Abroad Programs Students who choose the option of study- Certificate Programs ing abroad under the auspices of other accredited Certificate programs offer students an oppor- programs must meet the study abroad criteria spec- tunity to obtain a concentrated education in a spe- ified above and should also follow the guidelines cialized area. Students who successfully complete as provided on the “Study Abroad – non-Mon- the stated requirements and have a minimum GPA mouth Program” form available from e-FORMS. The of 2.10 for the certificate courses will be awarded e-FORM will be electronically routed for approvals, the appropriate certificate. Certificates are awarded with an e-mail confirmation when all approvals have on the dates when degrees are conferred (with the been obtained. The final e-mail approval will include exception of the Information Technology Certificate, a copy of the approved form so the student can pro- which can be awarded prior to graduation). Students vide a copy to the other institution. must complete the “Application for Graduation” Students planning to attend a foreign institu- e-FORM the semester prior to the completion of tion must do so utilizing the services of an American the certificate. Certificates will be awarded after university. Students are required to have the host graduation from Monmouth University for students school send an official transcript to the Registrar’s also in baccalaureate programs. Curriculum charts Office. Students considering this opportunity should for certificate programs are available online through consult with the Office of the Registrar, Wilson Hall, Monmouth University’s homepage, www.monmouth. room 208. edu (Academics, Registrar, Important Information and Links, Curriculum Charts), or WEBstudent. The Washington Center These Certificate Programs are not related Monmouth University is affiliated with the in any way to Certification Endorsement Programs Washington Center that provides semester and for teachers. summer internship programs in Washington, DC, for all majors. Internships in the capital that com- Air Force ROTC bine on-the-job experience with academic study are Monmouth University and Rutgers University available in the White House, Congress, the courts, have an agreement permitting students at Monmouth cabinet-level agencies, think tanks, professional and University to cross-enroll in the Air Force Reserve trade associations, print and electronic media, finan- Officers’ Training Corps (ROTC) program at Rutgers cial institutions, law firms, with lobbyists, high-tech University. The Air Force ROTC program provides industries, museums, theaters, advertising agencies, students the opportunity to study and train for careers and market research firms. The Monmouth University in the U.S. Air Force. Students who successfully liaison to the Washington Center is Dr. Joseph complete the program are tendered commissions as Patten, Political Science Department, Bey Hall. second lieutenants. An internship course number will be assigned To qualify for enrollment, a student must for use by any department wishing to place interns. be physically qualified, be enrolled as a full-time Specific application of credits to degree requirements student, and be of good moral character. Enrollment will be approved by the department chair and school in the Air Force ROTC involves no military commit- dean in advance of enrolling. Students register for ment during the freshman and sophomore years. fifteen credits: twelve for the internship and three The advanced portion of the program is contractual for the academic course. Students who successfully and is scheduled during the junior and senior years.

58 Monmouth University Programs, Services, and Regulations

Obligations include enrollment in the Reserves, suc- successful completion of a Leadership Development cessful completion of field training between sopho- and Assessment Course in the summer between the more and junior year, and acceptance of a reserve junior and senior years, and acceptance of a reserve commission, if tendered. commission. Monmouth students must complete a Monmouth students must complete a “Permission to Take Courses” form prior to taking “Permission to Take Courses” form prior to taking classes at Rutgers in order to have the ROTC credits classes at Rutgers in order to have the ROTC credits apply toward degree requirements. apply toward degree requirements. Students cross-enrolling for the ROTC Students cross-enrolling for the ROTC courses are charged separately by Rutgers for these courses are charged separately by Rutgers for these courses. Uniforms and textbooks are supplied to all courses. Uniforms and textbooks are supplied to all students enrolled in both the basic and advanced students enrolled in both the basic and advanced programs. A deposit fee is required for textbooks programs. Contracted ROTC students receive a and uniforms. This fee is refunded when textbooks subsistence allowance from the U.S. Army Cadet and uniforms are returned. Students enrolled in the Command. advanced program receive a subsistence allowance Army ROTC scholarships of various lengths from the Air Force while enrolled. are available. Scholarships cover tuition and fees at Air Force ROTC scholarships of various Monmouth University and Rutgers University and lengths are available. These scholarships are awarded a book stipend. These scholarships are awarded on the basis of academic performance, scores on the on the basis of academic performance, the Army Air Force Officer Qualifying Test, results of a medical Physical Fitness Test, results of a medical examina- examination, and a personal interview. tion, and a personal interview. For further information, call (732) 932-7706, For further information, call (732) 932-7313 write to Air Force ROTC Det 485, Rutgers University, x 10, write to Army ROTC, Rutgers University, 157 190 College Ave., New Brunswick, NJ 08901-1199, College Ave., New Brunswick, NJ 08901, or send or send an e-mail to [email protected]. an e-mail to Gail Lawrence, Secretary, Department of Military Science, at [email protected]. Information is also available on the Web at http:// armyrotc.com/edu/rutgers/index.html. Army ROTC Monmouth University and Rutgers University ACADEMIC SUPPORT SERVICES have an affiliation agreement permitting students The Center for Student Success at Monmouth University to cross-enroll in the Army The Center for Student Success (CSS) Reserve Officers’ Training Corps (ROTC) program provides academic and career counseling for all at Rutgers University. The Army ROTC program students. Academic advising for transfer students provides students the opportunity to study and train is coordinated in the CSS. The Center administers for careers as Commissioned Officers in the U.S. the MEWS—Monmouth’s Early Warning System for Army. Students who successfully complete the four- several student populations including freshmen and year ROTC program and their undergraduate degree undeclared sophomores. Advising for undeclared program commission as second lieutenants in the sophomores is designed to help with exploration Active Duty Army, the Army Reserve, or the NJ Army of different majors while taking courses that sat- National Guard. isfy degree requirements. Students are required to To qualify for enrollment, a student must declare a major no later than the end of sophomore be physically qualified, be enrolled as a full-time year. Additionally, throughout the year, the CSS student, and be of good moral character. Enrollment offers numerous workshops related to academic, in the Army ROTC involves no military commitment personal, and career topics. during the freshman and sophomore years. The Many services and resources are available advanced portion of the program is contractual and in the CSS to assist students with career exploration, is scheduled during the junior and senior years. career planning, part-time employment, cooperative Obligations include enrollment in the Reserves, education, internships, service learning opportu-

Monmouth University 59 Programs, Services, and Regulations

nities, experiential education, and job placement. sonal, and social interests. Students are provided assistance in exploring their New Student Orientation. All incoming career values, interests, and skills. first-year students attend a two-day/one-night New All students have the opportunity to attend Student Orientation in July, which is coordinated by career fairs and meet with many prospective employ- the Office of Student Life, in collaboration with the ers who visit the University at the invitation of Career Division of Enrollment Management and the Center Services. In preparation, students are given profes- for Student Success. Orientation provides a snap- sional assistance in writing effective résumés and in shot view of life at MU: students meet faculty and acquiring interviewing skills to make the fullest pos- advisors; register for their first semester; learn about sible use of these opportunities. In order to maintain academic, career, personal, and social choices; close ties between the University and its students and, perhaps most importantly, make connections after graduation, Monmouth continues to offer these with other first-year students. Special programs are services to alumni. Job opportunities are also sent to also offered to students matriculating in the spring students frequently via University e-mail. semester. During new student orientation, first-year Housed within the Office of Career Services students are advised and registered in classes for is the Office of Service Learning and Community the fall semester. Service. This office provides students with informa- Major and Career Choices. Monmouth tion about service learning and volunteer opportu- University believes that everyone can benefit from nities in nonprofit agencies, schools, and govern- career advising, whether it involves help in choosing mental organizations. Through service learning and a major, access to career interest resources, devel- volunteering, students can explore their personal, opment, mentoring, or a workshop on résumé writing. career, and intellectual potential while increasing First Year Advising offers students a great deal of their knowledge of community needs. support with their major and career choices. Students The CSS provides administrative support can assess their career interests in a variety of ways, for the Experiential Education requirement. Please and we strongly encourage all first-year students to refer to the Experiential Education Requirements begin this exploration as early as possible. section of this catalog for a complete description of Online Community: SOAR. SOAR (Support, the requirement and the related Web site. Orientation, Advisement, and Registration) is an online community for new students that provides Services for First-Year Students important information relevant to their first year and The Office of First Year Advising in the beyond. SOAR provides critical information about Center for Student Success is a key resource for many first-year experiences, including career and first-year students (entering with less than eighteen major exploration opportunities, help in understand- credits) at Monmouth University, offering academic ing course requirements for majors, and information advising and major and career services for all first- for building student schedules. year students. First Year Advising offers program- Parent Orientation. It stands to reason that ming designed to help first-year students experience parents, guardians, and family members who are the challenges, opportunities, and support needed to informed are better prepared to help their first-year succeed at Monmouth. Students are encouraged to students navigate the challenges ahead. Parents are take part in academic and co-curricular activities that encouraged to become familiar with transition issues, are supported by this office to promote their growth the nature of how a university works, the federal and learning. laws affecting the sharing of student information, Academic Advising. All first-year students and the wide variety of resources, support services, receive comprehensive academic advising from spe- and activities available to students. The Office of cially trained faculty as part of our First Year Advising Student Life coordinates Parent Orientation, which Program. Although most students tend to think is designed to help family members of incoming first- of advising as simply assistance in registering for year students learn more about Monmouth University courses, the Office of First Year Advising strives to and how to help their students make a successful build an advising relationship that works holistically transition to college life. Generally held in June (prior to help students develop their academic, career, per- to their student’s New Student Orientation), these

60 Monmouth University Programs, Services, and Regulations

programs provide a broad range of information and [email protected], or by visiting the Tutoring the opportunity to meet with representatives from Services Web site at www.monmouth.edu/tutoring. various departments across campus. Peer, professional, and faculty writing assis- Services for Transfer Students. The Center tants are available to help students with all stages for Student Success (CSS) provides transfer ser- of the writing process, from the initial drafting of the vices to all undergraduate students who transfer in assignment through the final stages of editing and eighteen or more credits. In addition to their assigned proofreading. Writing Services also offers workshops faculty advisors, the CSS serves as another level of for students seeking assistance with grammar and support for their transition to Monmouth University. punctuation skills and documentation styles. For Once a transfer student deposits, outreach begins more information, please contact Writing Services with a welcome from the CSS on behalf of Monmouth at 732-571-7542, by e-mail at writingservices@mon- University in order to immediately build connections mouth.edu, or by visiting the Writing Services Web with campus resources. Students are invited to par- site at www.monmouth.edu/writing. ticipate in SOAR (Support, Orientation, Advisement, Supplemental Instruction (SI) is a peer-fa- and Registration), an online community for new cilitated academic assistance program designed transfer students that provides important academic to help students succeed in traditionally difficult and career development information. CSS outreach courses. SI sessions are regularly scheduled, infor- to transfer students continues throughout their time mal review sessions that involve collaborative learn- at Monmouth and includes workshops, seminars, ing activities through which students can clarify and individualized appointments. All incoming trans- course concepts and practice the types of study fer students are invited to participate in the transfer strategies that will help them truly master the infor- orientation program, which is coordinated by the CSS mation and skills required by the target course. For prior to each semester. Orientation programs afford more information about SI, please call 732-571-5345 new transfer students the ability to connect with their or visit the SI Web site at www.monmouth.edu/si. peers and to learn about resources to guide their The Math Learning Center, located in progress toward graduation and life after Monmouth. Howard Hall room 203, provides students with assistance in all levels of mathematics. Peer tutors are Academic Skills Services available to help students solve problems and to Academic Skills Services, including Tutoring review concepts. In addition, students may use the and Writing Services and the Math Learning Center, Center to do homework assignments or to study for provide personalized academic assistance. Students tests while having a student tutor available. For more may be referred by professors, may be required to information, contact the Department of Mathematics attend as a result of placement testing, or may come at 732-571-4461. voluntarily. Educational Opportunity Fund Program Tutoring and Writing Services The Educational Opportunity Fund (EOF) is Located in the Center for Student Success, one of the nation’s most comprehensive and suc- Tutoring and Writing Services provides free, per- cessful state-supported efforts to provide access to sonalized academic assistance to all students of higher education for economically disadvantaged the University. Students may be referred by faculty students. EOF assists low-income New Jersey resi- members and advisors or may come voluntarily. dents by providing supplemental financial aid to help Content-specific tutoring by peer tutors is cover college costs and provides academic sup- available in most academic disciplines. Faculty mas- port services, developmental counseling, and career ter tutors offer both one-on-one tutoring sessions guidance throughout the student’s college career. and academic skills workshops on strategies for EOF students must be enrolled full-time. A five- college success, such as organization and time week, residential, pre-freshman summer program is management, note-taking and listening skills, college required of all incoming EOF freshmen. Additional textbook reading strategies, and test-taking prepara- information is available from the EOF Office, located tion. For more information, please contact Tutoring in the 600 Building. Services at 732-263-5721, by e-mail at tutoringser-

Monmouth University 61 Programs, Services, and Regulations

Disability Services Committee members are from the science faculty Accommodations and support services are and have strong interests in career advising. The available to students with learning disabilities and/ Committee works closely with the Center for Student or ADHD, visual or hearing impairments, physical Success (CSS) and Undergraduate Admission. disabilities, medical diagnoses and health conditions, Most pre-medical students major in biology and psychological/psychiatric diagnoses. Students or chemistry, as a strong foundation in basic sci- with documented disabilities may request reasonable ence is vital to success in professional education. accommodations and auxiliary aids that will enable However, it is possible to major in another field, and them to participate in programs and activities at to take the prerequisite science courses for profes- Monmouth University. The Department of Disability sional schools. Students from diverse majors, includ- Services (DDS) works with students who choose ing Spanish, psychology, and health studies, have to register with the office, submit documentation been successful by being exceptional in both their that supports the request for accommodations, and majors and in science courses. Non-science majors self-disclose to professors every semester. are encouraged to use their free electives for biol- A variety of accommodations are available ogy and chemistry courses, as taking more science to students with disabilities who attend Monmouth than the minimum prerequisite courses for profes- University. These include, but are not limited to, sional schools is advised. An increasingly complex extended time to complete exams, testing in a dis- and global medical profession demands healthcare traction-reduced or private setting, use of a calcu- professionals to have broad cultural knowledge lator or computer with Microsoft Word, and access and excellent communication skills. Therefore, the to digital media materials and assistive technology Pre-Professional Health students are encouraged to software. excel in humanities courses as well as in science. In order to be eligible for reasonable aca- Students geared towards a career in healthcare demic accommodations, adequate and updated doc- should also seek out volunteer and shadowing umentation of a student’s disability must be submit- opportunities as early as possible. Leadership skills ted to the DDS office. Documentation must include a can be enhanced through participation in campus specific diagnosis of a disability and support the par- clubs and organizations. ticular academic accommodation(s) being requested. Preparation for health professional schools Students should contact the DDS office for particular begins in the freshman year. Incoming first-year stu- documentation requirements or questions regarding dents are encouraged to indicate their future career eligibility or services. aspirations to their academic advisor during orientation. The sequential nature of the natural and physical Pre-Professional Health Advising Programs science courses chosen requires careful planning if • Pre-Professional Health Program for Medicine, students are to meet the requirements of their chosen Dentistry, and Other Health Careers: professional schools. Throughout the academic year, Designed to foster motivated, caring, and students are encouraged to attend update meetings communicative students who intend to pursue on the various professions, informal presentations by careers as physicians and healthcare professionals, healthcare providers, and informational sessions on Monmouth University’s pre-medical, pre-dental, and career preparation run by the PPHAC. Committee health careers preparation charts a uniform course of members attend the major national and regional study under the mentorship of the Pre-Professional health profession conferences to remain current, Health Advisory Committee (PPHAC). The prepara- concerning both developments in the field and medi- tion encompasses all undergraduates intending to cal and professional school requirements. In addition attend medical school, dental school, or any gradu- to course advisement, PPHAC members provide ate course of study in the health professions. students with information on admissions tests, such The PPHAC prepares undergraduates for as the MCAT (Medical College Admission Test) and medical school as well as other health professional the DAT (Dental Admissions Test), and prepare stu- schools, including dental, podiatric, physician assis- dents for entrance interviews at professional health tant, physical therapy, chiropractic, veterinary med- schools. The Committee also composes and pro- icine, public health, and occupational therapy. The vides a comprehensive letter of recommendation to

62 Monmouth University Programs, Services, and Regulations

professional health schools, which is one of the most • Monmouth University Physician Assistant important parts of the admissions package. Program The Monmouth University Physician The PPHAC is pleased to offer the following Assistant Program began accepting students for its affiliation programs: first class in Fall 2014. The Physician Assistant program allows qualified students to pursue a three-year • Monmouth Medical Center Scholars Program Master of Science in Physician Assistant degree fol- Monmouth University also offers the oppor- lowing a bachelor’s degree at Monmouth University. tunity for select pre-medical students to participate Preference for interviews for this program is given to in a “4 + 4” program through the Monmouth Medical Monmouth University undergraduates. Center Scholars Program. This program allows up to five high school seniors (New Jersey residents) per • Monmouth University-Seton Hall University year to be accepted as undergraduates at Monmouth Physician Assistant Program University and gain automatic acceptance to Drexel The Monmouth University-Seton Hall University College of Medicine. To be considered University Physician Assistant Program is a dual for admission into the Scholars Program, candi- degree program for students who wish to pursue a dates must have a combined Critical Reading and three-year Master of Science in Physician Assistant Mathematics SAT score of at least 1270. No individ- degree following a bachelor’s degree at Monmouth ual score can be lower than 560. Candidates must University. The program provides admission of up to have a high school grade point average of at least six qualified Monmouth students each year to attend 3.50 (on a 4.0 scale). Candidates who are final- Seton Hall University’s Physician Assistant Master’s ists for the program are interviewed by Monmouth Program. Students interested in this program should University, Monmouth Medical Center, and Drexel indicate their intent as early as possible, and should University. Accepted students must commit in writing request consideration for the program at the end of to attend Drexel University College of Medicine by their sophomore year. At the end of their third year, their junior year. candidates should formally apply for the program. Accepted students complete a four-year To qualify, students must receive a baccalaureate undergraduate degree at Monmouth University, degree from Monmouth University and complete including a nine-credit clinical experience (MM490) all prerequisite courses (as listed on Seton Hall at Monmouth Medical Center during their senior year. University’s Web site) with a minimum grade of “C.” Medical scholars must maintain a 3.50 GPA with high Candidates must maintain an overall GPA of 3.20 grades in medical school prerequisite courses. By or better. At the time of their application, candidates the spring of junior year, Medical Scholars must take should have healthcare experience involving direct the MCAT and obtain competitive scores. Upon grad- patient contact (minimum of 100 hours). They must uation from Monmouth University, students com- have a letter of recommendation from the PPHAC, mence medical studies at Drexel University College and they must also successfully complete a personal of Medicine. interview at Seton Hall University. The decision for final admission to the Physician Assistant program • Post-Baccalaureate Pre-Medical Preparation will be made by Seton Hall University. College graduates who wish to enter medical or other health professional schools but have • Rowan University - School of Osteopathic not completed the prerequisite course requirements Medicine may enroll at Monmouth University to complete the Monmouth University offers a cooper- necessary credits as a post-baccalaureate student. ative academic arrangement between Monmouth If interested, please contact the Office of Admission University and Rowan University-SOM so that highly at 732-263-5869. Once a student is admitted to qualified students can complete the required courses Monmouth University as a post-baccalaureate stu- for the baccalaureate and osteopathic medicine dent, the PPHAC provides academic advising in degrees in an eight-year sequence. This program is preparation for admission into a medical or other composed of four years of approved undergraduate health professional school. study at Monmouth University and four years of study

Monmouth University 63 Programs, Services, and Regulations

in Osteopathic Medicine at Rowan University-SOM. ments will proceed to Grenada and enter the first Eligibility for entry into the program at the end of the year of St. George’s University School of Medicine sophomore year is limited to Monmouth University or St. George’s University School of Veterinary students who are citizens or permanent residents of Medicine. Qualified medical students will be eligible the United States and who have completed a mini- to complete the first two (2) years of medical study in mum of sixty (60) credits with a major in biology or Grenada and the final two (2) years of this combined chemistry, and meet the following requirements: (1) program in clinical rotations at affiliated hospitals in overall GPA of 3.50 or higher, (2) receive a recom- the U.S. and/or the UK. Qualified veterinary students mendation of support from the PPHAC, and (3) sub- will be eligible to complete the first three (3) years mit scores of all components of the SAT or the ACT. of veterinary study in Grenada and their final clinical Candidates must maintain a 3.50 GPA at Monmouth year at affiliated veterinary schools in the U.S., UK, University, with no science course grade lower than Canada, Australia, or Ireland. a “B.” Candidates will be interviewed by the PPHAC Undergraduate students must express inter- at Monmouth University and by Rowan University- est in one of the combined degree programs at time SOM and must achieve a competitive score on the of application to Monmouth University. MU and SGU MCAT (determined by Rowan University-SOM) by will select candidates based on criteria and conduct September 15 of their senior year. The decision for undergraduate interviews. The eligible medical stu- final admission to medical school will be made by dent will maintain a GPA of at least 3.40 while at the Rowan University-SOM and will be based on a MU and a score of 25 or higher on the MCAT. For candidate’s satisfaction of the school’s admission the veterinary student, a GPA of 3.10 must be main- requirements. tained while at MU and a score of at least 300 (combined verbal reasoning and quantitative reasoning) • American University of Antigua – College of on the GRE. Additionally, all qualified MU students Medicine must meet all admission criteria of SGU School of American University of Antigua will allow qual- Medicine and SGU School of Veterinary Medicine ified sophomores to apply to Monmouth University to including a successful interview with SGU. be accepted into a “4 + 4” program with AUA College Students apply to this joint program from of Medicine. Qualified students (up to five per year) high school. There is no cap on the number of stu- would complete four years at Monmouth University dents who can be accepted. There is no binding (with a major in biology or chemistry), and would commitment for the student to attend SGU once continue to AUA College of Medicine to earn the accepted into the program. They may choose to Doctor of Medicine (MD) degree. Accepted students apply and enter another school if accepted. must maintain an overall 3.25 GPA at Monmouth University and a 3.25 GPA in all prerequisite courses • American International College of Arts and required by AUA College of Medicine, with no more Sciences – Antigua (AICASA) – Monmouth than one “D” or “F” in any prerequisite course. University Bachelor of Science degree Candidates must also obtain a total MCAT score Students who achieve an Associate’s Degree of 20 or higher, receive a letter of recommendation from the American International College of Arts and from the PPHAC, and be successfully interviewed Sciences (Antigua) may be offered admission to by the AUA College of Medicine. Acceptance to this Monmouth University to complete a Bachelor of program is non-binding, and students in the program Science degree in Biology or Chemistry if the follow- are eligible to apply to additional schools. ing qualifications are met: • Be in good academic and disciplinary • St. George’s University (SGU), Grenada, BS/ standing; MD and BS/DVM 4 +4 Program • An overall cumulative college grade point In this program, students will begin their average (GPA) of 3.00 or higher; high studies at Monmouth University (MU). After suc- school applicants must have at least a cessfully completing four (4) years of undergraduate 3.00 cumulative high school GPA and study and earning a BS degree at MU, qualified stu- 1500 three-section SAT score; dents who satisfy all respective admission require-

64 Monmouth University Programs, Services, and Regulations

• No “F” or “D” grade in any required journals, e-Journals (full text), media titles, micro- course by Monmouth University; films, reference materials, and special collections, • Monmouth University does not represent including government documents, the New Jersey that students admitted pursuant to this Collection, the Mumford Collection, and the Library agreement will be able to complete the Archives. Coupled with Interlibrary Loan and recip- degree requirements. Each student is rocal borrowing privileges, access to more than 2.1 responsible for planning his or her under- billion holdings in over 72,000 libraries located in 170 graduate education to develop the skills countries around the world is only a request away. necessary to succeed in a demanding Our online services are available twenty-four degree program; hours per day, seven days per week, at library.mon- • Transfer credit will be awarded as speci- mouth.edu and include research guides customized fied in the Monmouth University catalog. by subject area that can be helpful in jumpstarting any project. The building is open seven days a Students interested in any of the pre-profes- week during the regular semester (until midnight sional health programs should contact 732-571-3687 Sunday―Thursday), and our staff is delighted to for specific requirements and to seek advising. help, so please ask. We can support our patrons’ needs in many ways, for any assignment, via phone • Law at 732‒571‒3438, e-mail at reference@monmouth. Those students interested in law as a profes- edu, or one-on-one consultation by appointment. sion or as an adjunct to other vocations can obtain the necessary pre-law preparation at Monmouth Instructional Technology Support University. Several majors are appropriate as under- Monmouth University fully supports the use graduate preparation for a career in law. Monmouth of technology in teaching/learning through the com- University also offers a major in Political Science with prehensive services of Information Management. a Concentration in Legal Studies. Faculty members Faculty are encouraged to integrate a variety of dedicated to career advising help interested students technologies into their courses and are provided nec- plan their courses of study and provide advice and essary training and support to do so. Beyond making suggestions concerning the processing of law school use of our learning management system for content applications. In general, the student should consider presentation and online participation, many employ joining the Pre-Law Club and give special attention to a variety of Web-based tools to increase student col- developing the skills of lucid writing, logical thinking, laboration, participation, and engagement. In addi- and precise comprehension of language. tion, the Monmouth University Library catalog and digital databases are available online, as are many Monmouth University Library instructional materials used in individual courses. The University Library builds and maintains The University has a fully networked and collections to support the teaching and scholarship wireless-enabled campus with over 1,000 computers mission of the University, whether online or in our available to students in various lab configurations historic library. Conveniently located adjacent to the including Windows, Macintosh, and Unix/Linux. A residence halls, the library is a comfortable space comprehensive complement of software is available where patrons can do so much: we have Wi-Fi, 110+ throughout campus in these labs, and course-spe- computers, network printers, copiers, document cific software is made available in departmental scanners, two classrooms, quiet study space, group computing labs. meeting space, lounge space for casual reading, out- All students are provided with an official door reading tables and benches, and a modest café. e-mail account and storage for course-related files Serving our faculty and students, with and Web pages. The Student Technology Assistant resource materials needed to support both curric- Program (STAP) provides students with the opportu- ulum and research needs, the University Library is nity to learn about current technology, while earning the center of learning and research. The University cash and boosting their résumé. Each semester, Library provides robust access to a diverse collection approximately forty (40) undergraduate and gradu- of more than 400,000 monographs, e-Books, print ate students from all majors join the program in one

Monmouth University 65 Programs, Services, and Regulations

of several different positions. STAP members can AU: Audit. This grade is given to a student be found working in the University’s open computer who attends a class for the purpose of acquiring labs, at the Student Help Desk, with multimedia knowledge, without earned credits. The auditor is equipment, and troubleshooting problems with com- expected to attend classes, do assigned reading, puter hardware and software. and participate in class discussions, but is not For all information management service required to take examinations. needs, call the Help Desk at 732-923-4357 (HELP), T: Transfer. This grade is given to incom- Monday through Friday from 8:15 a.m. until 9 p.m. ing students for courses accepted for transfer by (5 p.m. on Fridays during the summer). Technicians Monmouth University. This grade is not computed in are also on site until 11 p.m., Monday through the grade point average (GPA). Friday, with abbreviated availability on weekends. W: Withdrawal. This grade is given for with- For more information on the services of Information drawal from a course or courses up to five weeks Management, please visit the Web pages at http:// before the last day of classes in a regular semester www.monmouth.edu/Campus_Technology.aspx. or its equivalent in a shorter term. See the academic calendar for the last date to withdraw in a given GRADES semester or term. The grading system is as follows: I: Incomplete. This grade is given in cases A, A- Exceptional performance where permission has been granted by the instructor B+, B, B- Strong performance (for to postpone completion of specific required work, undergraduate students); such as a laboratory project or report or a missed Average (for graduate final examination. This grade is not intended for sit- courses) uations where, in the judgment of the instructor, the C+, C, C- Adequate performance (for student must retake the course for an entire semes- undergraduate courses); ter in order to earn a passing grade. The Incomplete Poor (for graduate courses) grade, therefore, should not be used in cases where D+, D, D- Poor performance (avail- a grade of “W” or “F” would be appropriate. The stu- able for undergraduate dent must complete the work within the time granted courses only) by the professor and no later than the end of the next F: Failing performance. This grade is given regular semester. If the unfinished work is not com- for failure in a course; for unofficial withdrawal from pleted within the specified time, an “F” grade will be a course after the deadline (see “W” grade); or, in recorded, unless the instructor indicates otherwise some instances, when an Incomplete grade is not at the time the Incomplete was originally approved. changed by the end of the next regular semester Not available for thesis courses. For thesis courses (see “I” grade). that are graded on a Pass/Fail (P/F) scale, when the P: Pass. This grade is given for satisfactory grade of “I” is assigned, the grade will be converted completion of a course that is graded on a Pass/Fail to “‘S’.” Similarly, in non-thesis courses graded on basis. This grade is not used in computing a stu- the P/F scale, when the grade of “S” is submitted, the dent’s cumulative grade point average (GPA). grade will be converted to “I”. R: Re-Registration Required. This under- NR: No Report. This temporary grade is graduate grade is given when a student has made given by the Registrar when no grade has been significant, but not sufficient, progress in a develop- received from the instructor at the time that official mental course. (See section entitled Developmental grades are issued. Courses.) This grade is not used in computing a X: Credit by Exam. Portfolio Credit. student’s cumulative grade point average (GPA). Q: Waived. This graduate grade is deter- S: Satisfactory progress. This grade is mined by the appropriate department to indicate that given at the end of the first semester when satisfac- certain course requirements are waived. This grade tory progress has been made in a course, which is is not computed in the student’s grade point average part of a sequence of courses that take more than (GPA). one semester to complete.

66 Monmouth University Programs, Services, and Regulations

Undergraduate Grade Point Averages not respond to individual requests for grades until Grade points are awarded for each credit on after the grade reports have been generated. All the basis of grades as follows: A = 4.0; A- = 3.7; B+ students are provided with a WEBstudent account = 3.3; B = 3.0; B- = 2.7; C+ = 2.3; C = 2.0; C- = 1.7; that enables them to view their grade reports online. D+ = 1.3; D = 1.0; D- = 0.7; P = 0.00; F = 0.00. Undergraduate midterm grades are only provided Thus, if a student completes a three-credit online. course with a grade of A, twelve (12) grade points are awarded. To calculate the grade point average Student Complaints about Grades (GPA) for a given semester, a student should divide A student who wishes to file a complaint the number of grade points awarded by the number about a course grade should attempt first to resolve of credits attempted (excluding withdrawals and the matter through a discussion with the faculty developmental courses). The official GPA is rounded member who taught the course in question. If the to two decimal places. faculty member is unable to resolve the matter, the To calculate the cumulative GPA, the total student may contact the department chair in writing, number of grade points awarded is divided by the stating the basis of the complaint. Such complaints total number of credits attempted (excluding with- should be sent to the appropriate department chair drawals) in all sessions at Monmouth University. within six weeks following the receipt of final grades. Calculation of a major GPA includes all courses A student who is not satisfied with the decision of the taken within the major and courses cross-listed department chair may appeal the decision in writing within a major. General Education required courses to the dean of the school housing the course. The are not included with the major GPA. decision of the academic dean is final. Grades received in developmental courses are not counted in the computation of the student’s Change of Grade Requests semester or cumulative grade point averages. Refer In those rare cases where a faculty member to Repeating a Course for a discussion of repeating determines that a change of grade is warranted, a course and its impact on the GPA. the request must be submitted and approved by the department chair and school dean. All changes Undergraduate: Repeating a Course: Impact on must include specific reasons that support the pro- the GPA posed change. Changes beyond one year require Students have one opportunity to repeat any the additional approval of the Academic Standards regular course in which a grade of “F,” “D-,” “D,” “D+,” and Review Committee. Students are not permit- or “C-“ has been assigned. On-demand or requested ted to complete or submit additional work after a courses (independent studies, co-ops, special topics term/semester concludes in an effort to improve a classes, etc.) are not grade repeatable, in that the grade, unless the original grade was an Incomplete. second grade earned will not replace a prior grade. Changes to grades after a student has graduated will When a course is repeated, the second grade for not be considered. the course will be used in calculating the cumulative grade point average, regardless of whether the Undergraduate Graduation Rates second grade is higher or lower than the first. If both Graduation rates for the student cohorts attempts of the course earned passing grades, only of first-time, full-time freshmen are available at the the most recent set of credits and grades will be Office of Institutional Research located in Bey Hall. applied to the student’s academic record. Students cannot repeat a scheduled course using an indepen- ACADEMIC DEFINITIONS dent study for GPA improvement. Undergraduate Student Classification • Regular (Matriculated)/Non-Matriculated Grade Reports All students—those attending during the day, A grade report is e-mailed to each student in the evening, or weekends—are classified as either approximately ten days after the end of each semes- regular (matriculated) or non-matriculated. ter. Final grades are recorded on the student’s official A regular (matriculated) student is one who academic record. The Office of the Registrar does

Monmouth University 67 Programs, Services, and Regulations

has been admitted and who intends to earn a degree. seats are needed for matriculating students. The class standing is determined by the number of Part-time students who audit classes will be credits earned as follows: charged at the audit rate regardless of their status Freshman: 0–28 1/2 credits (matriculated or non-matriculated); the audit rate is Sophomore: 29–56 1/2 credits one-third of the regular per-credit tuition rate. Junior: 57–90 credits Full-time undergraduates whose total semes- Senior: 90 1/2 or more credits ter credits (including those in audited classes) are in A non-matriculated student is one who is not the twelve (12) – eighteen (18) range will be billed at a candidate for a degree. Non-matriculated students the full-time tuition rate. If a full-time undergraduate are subject to the same fees and regulations as audits a class whose credits put the total credit load regular students. See the Admission section of this in excess of eighteen (18) credits, the credits beyond catalog for further information about admission as a eighteen (18) will be billed at the audit rate. non-matriculated student. The transcripts of auditors, who, in the judgment of faculty members, do not attend class • Full-Time/Part-Time or participate sufficiently, will not reflect the audited Undergraduates who carry twelve (12) or courses. more credits during a semester are classified as full- time students. The normal semester course load for UNDERGRADUATE HONORS AND AWARDS full-time students is fifteen (15) to eighteen (18) cred- Dean’s List its. Those who carry fewer than twelve (12) credits The Dean’s List is the official recognition of are classified as part-time students. outstanding academic achievement. Inclusion on the Dean’s List is based on the comparative semester • Maximum Course Load grade point average for that semester. Monmouth Undergraduate students who wish to carry University students who fall within the top 20 per- nineteen (19) to twenty-one (21) credits in a regular cent of their major program by semester grade point term must obtain the permission of the department average are recognized on the Dean’s List for that chair. Students wishing to enroll for more than twen- semester. Undeclared students will be grouped as ty-one (21) credits need the permission of both their one major. Students pursuing multiple degrees will department chair and school dean. Undergraduate be eligible for the Dean’s List if they fall within the top students are limited to twelve credits total for the 20 percent of any major they are pursuing. In addi- summer without prior permission from the school tion to the requisite class standing, a student must dean. Students are strongly urged to avoid attempting have a cumulative grade point average above 3.30 more courses than they can complete satisfactorily. and must have completed all semester course work other than HO-498. This list is compiled each spring Auditor Classification and fall semester immediately after the conclusion of An auditor is a student who attends a class the semester. Part–time students will be evaluated for the purpose of attaining knowledge but not to earn for inclusion on the fall or spring semester Dean’s credits. The auditor is expected to attend classes, do List each time twelve or more credits are accumu- assigned readings, and participate in class discus- lated in successive semesters. Credits utilized for sions but is not required to take examinations. inclusion on the Dean’s List will not be considered for Students who wish to audit a class must subsequent Dean’s Lists. complete a “Permission to Audit a Class” e-FORM, which is available from the student’s WEBstudent Graduation with Honors account. This application must be received prior to To be graduated with honors, a baccalau- the third class meeting. Auditor registration is subject reate degree recipient must have earned at least to course section availability. No more than two (2) fifty-six (56) credits at Monmouth University and courses may be audited per semester. Students may have a cumulative GPA no lower than 3.50. Three not change the status of their registration in a course levels of honors are distinguished and indicated to “audit” or to “for credit” during the term. Auditors on the diploma: cum laude for students earning a may be removed from classes after registering if GPA between 3.50 and 3.64; magna cum laude for

68 Monmouth University Programs, Services, and Regulations

students earning a GPA between 3.65 and 3.84; counted in the computation of the student’s semester and summa cum laude for students earning a GPA or cumulative grade point average, and will not be between 3.85 and 4.00. counted toward the total number of credits needed Students who received academic amnesty for graduation. However, successfully completed (see Academic Amnesty for more information) are developmental courses will be considered in the not eligible to graduate with honors. calculation of 1) credit standing for priority registration, 2) credits earned for freshman athletes, and 3) Department Honors credits completed for the determination of academic Department Honors are available for under- probation and eligibility for academic dismissal. graduate students majoring in Art, Biology, Chemistry, Students who successfully complete devel- English, Foreign Language with a Concentration in opmental mathematics will earn grades of “A” through Spanish, Sociology, or Political Science. Department “C-”; “D” grades are not used for developmental Honors are noted on the student transcript, and a courses. letter will be issued by the chair of the department. Students who are required to enroll in developmental courses, all of which carry the course num- The Alumni Association Academic ber “050,” must satisfactorily complete their develop- Achievement Award mental course work within one year following their This award is presented at Commencement initial registration. Students who, on the first attempt, to the student who completed all academic work at make satisfactory progress but do not complete all Monmouth University and has graduated with the course requirements will receive a grade of “R” (see highest grade point average. “GRADING”) and are required to re-register for that course during the following semester. Students who CURRICULUM OF RECORD do not make satisfactory progress in developmental courses will receive a grade of “F” (see “GRADING”), A student’s curriculum of record is the set of are required to re-register for that course during the degree requirements associated with the student’s following semester, and are on academic probation particular major that is in effect at the time that major until the course is successfully completed. is declared. If major requirements are changed, stu- Students who have not passed required dents may elect to update to the newer version of the developmental courses by the end of the second major requirements by sending written notification semester will be subject to review, and possible to both the major department and the Office of the dismissal, by the Academic Standards and Review Registrar. Committee. The official curriculum of record is maintained in the Office of the Registrar. Students are provided with a WEBstudent account, which details ACADEMIC REGULATIONS all curriculum requirements under the “academic Undergraduate Academic Amnesty audit” section. Academic amnesty provides former students of Monmouth University an opportunity to improve UNDERGRADUATE DEVELOPMENTAL their grade point averages by extending to them COURSES the privileges enjoyed by transfer students. A former student of Monmouth University must be away Developmental courses are defined as those from the University for at least three years and have that have pre-college-level content. Students are a cumulative grade point average less than 2.00 required to enroll in and successfully complete before being eligible to receive academic amnesty. developmental courses that are specified as a result Students considering academic amnesty must apply of the placement testing process. These courses for amnesty concurrently with their application for are designed, and required of the students who readmission. If academic amnesty is granted, credit place into them, in order to provide students with will be given for all courses with grades of “C” or bet- the skills needed to succeed in college-level work. ter and as many courses with grades of “C-,” “D+,” Such courses carry institutional credit only, will not “D,” or “D-” as possible while maintaining a grade be used to satisfy degree requirements, will not be point average of 2.00 or better. All courses with “F”

Monmouth University 69 Programs, Services, and Regulations

grades will be given amnesty. Students who receive The University has an obligation as an edu- veterans’ educational benefits who are approved for cational institution to be certain that each student’s academic amnesty should be aware that they will work is his/her own. Note that Monmouth University not be entitled to VA benefits when taking courses faculty members have access to Turnitin (http://www. that satisfy requirements that were satisfied prior to turnitin.com), a Web-based plagiarism-detection academic amnesty. resource that compares the text of student papers Academic amnesty may be granted to a to an extensive electronic database. This database student only once, and amnesty will be posted includes current and archived Internet resources, after the student re-matriculates at the University. A periodicals, journals and other publications, and past student receiving amnesty must still meet the resi- student papers from Monmouth and other educa- dency requirement by taking the last thirty credits at tional institutions. All student assignments may be Monmouth University with a minimum of sixteen (16) subject to submission for textual similarity review to in the major field. Students who receive Academic turnitin.com for the detection of plagiarism. All sub- Amnesty are required to complete additional course mitted papers may be included as source documents work in order to finish a program. Such students may in the Turnitin reference database (solely for the pur- not be considered for graduation with honors. pose of detecting plagiarism of such papers). Faculty Under no circumstances will grades earned are expected to inform students in advance about by a student at Monmouth University be expunged which assignments will be checked for originality from the student’s permanent record or excluded using Turnitin. Use of the Turnitin service is subject from any transcript sent from Monmouth University. to the Usage Policy posted on the Turnitin site. Courses that receive no credit under the grant of amnesty shall not be offered later for fulfill- Undergraduate Academic Probation ment of any degree requirement, and a grade point A major concern of the University is to pro- average adjusted by amnesty shall not be used to vide students with appropriate notice whenever their determine general honors upon graduation. academic status is in jeopardy. Academic probation Evaluation of applications for academic is designed to serve this purpose. amnesty shall be made by the Academic Standards Any full-time freshman student who fails to and Review Committee in consultation with the achieve a GPA of 1.50 following the first semester appropriate departments. The Committee will inform will be placed on academic probation; however, such the Registrar of its decision and of courses affected a student who fails to earn at least a 1.50 GPA will by the granting of amnesty. be considered for academic dismissal (see below). Students may submit an application for Any part-time freshman student who fails to achieve Academic Amnesty via e-FORMS, which are acces- a GPA of 1.50 during the first nineteen (19) college sible from the student’s WEBstudent account. credits completed will be placed on academic probation. Any student who has earned a minimum of Academic Honesty eighty (80) credits and who fails to achieve the mini- Monmouth University encourages its stu- mum major GPA as established by the content major dents to grow intellectually as well as to become will be placed on academic probation until his or her responsible citizens in our complex society. To major GPA reaches the graduation minimum. develop their skills and talents, students are asked to All other students are placed on proba- conduct research, perform experiments, write papers, tion when the cumulative GPA falls below 2.00. work individually, and cooperate in group activi- Additionally, any student who receives a grade of “F” ties. Academic dishonesty subverts the University’s in a developmental course will be placed on proba- mission and undermines the student’s intellectual tion and will remain on probation until the course is growth. Dishonesty in such academic practices as successfully completed. assignments, examinations, or other academic work Students on probation should not be absent cannot be condoned. A student who submits work from any classroom exercise, scheduled class func- that is not original violates the purpose of Monmouth tion, laboratory, or conference period. Furthermore, University and may forfeit his/her right and opportu- they may not compete in nor travel for varsity sports nity to continue at the University. or hold office in any University organization. Students

70 Monmouth University Programs, Services, and Regulations

on academic probation are not permitted to self-reg- dismissal. See Readmission to the University after ister using WEBregistration, but instead must make Academic Dismissal for information on readmission all schedule changes with their academic advisor. following academic dismissal. Students on probation are urged to seek academic counsel from their faculty advisors or *Credits completed include credits for all courses not officially withdrawn from, and all transfer credits accepted by, department chairs to help them improve their aca- Monmouth University (though only credits earned at Monmouth demic standing. They may be advised to curtail are computed in the GPA). employment, change their major curriculum (see Academic Probation), reduce the number of credits Attendance attempted, or restrict participation in extracurricular Monmouth University believes that atten- activities. dance is essential to success in academic courses. Students who are not on academic probation Therefore, class attendance is required. The are considered to be in good academic standing. University believes that learning is an interactive process dependent in part on the student and is not Undergraduate Academic Dismissal just a matter of the passive absorption of information. A student shall become subject to academic The University also believes that to benefit fully from dismissal for any of the following conditions and may their respective courses, students need to participate be dismissed without prior warning: in, and contribute constructively to, the classroom • For failing to meet these minimum stan- experience, and, secondly, that the success of any dards: course depends as much on what students contrib- Credits Completed* Minimum ute to the class as on what the instructor presents. Cumulative GPA Grades in courses are normally based on 12–19 credits 1.00 academic performance (participation, contribution, 19.5–35.5 credits 1.60 and examination). However, individual faculty mem- 36–56.5 credits 1.80 bers may adopt reasonable regulations that addition- 57 and more credits 2.00 ally relate grades to class attendance. All professors • For failing to earn a semester GPA of must state their specific attendance policies in a at least 1.00 (if a full-time student), or a written statement containing the pertinent course GPA of 1.00 in any combined consecutive requirements and give it to the students during the semesters within which at least twelve first week of the semester. A student who, for any credits have been attempted (if a part-time reason, may not be present at a particular class or student); laboratory is, nevertheless, responsible for adhering • For failure to earn a passing grade in a to the attendance requirements of the course. required course after the maximum num- Students are not permitted to attend classes ber of allowable repeats (see Repeating a for which they have not officially registered (as deter- Course); mined by the Office of the Registrar). If students • For failure to earn the minimum major attend without prior registration, they are subject to GPA as set by the content major after disciplinary actions, inclusive of suspension and/or three (3) consecutive semesters; dismissal, and will not be permitted to “retroactively” • For failure to successfully complete all enroll. required developmental courses within the first year of attendance; Course Withdrawals • Upon the recommendation of the student’s Students are expected to complete the chair or school dean. courses for which they register. On occasion, how- A student who has been dismissed for ever, withdrawals are warranted. (See section enti- the first time has the right to appeal that decision tled “GRADING” for a description of the “W” grade in writing to the Academic Standards and Review and associated procedures.) Students who do not Committee. Second dismissals are not subject to intend to complete any course for which they are offi- appeal except for factual error. A student may cially registered should execute an official withdrawal apply for readmission three years after the second prior to the “W” deadline.

Monmouth University 71 Programs, Services, and Regulations

The official date of a withdrawal form is the It is the right of a student to review any date it is received in the Office of the Registrar. The graded examination in the presence of the instructor. student is responsible for completing the e-FORMS Final examination grades may represent no more request prior to the deadline date. than one-third of the term grade. Students withdrawing from some courses while remaining registered for one or more Graduation courses are required to complete a “Withdraw from All undergraduate students are required to Course Form,” available from e-FORMS. The official complete a minimum of 128 credits. Some academic date of a withdrawal form is the date the completed programs require more credits; see the individual form is received in the Office of the Registrar and curriculum charts located in Appendix “B” of this must be received prior to the Withdraw (“W”) dead- Catalog for program details. Additionally, all under- line date as published in the Academic Calendar. graduates must meet a minimum 2.00 overall grade Students who are withdrawing from all point average (GPA), a minimum major GPA of 2.10 their courses are encouraged to make notification of (except for Education majors who are held to a 3.00 withdrawal in writing; however, verbal or e-mail notifi- minimum GPA), and, if applicable, a minimum 2.10 cation is acceptable under the guidelines set forth in minor GPA. Calculation of a major GPA includes all “Refund Policy for Complete Withdrawals—fall and courses taken within the major and courses cross- spring semester.” listed within a major. Except under unusual circumstances, such Diplomas are mailed to students within two as prolonged illness, a student will not be permitted weeks after the actual date of graduation. to withdraw from course work any later than five In those rare instances when a student has weeks prior to the last day of classes of the semester not met all degree requirements, but for whom a or its equivalent in a shorter term. In these excep- change to the academic record is received by the tional cases, students will be withdrawn from all Office of the Registrar within one week following the course work in the term. graduation, the student will be considered for the Students who do not complete courses and earlier graduation. The effective date of the change who have not executed an official withdrawal prior to must be on or before the actual date of the gradua- the deadline indicated will receive “F” grades for such tion. Changes received later than one week beyond courses. graduation will not be considered for prior graduation Students wishing to withdraw from classes but will be part of the next graduation cycle. after the specified withdrawal deadline must pro- Only students who have completed all grad- vide documentation of serious extenuating circum- uation requirements, including, but not limited to, stances; the documentation will be reviewed by the course work, credit requirements, GPA minimums, appropriate faculty members teaching the courses, residency requirements, and the like, will be allowed the department chairs, the deans of the schools in to participate in Commencement. which the course(s) are housed, and the Registrar. Independent Study Final Examinations Independent Study courses permit a student Final examinations shall be held during a to pursue a research project or guided readings in a time scheduled by the University. Class time shall not subject area not substantially covered in the curricu- be devoted to final examinations. lum. Normally, no more than one Independent Study A student who has three or more final exam- course may be scheduled during a single academic inations scheduled on one day may request that term. The student or the advisor must submit the one or more of the examinations be rescheduled to appropriate form, the Undergraduate Independent no more than two final examinations on the same Study Application or the Graduate Independent day. It is normally the middle one of the three that is Study Application form; both forms are available rescheduled. Rescheduled examinations are to be online. The Adobe form should be downloaded and given at a time agreed upon by both the student and printed form the Office of the Registrar’s forms page the faculty member on or before the last day of the at http://www.monmouth.edu/academics/registrar/ examination period. forms. Advisors can submit the appropriate form uti-

72 Monmouth University Programs, Services, and Regulations

lizing e-FORMS, which are accessible from the main Undergraduate Repeat Policy: Repeating a menu of WebAdvisor. Approval from the supervising Course professor, the department chair, and the school A course in which a grade of “C” or higher dean prior to registering for the course is required. has been earned may not be repeated without the Independent Study applications containing the appro- student first obtaining written permission from the priate signatures must be submitted to the Office of appropriate department chair and the dean of the the Registrar. Generally, students are expected to school in which the student is enrolled. If written per- complete no more than six (6) credits of independent mission is not received, the student may be adminis- study. Any exceptions must be approved by the tratively dropped from the course. dean of the school in which the student’s major is Students have one opportunity to repeat any housed. Failure to process the Independent Study regularly offered course in which a grade of “F,” “D-,” Application within the required timeframe may “D,” “D+,” or “C-” has been assigned. On-demand impact financial aid status and may jeopardize or requested courses (independent studies, co-ops, participation in Commencement. special topics, service learning, or certain experiential education courses) are not grade-repeatable Portfolio Assessment in that the second grade earned will not replace a Students interested in a portfolio assess- prior grade. When a course is repeated, only the ment must have attained matriculated status and second grade for the course will be used in calcu- accumulated a total of at least six (6) college credits lating the cumulative grade point average, regard- at Monmouth University. There is a non-refundable less of whether the second grade is higher or lower fee per area of assessment (please refer to the cur- than the first. If both attempts of the course earned rent catalog for the fees). Interested students should passing grades, only the most recent set of credits download, complete, and submit the and grades will be applied to the student academic Application for Portfolio Assessment to the record. Students cannot repeat a scheduled course Registrar’s Office (which shows proof of with an independent study for GPA improvement. payment), along with one copy of their portfolio. The permanent academic record will contain a list- The form is available on the Registrar’s forms ing of all course registrations and grades. Students page at www.monmouth.edu/registrar/forms.asp. wishing to repeat a course ordinarily should do so no later than the next time that course is offered at Five-Year Plans Monmouth University during the regular academic An undergraduate, non-transfer applicant at year. Exceptions must be approved by the advisor. Monmouth University who has been formally If, after repeating a course once, a grade of admit-ted into a five-year undergraduate/graduate “C” or higher has not been earned, at the request degree plan must follow a prescribed sequence of of the student, a determination will be made by courses for the intended five-year plan the appropriate dean, upon recommendation of the (http://www.monmouth.edu/registrar). The total department chair, as to whether special circum- credits of both degree programs must be equal to stances exist to justify a second repeat of the course. or greater than 158. A minimum of 128 credits When a course is repeated for the second time (third must be applied toward an undergraduate degree, attempt), only the third grade for the course will and a minimum of thirty (30) graduate credits must be used in calculating the cumulative grade point be applied toward a graduate degree. A student average, regardless of whether the previous grades enrolled in a five-year undergrad-uate/graduate for that course are higher or lower than the third. A degree plan must meet the degree requirements student found to be registered for a second repeat of the undergraduate program and graduate of a course, who has failed to obtain the dean’s per- program to receive the respective degrees. To mission in advance, will be administratively dropped remain in the five-year plan, undergraduate stu- from the course. dents must maintain an undergraduate major GPA of 3.00 and an overall GPA of 2.75. Further details Student (Biographical) Data are available in the Office of the Registrar. Any currently enrolled student whose biographical data (e.g., name, address, or Social

Monmouth University 73 Programs, Services, and Regulations

Security number) has changed must inform the tium agreements. In accordance with Monmouth Office of the Registrar in writing. Requests for University’s residency requirement, students who name or Social Security number changes must be are within thirty-two (32) credits of graduation are not accompanied by legal documentation. Biographical eligible for this permission. information is not changed for previously enrolled students; alumni should contact the Office of Alumni Graduate Courses for Undergraduates Affairs to report biographical changes. An undergraduate student at Monmouth University who has an outstanding academic record Undergraduates: Permission to Take Courses may apply for permission to take graduate courses at Another Institution while completing the work for a bachelor’s degree. It is expected that Monmouth University Such courses may count toward a bachelor’s or mas- students, once enrolled, will complete all degree ter’s degree, but not toward both degrees, unless the requirements at Monmouth University. However, in student has been formally admitted into a five-year recognition that students may, on occasion (usually undergraduate/graduate plan and the plan sequence in the summer), have sound academic or personal chart allows it. Please refer to the Five-Year Plans reasons to take courses at other accredited insti- section in this catalog for additional details. Prior to tutions, they may request permission to do so. In submitting the e-FORM “Request to Take a Graduate evaluating such requests, consideration will be given Course” to the graduate program director, an under- to the relationship between the student’s classifica- graduate matriculating student must have completed tion and the type of institution the student seeks to ninety-two (92) credits and have a major GPA of attend. 3.25 and an overall GPA of 2.75. Permission may A student who requests permission (using be given to take up to nine (9) graduate credits while e-FORMS) to take courses at another institution must completing the work for an undergraduate degree. be in good academic standing. The student should Undergraduate students who select to use the course not be enrolled in classes at Monmouth during the toward a graduate degree must have their graduate semester or term in which permission is sought. The application on file with Admissions. Additional details student must receive permission in advance from the are available in the Office of the Registrar. chair of the department in which the student’s major is housed, the school dean, and the Registrar. The Submission of the Same Paper or Computer student must present supporting evidence of course Program for Two Courses equivalency. Permission is granted for free elective The submission of the same (or essentially courses and required courses outside the major but the same) paper or computer program for two sep- not for general education or major courses. Major arate courses without the expressed permission of courses include courses within the concentration, if all faculty members involved is against University any. Students may not repeat a course at another policy. (Please refer to the Academic Honesty policy institution that they have previously attempted at included in this catalog for more information.) Monmouth University. Once a student attains junior status (com- Undergraduate: Time Limitation for Completion pleted fifty-seven [57] or more credits), permission of Requirements will not be given to take courses at any two-year The requirements of a particular baccalaure- institution. For credit to become part of the student’s ate curriculum must be satisfied within a period not Monmouth University transcript, a grade of “C” or exceeding eight calendar years. The Monmouth higher must be earned at the other institution. For University catalog in effect at the time of admission, such courses, the grade earned at the other institu- readmission, or change of major shall normally be tion does not calculate in the Monmouth University the student’s official catalog of record. However, grade point average; a “T” grade is posted to the faculty and curriculum changes may require related student’s academic record, except when there is a changes in a student’s program. If after following financial aid consortium agreement in place. Please a curriculum of record for eight calendar years a refer to Non-Monmouth Study Abroad Programs student has not completed the requirements of the in this catalog for more details regarding consor-

74 Monmouth University Programs, Services, and Regulations

curriculum, the student must update the curriculum ments, grade changes, waivers, transfer credits, and of record (including general education requirements) the like are outlined on the “Registration Information” to the most recent one that exists. page of the Monmouth University Web site. Failure to meet any of the deadlines may impact inclusion in Substitution of Requirements Commencement-related activities. Students seeking course substitutions or any deviations from the stated degree requirements Undergraduate: Change of Major of an academic program should first consult with The choice of a major can have dramatic their academic advisors. If the advisor recommends impact on life and career goals. Undergraduates a substitution, the “Substitution of Undergraduate or considering changing majors should be aware that Graduate Program Requirement” e-FORM should be academic advising, including interest testing, is avail- submitted to their respective department for review. able to them through the Center for Student Success. The department will forward their decision to the Students who wish to change their majors Office of the Registrar for processing. Students will should seek the advice of the chair of the proposed receive an e-mail to their student accounts after the new department and make themselves familiar with substitution request has been completed, unless the requirements of the new major. To make the the substitution was initiated by their advisor. In that change, students should submit a “Request to case, students should follow up with their advisors Change Curriculum” e-FORM. (Note: Freshmen stu- to make sure that their substitution has been com- dents must consult with their advisors in the First pleted. If the department chair does not approve the Year Advising Office in order to change their major.) substitution, the student may appeal that decision to The Office of the Registrar will review the applica- the school dean. If the school dean does not approve tion and route it to all appropriate parties for their the substitution, the student may appeal that decision approval. Students will receive an e-mail once this to the Provost. The Provost has final authority con- form has been successfully processed. Students cerning the substitution. must fulfill the requirements of the new major that are Students should avoid processing substitu- in effect at the time of the change of major. tion forms close to the time of graduation; instead, Undeclared majors are required to officially substitutions should be effected as warranted in declare a major by the end of the sophomore year. academic planning sessions with academic advisors. Failure to do so will prevent registration for future Deadlines to submit substitutions for graduating stu- semesters. An undeclared student who has main- dents are provided on the “Registration Information” tained continuous matriculation under earlier general page of the Monmouth University Web site. education requirements may elect to follow those general education requirements when declaring a ACADEMIC PROCEDURES major. See Curriculum of Record for additional infor- Application for Graduation mation. An “Application for Graduation” form should be filed with the Office of the Registrar no later than Changing From Non-Matriculated to Regular the deadline date, as outlined on the “Registration (Matriculated) Status Information” page of the Monmouth University Web An undergraduate student accepted to site. It is the student’s responsibility to see that all Monmouth University as a non-matriculated (non-de- requirements for graduation are met. Students can gree-seeking) student may request to matriculate review their academic audits at any time by using (seek a degree) by applying for admission as a reg- their WEBstudent account. ular (matriculated) student. If accepted as a regular student, he or she may declare a major (provided Participation in Commencement admission criteria, if any, of the particular major are Only students who have completed all met) or choose the undeclared status. degree requirements are permitted to participate in A non-matriculated undergraduate student Commencement exercises. All application deadlines who did not meet regular admission requirements for graduation, substitutions of program require- when accepted in the provisional non-matriculated status must complete a minimum of twelve (12) cred-

Monmouth University 75 Programs, Services, and Regulations

its and a maximum of eighteen (18) credits of col- University academic calendar for specific dates. All lege-level course work with a minimum grade point degree requirements must be completed as speci- average of 2.00 before applying for admission as a fied in the “Time Limitation” section of this catalog. regular student. The student will follow all curricular Students on a LOA may not attend another institution requirements in effect at the time of admission as a and transfer credits back to Monmouth University. regular student. Courses taken in the non-matriculated Registration status will be considered for applicability toward All current Monmouth University students degree requirements in the same way that courses and deposited “Applicants” are provided with access taken in the matriculated status are considered. to the University’s WEBstudent. Each student is Undergraduate students wishing to change from provided with a unique User ID and password, which non-matriculated to regular status should contact the allows him or her access to personal information via Office of Undergraduate Admission. the Web. Continuing students who have met with their Course Changes (Add/Drop) academic advisor and received permission to do so Students can add or drop classes at any may self-register using WEBstudent. Specific infor- time during the open registration period or until the mation for dates and times to register online will be conclusion of the Add/Drop period (as outlined in the distributed prior to registration dates and will be avail- Academic Calendar) using WEBregistration or with able online in the “Registration Information.” Online the assistance of their academic advisor/department. registration is not available to students who are on Students who want to petition to add a academic probation or whose current admission sta- closed class, or who want to add a class after the tus is conditional. Add/Drop Period has concluded, must complete a Continuing students are strongly urged to “Registration: Add Course Form,” available from their complete “early registration” for upcoming semes- WEBstudent menu under “Registrar Forms.” This ters and terms. Early registration for the fall, spring, form must be printed and approved by the instructor, and summer semesters usually begins in April and department, and/or dean. Students attempting to add concludes in August. Late registration is conducted a class after the Add/Drop Period has ended must during the first week of the fall and spring semesters; also obtain a “Retroactive Registration Form” from students are required to pay the “late registration” fee the Bursar. All forms must be brought to the Office when registering during the late registration period. of the Registrar for processing before the term con- Registration after the conclusion of the late regis- cludes. It is the responsibility of the student to see tration period requires the written approval of the that all forms reach the appropriate office. appropriate faculty and department chairs. Students Students simultaneously adding and drop- are not permitted to attend classes for which they are ping a course (e.g., same course, different section) not officially registered (as determined by the Office should use e-FORMS and select “Swap Course of the Registrar). If students attend without prior Registration.” Approvals for this action will be done registration, they are subject to disciplinary action, electronically, and since there is no credit change, including suspension and dismissal, and will not be Bursar approval is not required. permitted to “retroactively” enroll. New students are invited to register during Leave of Absence special programs during the summer and in January A leave of absence (LOA) enables students as part of their orientation to the University. Late to maintain the same curriculum of record if they registration is available to new students, although it intend to be away (no active registration) from the is less desirable than the mode described above. University for a full semester. Interested students Registration privileges are not extended to should submit an LOA request e-FORM in order students who have significant unresolved financial to be placed on a leave; e-FORMS are accessible or other obligations to the University. “Holds” are from the main menu of WEBadvisor. The deadline to placed on the records of such students. Upon res- submit this request is by the conclusion of the course olution of the obligation, registration privileges are change (add/drop) period. Please consult the official restored. Course prerequisites are updated peri-

76 Monmouth University Programs, Services, and Regulations

odically. Students should confer with their advisors of college life and a head start for high school stu- concerning the most recent prerequisites on record dents who have completed either the junior or senior for courses they wish to take. Students should also year. Because of Monmouth’s location near the confer with their advisors when they want to register shore, summer sessions are well attended by visiting for more than eighteen (18) credits per semester. students as well as Monmouth’s own students. Students must fulfill the most current prerequisite The University offers five regular summer requirements prior to taking courses at Monmouth sessions. The maximum course load for summer University. school is twelve (12) credits. Students enrolled at other institutions should Transcript Requests receive approval from that institution for courses Current student requests for transcripts must for which credit is desired. Students must meet all be made by submitting a “Request for Transcript” course prerequisites. Admission into the summer e-FORM to the Office of the Registrar. Former stu- program does not constitute acceptance into the dents and alumni may print and submit a “Request University’s regular programs. for Transcript” form available from the Office of Campus recreational and dining facilities are the Registrar “Forms” page. All transcript requests available to summer students. Residence halls will should be made at least two weeks prior to the time be open to resident students during the summer. they are to be sent; hard-copy requests must bear Inquiries regarding summer sessions and appli- the signature of the student whose record is being cations for admission should be addressed to the requested. Issuance of transcripts must be first Director of Admission. cleared by the Bursar’s Office or any other University office to ensure that there are no outstanding obli- UNIVERSITY EMERGENCY CLOSING gations. The University may withhold transcripts, or Monmouth University has established a information related thereto, if an outstanding balance Weather Emergency Information Line: (732) 263- exists, or if repayment of a loan granted either by or 5900. During emergencies, including weather-related through the University is in arrears. situations when the University may need to close or During a period of approximately two weeks delay the start of the workday, this line will have a when grades are being recorded and processed at prerecorded message with necessary information the conclusion of a semester, transcripts cannot be for students and staff. If the University must close issued for currently enrolled students. or cancel classes, a broadcast message will also be Monmouth University releases only the sent to all employees and resident students via the Monmouth University transcript; it does not release campus alert system. You may also find out about the transcripts from institutions previously attended weather-related cancellations and closings by e-mail by the student. messages, the Monmouth University Web page (http://www.monmouth.edu), social media posts, or SCHEDULING INFORMATION from one of the local radio stations or TV channels Fall and Spring Semesters listed below: Monmouth University schedules on-campus classes year-round. During the fall and spring FM semesters, in addition to the traditional schedule of 88.9 WMCX Monmouth University daytime classes, Monmouth also offers non-tradi- 92.7 WOBM Ocean County tional students other scheduling options. Courses 94.3 WJLK Monmouth County are available in the evening and on weekends. 98.5 WJLK Ocean County 101.5 WKXW Trenton Summer Sessions 107.1 The Breeze Summer sessions provide a comprehensive program of day and evening courses and special AM workshops for Monmouth students and students in 1010 WINS New York good standing at other colleges and universities. 1310 WJLK Monmouth and Ocean Counties Summer session programming also provides a taste 1450 WCTC New Brunswick

Monmouth University 77 Programs, Services, and Regulations

TV information. Questions concerning the account can News 12 New Jersey be answered by the Help Desk (732-571-3539), or Channel 4 WNBC news documentation can be obtained from the WEBstudent site. Information obtainable online includes: UNIVERSITY E-MAIL • Grades (midterm and final) Monmouth University provides all students • Grade Point Average (GPA) with a Monmouth University e-mail account. Some • Academic audit student notices are sent exclusively to the Monmouth • Student schedule University e-mail account, such as: • WEBregistration • Grade reports • e-FORMS • Semester schedules • Registration information WEBstudent is available for general use to • Academic announcements view the Schedule of Course Offerings. “Search • Graduation deadlines for Courses” is not restricted by User ID and pass- • Change-of-class notifications word and is accessible to all users. Monmouth • Academic standings University provides a menu selection accessible from WEBstudent that allows currently enrolled students Additionally, administrative offices have to electronically submit academic requests to the established e-mail accounts for student use; how- department and to the Office of the Registrar. ever, the student e-mail must be generated from the Current students initiate requests with the Monmouth University account. Students are encour- Academic Affairs Division by utilizing the e-FORMS aged to communicate with University offices using selection available from their WEBstudent menu. their Monmouth University e-mail account: Instructions about how to use WEBstudent • [email protected] and e-FORMS are posted under “Instructions” on the • [email protected] WEBstudent main menu. • [email protected] • [email protected] WITHDRAW FROM THE UNIVERSITY • [email protected] Students who intend to withdraw from • [email protected] Monmouth University and plan not to return are requested to notify the University by completing WEBstudent and e-FORMS a “Total Withdraw from the University” e-FORM. All currently registered Monmouth students Provided the e-FORM is received by the “W” dead- have established WEBstudent accounts for use in line date (see academic calendar), students will be schedule preparation, grade and transcript look-up, withdrawn from the current term; otherwise the total and academic audits. Students are encouraged to withdraw will not be effective until the next regular utilize WEBstudent for retrieval of their academic term.

78 Monmouth University The Wayne D. McMurray School of Humanities and Social Sciences Course Descriptions DEAN: Kenneth Womack, PhD Counseling, Psychological Counseling, and Public ASSOCIATE DEAN: Nancy Mezey, PhD Policy. Among our academic goals are proficiency ASSOCIATE DEAN: Michael Thomas, MFA in all forms of communication; an appreciation for the diversity of people and ideas and the ability The Wayne D. McMurray School of to collaborate with others; stimulation of aesthetic Humanities and Social Sciences prepares students sensitivity and creative expression; and the ability to for lifelong learning and effective engagement with a think and react critically. Interdisciplinary studies are changing world. The humanities give critical insight encouraged. All majors provide options for minors, into aspects of thought, values, and achievement in double majors, concentrations, and interdisciplinary all times and places. The social sciences contribute studies. an understanding of the structure and function of Within the School of Humanities and Social society. Both areas provide a foundation for major Sciences are the Freed Chair in Social Science courses of study that prepare students for produc- endowed through a gift from the Gerald Freed Humanities and Social Sciences tiveness and responsibility in both their careers and Foundation, the Jules Plangere Jr. Chair in American civic life. Undergraduate and graduate curricula pro- Social History endowed through a gift of Life Trustee vide strong programs that prepare students for suc- Jules Plangere Jr., and the McMurray-Bennett cessful entry into professions and advanced study. Endowed Chair in the Humanities. Professor Brian The Wayne D. McMurray School offers Greenberg of the History Department occupies the twenty-three undergraduate degree programs Plangere Chair, and Professor Kristen Bluemel of and master’s degrees in Anthropology, Corporate the English Department occupies the Wayne D. and Public Communication, Criminal Justice, McMurray-Bennett Chair. English, History, Homeland Security, Mental Health

Monmouth University 79 Humanities and Social Sciences

ANTHROPOLOGY The Anthropology curriculum is designed Richard Veit, Chair, Department of History and to provide a liberal arts education that emphasizes Anthropology the scientific study of humanity. Three areas of Anthropology are covered: Cultural Anthropology, Heidi Bludau, Lecturer of Anthropology. PhD, the comparative study of human beliefs and behav- Indiana University. Research interests include ior with special attention to non-Western societies; transnationalism and migration of healthcare Archaeology, the study of the human cultural her- workers, globalization and health, professional itage from its prehistoric beginnings to the recent identify, post-socialism, and Europe. Teaching past; and Biological Anthropology, the study of racial areas include medical anthropology, globaliza- variation and the physical and behavioral evolution tion, applied anthropology, ethnographic meth- of the human species. The goal of the Anthropology ods, and anthropology of food. program is to provide students with a broad under- Veronica M. Davidov, Assistant Professor of standing of humanity that will be relevant to their Anthropology and Director, Graduate Program professions, their daily lives, and their larger roles in in Anthropology. PhD, New York University. the modern world. Areas of research interest include cultures of Latin America and ecotourism in the Amazon. Student Honor Society: Lambda Alpha, Alpha Teaching focus includes anthropological the- Chapter ory, ethnographic methods, area studies (Latin American), political ecology, and globalization. BACHELOR OF ARTS WITH A MAJOR IN Hillary DelPrete, Assistant Professor of Anthropology. ANTHROPOLOGY PhD, Rutgers University. Professor DelPrete is a Please refer to the following curriculum charts for biological anthropologist with a specialization in program requirements. All curriculum charts are modern evolution. Teaching and research inter- detailed and displayed in Appendix “B.” ests include human evolution, human variation, • Bachelor of Arts in Anthropology human behavioral ecology, and anthropometrics. • Bachelor of Arts in Anthropology Stanton W. Green, Professor of Anthropology. PhD, and Education with Endorsement in University of Massachusetts, Amherst. Professor Elementary Education Green is a specialist in Baseball and American • Bachelor of Arts in Anthropology and Culture, Archaeology, and Ireland. His research Education with Endorsements in P-3 and and teaching interests include questions of diver- Teacher of Students with Disabilities sity in the United States, archeological methods and theory, and the application of Geographic Additional endorsements are available. Please Information Systems. refer to the School of Education or the curricu- Brook Nappi, Lecturer in Anthropology. MA, lum charts located in Appendix “B.” Montclair State University. Research interests include sex/gender, race/diversity, and global ANTHROPOLOGY DEPARTMENT MINOR inequalities; the Supernatural; body and embod- Please refer to the following curriculum charts for iment; and phenomenology. Teaching focus program requirements. All curriculum charts are includes cultural anthropology, American diver- detailed and displayed in Appendix “B.” sity, the anthropology of sex and gender, and • Minor in Anthropology magic, witchcraft, and religion. • Minor in Archaeology Richard Veit, Professor of Anthropology and Chair. PhD, University of Pennsylvania. Teaching areas ART AND DESIGN include archaeology, historic preservation, North Andrew L. Cohen, Chair, Department of Art and American Indians, and New Jersey history. Design Research interests include historical archaeol- Mark Ludak, Compliance Officer/Technical ogy, industrial archaeology, and early American Specialist Material Culture. Author of Digging New Jersey’s Scott Knauer, Director of Galleries and Collections Past: Historical Archaeology in the Garden State.

80 Monmouth University Humanities and Social Sciences

Tom Baker, Associate Professor. MFA, University includes documentary, fine art, and editorial of Wisconsin-Madison. Professional experi- photography. ence includes work at collaborative print shops: Michael Richison, Specialist Professor. MFA, Tandem Press and Winstone Press. He is a Cranbrook Academy of Art. Motion graphics and council member of the Society of American graphic design. Graphic Artists in New York, and his prints have Jing Zhou, Associate Professor. BFA, Sichuan Fine been shown and collected nationally and inter- Arts Institute, China; MFA, Georgia Southern nationally. University. Interests include graphic design, Karen T. Bright, Professor. MFA, Cranbrook Web design, digital media art, flash animation, Academy of Art. Specialization includes graphic art direction, and fine arts. design and computer graphics. Professional work includes all aspects of graphic design The Bachelor of Fine Arts Degree (BFA) in including print and related collateral design. Also Art (with concentrations in Graphic and Interactive working as a digital artist whose work has been Design and Animation) is a career-track program that shown in national and international competitions prepares students for professional work in the fields and exhibitions. of graphic design, computer graphics, Web design, Andrew L. Cohen, Professor and Chair. PhD, and animation or for graduate school. Entering University of Chicago, History of Art. Research freshmen will be accepted as BFA degree candi- spans from medieval India to contemporary dates. As sophomores, or in the fourth semester at South Asian art. Author of Temple Architecture Monmouth University, BFA degree candidates will be and Sculpture of the Nolambas (9th–10th required to pass the Art and Design Student Portfolio centuries). Review (AR-REV). Upon successful completion of Pat Hill Cresson, Professor. MFA, Pratt Institute. the AR-REV, BFA degree candidates will be officially Specialization includes computer graphics and accepted into the BFA degree program. If a student graphic design. Her professional experience fails to pass the AR-REV, he or she will be referred includes art direction and design from concept to a Student Review Committee, which will determine through print in the areas of publishing, cor- whether the student should change his or her major porate design, and computer illustration. Her or be given a conditional semester or year. Transfer fine art work is represented in a New York City students can declare themselves a BFA candidate gallery and has been shown nationally and inter- upon acceptance to Monmouth University. Transfer nationally. students will also be required to pass the first given Vincent DiMattio, Professor. MFA, Southern Illinois AR-REV. University. Practicing artist who has exhibited The BA in Art is designed for students who his work in New York City and throughout the seek a strong studio experience and the option United States, Spain, and Mexico. Teaches of developing skills useful in several professional drawing, painting, basic design, and several areas. The core of the degree is traditional studio lecture courses. Started the gallery program at work in foundations, drawing, painting, sculpture, Monmouth University. He is a co-author of the printmaking, and ceramics. The BA in Art with a book The Drawings and Watercolors of Lewis Concentration in Photography is a more focused Mumford. program on photographic skills, both traditional Corey Dzenko, Assistant Professor. PhD, University and digital. All art and design majors are required of New Mexico. Contemporary and modern art to complete a one- to three-credit internship during history specialist, with emphasis on photogra- their senior year. Additional internship and coopera- phy, interactive media, and theory. tive education opportunities are offered as electives Wobbe Koning, Assistant Professor. MFA, Ohio starting in the junior year. State University. Animation and interactive media specialization; also has video, sound, and Department Honors will be earned based on the television expertise. following criteria being met: Mark Ludak, Specialist Professor and Compliance • An overall GPA of at least 3.3 Officer. MFA, Hunter College. Professional work • A major GPA of at least 3.5

Monmouth University 81 Humanities and Social Sciences

• Completion of AR410 and AR411, • Minor in Graphic Design/Computer Advanced Project 1 and 2 Graphics • Artifacts having been publicly presented • Minor in Interactive Media with a reading and defense of research • Minor in Photography topic • Project and paper to have a combined COMMUNICATION average of a “B” or better Aaron Furgason, Chair, Department of Communication BACHELOR OF FINE ARTS IN ART WITH Rebecca Sanford, Assistant Chair, Department of A CONCENTRATION IN GRAPHIC AND Communication INTERACTIVE DESIGN Please refer to the following curriculum chart for pro- Chad Dell, Associate Professor. PhD, University of gram requirements. All curriculum charts are detailed Wisconsin-Madison. Primary fields are broad- and displayed in Appendix “B.” casting and cultural studies. Special interests • Bachelor of Fine Arts in Art with a include television production and analysis, Concentration in Graphic and Interactive broadcast history, and media policy. Research Design interests focus on an analysis of the exercise of power at the intersection of broadcast indus- BACHELOR OF FINE ARTS IN ART WITH A tries and audiences. Faculty advisor to Alpha CONCENTRATION IN ANIMATION Epsilon Rho, the student chapter of the National Please refer to the following curriculum chart for pro- Broadcasting Society. gram requirements. All curriculum charts are detailed [email protected] and displayed in Appendix “B.” Donna Montanaro Dolphin, Associate Professor • Bachelor of Fine Arts in Art with a and Program Director for Radio/TV. MFA, Mason Concentration in Animation Gross School of the Arts, Rutgers University. Primary fields are TV production, media studies, BACHELOR OF ARTS WITH A MAJOR IN ART documentary, screen studies, popular culture, Please refer to the following curriculum charts for and mass media and First Year Seminar. Special program requirements. All curriculum charts are interests are experimental film and communi- detailed and displayed in Appendix “B.” ty-based television. Research interests focus on • Bachelor of Arts in Art roots music and American popular culture, and • Bachelor of Arts in Art with a on the construction of femininity in the screen Concentration in Photography arts. Faculty advisor to the student-operated TV • Bachelor of Arts in Art and Education with station, Hawk TV. Endorsements in Elementary Education [email protected] • Bachelor of Arts in Art and Education with Aaron Furgason, Associate Professor and Chair. Endorsements in K-12 Education PhD, Rutgers University, MA Emerson College. Introduction to Radio Production, Introduction Additional endorsements are available. Please to Screen Studies, Radio in the Music Industry, refer to the School of Education or the curricu- Radio Programming and Promotions, Talk lum charts located in Appendix “B.” Radio, Radio in America, First Year Seminar, and Generation ‘X’ Film Directors. Research ART DEPARTMENT MINORS interests include radio and recording industries Please refer to the following curriculum charts for and film studies. Faculty advisor to the 1000-watt program requirements. All curriculum charts are FM University radio station, WMCX. detailed and displayed in Appendix “B.” [email protected] • Minor in Art Mary Harris, Specialist Professor. MA, Monmouth • Minor in Art History University. BA, Rowan University. Areas of inter- • Minor in Asian Studies est include public relations, social media campaigns, marketing, and event planning. Public

82 Monmouth University Humanities and Social Sciences

Relations Student Society of America, APR, and Michael Phillips-Anderson, Associate Professor. Public Relations Society of America. PhD, University of Maryland. Interests include [email protected] political communication, rhetoric, critical/cultural Shannon Hokanson, Lecturer. MA, Monmouth studies, and gender. Political Communication, University. Areas of interest include interpersonal, Critical Discourse, First Year Seminar, Senior intercultural, and organizational communication. Seminar, and Introduction to Communication. Also teaches Introduction to Communication, [email protected] First Year Seminar, Communication Theory, and Rebecca Sanford, Associate Professor and Assistant Senior Seminar. Chair. PhD, Temple University. Undergraduate [email protected] courses taught include Interpersonal Moyi Jia, Lecturer. PhD, Ohio University. Areas of Communication, First Year Seminar, Family specialization include organizational communi- Communication, Nonverbal Communication, cation, intercultural communication, emotion in Communication Research Methods, and the workplace and classroom, social support, Communication Theory. Faculty advisor to social media, and socialization. Lambda Pi Eta, the National Communication [email protected] Honor Society, and First Year Advisor in the Matthew Lawrence, Specialist Professor. MFA, Center for Student Success. Boston University. Areas of specialization include [email protected] narrative and documentary film and video pro- Robert Scott, Specialist Professor. MFA, University duction, screenwriting, and media literacy. of Miami. Primary fields are film and video pro- [email protected] duction, news reporting, Web development, cor- Sheila McAllister, Associate Professor. PhD, Rutgers porate communication, and media writing. Areas University. Introduction to Public Relations, of professional experience include digital cin- Professional Communication, Crisis and Issues ema, media asset management, screenwriting, Management, Public Relations Writing, Nonprofit media history, and entertainment media technol- Fundraising, Strategic Public Relations Planning, ogies. Faculty advisor for the student-operated Principles of Fundraising, and Public Relations Hawk TV News. special topics. Public Relations Student Society [email protected] of America. APR, and Public Relations Society Jennifer Shamrock, Lecturer. PhD, Hugh Downs of America. School of Communication, Arizona State [email protected] University. Primary fields of study and research John Morano, Professor. MA, Pennsylvania State include ethnographic, narrative, and textual forms University. Primary fields are print journalism of inquiry from a feminist critical perspective. and media studies. Special interests include [email protected] start-up publications, magazine journalism, and Deanna Shoemaker, Associate Professor and freelance journalism. Research interests include Director of the Master’s Program in Corporate and environmental journalism, publishing a fourth Public Communication. PhD, The University of novel in his Eco-Adventure Book Series, enter- Texas at Austin. Primary fields are Performance tainment journalism, film criticism, and journal- and Theater Studies, Communication Studies, ism ethics. Faculty advisor to the student-oper- and Gender Studies. Special interests include ated newspaper, The Outlook. feminist performance practices, performance of [email protected] literature, performance ethnography, critical race Eleanor M. Novek, Professor. PhD, Annenberg theory, and First Year Seminar. Research inter- School for Communication, University of ests include cultural and aesthetic performances Pennsylvania. Specialties are journalism, gen- of femininity and critical staging of race/ethnicity der studies, research methods, and social justice and sexuality. Faculty advisor to Comm Works, research. Research interests in racial discrim- Students Committed to Performance. ination, prison issues, high school journalism, [email protected] and service learning. Kristine M. Simoes, Specialist Professor. MA, [email protected] Rowan University. Teaching focus on field-ap-

Monmouth University 83 Humanities and Social Sciences

plicable curriculum that prepares students for The Department serves this mission at careers in public relations professions. Courses the undergraduate level through its three clus- developed include Public Relations Writing/ ters: Communication Studies, Journalism and Public Layout and Design, Public Relations Campaigns, Relations, and Radio and Television. and Public Relations Trends and Analysis. APR, Public Relations Society of America. Student Honor Societies: Alpha Epsilon Rho [email protected] (Radio and Television), Lambda Pi Eta, the Don R. Swanson, Professor. EdD, University of National Communication Honor Society. Northern Colorado. Primary fields are organizational, intercultural, and political communication, BACHELOR OF ARTS WITH A MAJOR IN and First Year Seminar. Special interests in COMMUNICATION corporate communication consulting, training, Please refer to the following curriculum charts for and dispute resolution. Research interests in program requirements. All curriculum charts are executive communication, management com- detailed and displayed in Appendix “B.” munication applied in multicultural organizations, • Bachelor of Arts in Communication and political communication in Micronesia. [email protected] BACHELOR OF ARTS WITH A MAJOR Marina Vujnovic, Associate Professor. PhD, IN FOREIGN LANGUAGES WITH A University of Iowa. Primary fields of research CONCENTRATION IN SPANISH AND are participatory journalism and new media stud- COMMUNICATION ies, media history and gender, critical political Please refer to the following curriculum charts for economy, and cultural studies, and First Year program requirements. All curriculum charts are Seminar. Research interests focus on interna- detailed and displayed in Appendix “B.” tional communication and global flow of informa- • Bachelor of Arts in Foreign Languages/ tion; journalism studies; and explorations of the Spanish Concentration and historical, political-economic, and cultural impact Communication (Journalism Cluster) on media, gender, and ethnicity. Faculty advisor • Bachelor of Arts in Foreign Languages/ to the student-operated online news magazine, Spanish Concentration and The Verge. Communication (Radio and Television [email protected] Cluster) Sherry Wien, Associate Professor. PhD, Rutgers University. Areas of expertise are organizational COMMUNICATION DEPARTMENT MINORS and interpersonal communication. Teaching Please refer to the curriculum charts for program interests are improving work relationships, mak- requirements. All curriculum charts are detailed and ing business presentations, and creating video displayed in Appendix “B.” podcasts for training. Research interests are • Minor in Communication assessing communication skills in higher edu- • Minor in Interactive Media cation and describing how part-time seasonal • Minor in Journalism employees identify with an organization. • Minor in Leadership Communication [email protected] • Minor in Media Production • Minor in Public Relations In our commitment to students’ personal, • Minor in Screen Studies professional, and public success, the mission of the • Minor in Sports Communication Department of Communication is to provide a rigorous, ethical, collaborative, and culturally responsive learning environment. We embrace civic participa- CRIMINAL JUSTICE tion ideals and provide rich opportunities for written, Beth Sanders, Chair, Department of Criminal Justice oral, and technological communication competence, research skills, intercultural appreciation, and profes- John Comiskey, Assistant Professor. EdD, St. sional readiness. John Fisher College, MS, Naval Post Graduate

84 Monmouth University Humanities and Social Sciences

School. Areas of interest include homeland rights, juvenile law, and Fourth Amendment security, intelligence nexus to local crime, and rights. Current research projects include State the role of local police in national intelligence. constitutional activities in victims’ rights and pol- Gregory J. Coram, Associate Professor. PsyD, icy development in the criminal justice system. Indiana State University. Areas of interest include Beth A. Sanders, Associate Professor and Chair. psychology, criminal pathology, and corrections. PhD, University of Cincinnati. Specializes in Current research projects include the biology of police officer recruitment, selection, and the violent criminals. measurement of job performance. Research Albert Gorman, Specialist Professor and Police interests include gender differences, criminol- Recruitment Evaluations. MA, John Jay College ogy, and community health. She frequently of Criminal Justice. Interests include police pro- serves as a consultant for municipal police fessionalism, community policing, corrections, departments. Her work has appeared in the and security/loss prevention. Journal of Criminal Justice Education, Policing, Michele Grillo, Assistant Professor. PhD, Rutgers and Deviant Behavior. University, Criminology. BS, MA, University of Massachusetts Lowell, Criminology. Research The Criminal Justice major is designed to interests include domestic terrorism, policing, provide a balanced and comprehensive overview homeland security, conspiracy theories, ter- of the nature and structure of the criminal justice rorism and the media, American street gangs, system, with particular emphasis on preparation feminist criminology, females in the criminal for careers in fields such as law, juvenile justice, justice system, and quantitative/qualitative corrections, criminal justice administration, and law research methods. Current research projects enforcement. The program also provides a solid include assessing police organizational change preparation for graduate study. post-September 11, police and public perceptions of terrorism after September 11, the rela- Student Honor Societies: Alpha Pi Sigma, Omega tionship between social networking sties and Theta Phi Chapter, Omicron Sigma Sigma antisocial behavior, female prisoner re-entry. Peter Liu, Professor. PhD, Indiana University of BACHELOR OF ARTS WITH A MAJOR IN Pennsylvania. Areas of interest include research CRIMINAL JUSTICE methods, criminology, comparative criminal jus- Please refer to the following curriculum chart for pro- tice systems, and criminal justice organiza- gram requirements. All curriculum charts are detailed tions administration and management. Current and displayed in Appendix “B.” research projects include comparative delin- • Bachelor of Arts in Criminal Justice quency, Chinese justice system, and environmental crime. BACHELOR OF SCIENCE IN HOMELAND Brian Lockwood, Assistant Professor. BA, The SECURITY College of New Jersey; MA, PhD, Temple The Homeland Security major incorporates University. Research interests include the appli- core homeland security competencies in the areas of cations of Geographic Information Systems counterterrorism and intelligence, emergency man- (GIS) in the study of offending, environmental agement, strategic planning, and collaborative part- criminology, and juvenile delinquency. nerships. This program also prepares students for Marie Mele, Assistant Professor. PhD, Rutgers graduate study. University. Teaching interests include women and crime, victimology, research methodology, Please refer to the following curriculum chart for pro- and social statistics. Current research focusing gram requirements. All curriculum charts are detailed on intimate partner violence and domestic homi- and displayed in Appendix “B.” cide. • Bachelor of Science in Homeland Ronald Reisner, Associate Professor. PhD, Security Columbia University; JD, Rutgers University School of Law. Areas of interest include victims’

Monmouth University 85 Humanities and Social Sciences

CRIMINAL JUSTICE DEPARTMENT MINORS and American literature. Recent interest is Please refer to the following curriculum charts for poetry. program requirements. All curriculum charts are Melissa Febos, Assistant Professor. MFA, Sarah detailed and displayed in Appendix “B.” Lawrence College. Specialty is creative nonfic- • Minor in Criminal Justice tion, with additional interests in fiction, poetry, • Minor in Forensic Investigation contemporary American literature, and women’s • Minor in Homeland Security studies. Frank Fury, Lecturer. PhD, Drew University. ENGLISH Specialty is nineteenth- and twentieth-century Susan Goulding, Chair, Department of English American literature with particular emphasis on David Tietge, Director of First Year Composition representations of sport in American culture. Elizabeth Gilmartin, Undergraduate Program Additional interests include the short story and Coordinator Shakespeare. Kristin Bluemel, Graduate Program Director Elizabeth Gilmartin, Lecturer and Undergraduate Program Coordinator. PhD, New York University. Mary Kate Azcuy, Associate Professor. DLitt, Drew Areas of interest include the Irish language and University. Specialty is contemporary American Victorian Ireland. Coordinator of the Irish Studies literature with an emphasis on women poets, Minor. mythology, and feminism, as well as creative Susan Goulding, Associate Professor and Chair. writing. PhD, New York University. Specialties are eigh- Noel Belinski, Lecturer. MA, Monmouth University. teenth-century British literature, women’s stud- Specialties are composition pedagogy and ies, British history, and reception history. General Education literature courses. JP Hanly, Assistant Professor. PhD, University of Stanley Blair, Associate Professor. PhD, Duke Louisville. Areas of specialty include composi- University. Specialty is American literature. tion theory and ethics. Other interests are New Jersey literature, poetry, Jeffrey Jackson, Assistant Professor. PhD, Rice history of rhetoric, and popular culture. University. Areas of specialty include nine- Kristin Bluemel, Professor and the Wayne D. teenth-century British Romantic and Victorian McMurray-Helen Bennett Endowed Chair in the literature. Humanities, Graduate Program Director. PhD, Mihaela Moscaliuc, Assistant Professor. PhD, Rutgers University. Specialty is twentieth-cen- University of Maryland. Areas of specialty include tury British literature. Additional interests include immigrant literature, postcolonial studies, trans- literary criticism and theory, the novel, children’s lation studies, and poetry writing. literature, World War II and the end of empire, Abha Patel, Lecturer. PhD, Indian Institute of and book history. Technology. Areas of interest include twenti- Margaret Del Guercio, Associate Professor. PhD, eth-century American fiction, popular literature, New York University. Specialty is the novel in the and Victorian literature. eighteenth and nineteenth centuries. Major inter- Sue Starke, Associate Professor. PhD, Rutgers ests are Shakespeare, poetry, and prose fiction. University. Specialties are Renaissance litera- Josh Emmons, Assistant Professor. BA, Oberlin ture and culture, medieval literature, and genre College; MFA, The University of Iowa. Specialty theory. is fiction writing. David Tietge, Associate Professor and Director of Heide Estes, Professor. PhD, New York University. First-Year Composition. PhD, Southern Illinois Specialty is Old English language and literature, University at Carbondale. Areas of interest and additional interests include Middle English include rhetoric and composition, literary theory, literature, feminist theory, and representations of rhetorical theory, and popular culture. Current Jews in early English texts. Current research is research is in science rhetoric. in ecocriticism. Lisa Vetere, Associate Professor. PhD, Lehigh Prescott Evarts, Professor. PhD, Columbia University. Specialty is Antebellum American lit- University. Specialty is contemporary English erature and culture, with an emphasis on cultural

86 Monmouth University Humanities and Social Sciences

studies and feminist and psychoanalytic theory. and Education with Endorsement in Michael Waters, Professor. PhD, Ohio University. Elementary Education Specialties are creative writing, poetry, and • Bachelor of Arts in English and Education American literature. with Endorsement in Secondary Courtney Werner, Assistant Professor. PhD, Kent Education State University. Specialties are composition and • Bachelor of Arts in English with rhetoric, new media, and multi-modal learning. Concentration in Creative Writing and Education with Endorsement in The major in English is designed to serve Secondary Education in English various needs within the framework of traditional lit- • Bachelor of Arts in English and Education erary study, creative writing, and rhetoric. Sensitivity with Endorsements in P-3 and Teacher of to texts and the attendant skills in writing and Students with Disabilities analysis are useful for a wide range of careers in • Bachelor of Arts in English with a today’s changing workplace, including careers in Concentration in Creative Writing and law, teaching, editing, journalism, freelance writing, Education with Endorsements in P-3 and government service, marketing, management, and Teacher of Students with Disabilities business. Combining the major with another minor is encouraged. Additional endorsements are available. Please refer to the School of Education or the curricu- Departmental Honors will be earned based on the lum charts located in Appendix “B.” following criteria being met: • An overall GPA of at least 3.3 ENGLISH DEPARTMENT MINORS • A major GPA of at least 3.5 Please refer to the following curriculum charts for • Fulfillment of the intermediate-level lan- program requirements. All curriculum charts are guage requirement for English majors detailed and displayed in Appendix “B.” • Two courses beyond those required for • Minor in Creative Writing the English major as follows: • Minor in English a. complete one course from list of EN • Minor in Irish Studies 300-400 courses chosen with thesis • Minor in Professional Writing advisor b. complete a second course as an inde- HISTORY pendent study/senior thesis with a Richard Veit, Chair, Department of History and grade of “B” or better Anthropology

Student Honor Society: Sigma Tau Delta, Delta Julius O. Adekunle, Professor. PhD, Dalhousie Chapter University, Canada. Teaching fields include African history, Africa and its diaspora, and BACHELOR OF ARTS WITH A MAJOR IN Western Civilization. Recent research on ENGLISH Nigerian history and society. Please refer to the following curriculum charts for Kenneth L. Campbell, Professor. PhD, University program requirements. All curriculum charts are of Delaware. Teaching fields include English detailed and displayed in Appendix “B.” history, Medieval and early modern Europe, and • Bachelor of Arts in English history of witchcraft. Recent research on the • Bachelor of Arts in English with English Reformation and religious nonconformity Concentration in Creative Writing in sixteenth- and seventeenth-century England. • Bachelor of Arts in English and Education Christopher DeRosa, Associate Professor. PhD, with Endorsement in Elementary Temple University. Fields include military history Education and American political history. Recent research • Bachelor of Arts in English with concerns the political indoctrination of American Concentration in Creative Writing soldiers.

Monmouth University 87 Humanities and Social Sciences

Maureen Dorment, Lecturer. PhD candidate, Drew Hettie Williams, Lecturer in African American History. University. MA, Monmouth University. Research ABD, History and Culture, Drew University, M.A., interests include the history of print culture History and Culture, Drew University, M.A., and intellectual history. Teaching areas include History, Monmouth University. Teaching and Western Civilization, propaganda, and censor- research interests: African American history; ship. gender in U.S. history; and race and ethnic Brian Greenberg, Professor and Jules L. Plangere studies. Jr. Endowed Chair in American Social History. PhD, Princeton University. Primary fields are the The History curriculum is designed to pro- history of American workers, American social his- vide an understanding of the complex forces and tory, and the history of public policy in America. values that have shaped the modern world and to Current research is on U.S. social history in the prepare students for graduate school or for careers in early twentieth century. teaching, museums and historical societies, the law, Frederick L. McKitrick, Associate Professor. PhD, politics, public service, journalism, or business. Columbia University. Teaching areas include The Interdisciplinary History and Political German history, French history, and modern Science curriculum is designed to provide training European history. Current research is on German in both history and politics for students who wish artisans of the Nazi and post-Nazi periods. greater breadth of understanding of contemporary Katherine Parkin, Associate Professor. PhD, Temple society in preparation for careers in business, law, University. Major areas of interest include U.S. politics, public service, or journalism. history and American women. Thomas S. Pearson, Professor. PhD, University of Student Honor Society: Phi Alpha Theta North Carolina. Teaching fields include Russian history, Soviet and Russian foreign policy, com- BACHELOR OF ARTS WITH A MAJOR IN parative revolutions, nineteenth-century Europe, HISTORY and modern Eastern Europe. His most recent Please refer to the following curriculum charts for research has focused on government and peas- program requirements. All curriculum charts are antry in modern Russian history. detailed and displayed in Appendix “B.” Maryanne Rhett, Associate Professor. BA, • Bachelor of Arts in History University of South Carolina; MA, University • Bachelor of Arts in History and Education of Arizona; PhD, Washington State University. with Endorsement in Elementary Areas of teaching are Islam and the Middle East. Education Research focuses on the Balfour Declaration of • Bachelor of Arts in History and Education 1917. with Endorsement in Secondary Karen Schmelzkopf, Associate Professor. PhD, Education in Social Studies Pennsylvania State University. Interests include • Bachelor of Arts in History and Education Geographic Information Systems, land use pol- with Endorsements in P-3 and Teacher of icy, community organizations, and urban rede- Students with Disabilities velopment. Current research projects include community activism, politics of public space, and Additional endorsements are available. Please urban redevelopment issues in Asbury Park. refer to the School of Education or the curricu- Richard Veit, Professor and Chair. PhD, University lum charts located in Appendix “B.” of Pennsylvania. Teaching areas include archaeology, historic preservation, North American BACHELOR OF ARTS WITH AN Indians, and New Jersey history. Research INTERDISCIPLINARY MAJOR IN HISTORY AND interests include historical archaeology, indus- POLITICAL SCIENCE trial archaeology, and early American Material Please refer to the following curriculum charts for Culture. Author of Digging New Jersey’s Past: program requirements. All curriculum charts are Historical Archaeology in the Garden State. detailed and displayed in Appendix “B.”

88 Monmouth University Humanities and Social Sciences

• Bachelor of Arts in History/Political PhD, Michigan State University. Director of the Science Interdisciplinary Theatre Arts program for Monmouth University • Bachelor of Arts in History/Political and the artistic director/producer of the Shadow Science Interdisciplinary and Education Lawn Stage. Dr. Burke teachers a wide variety with Endorsement in Elementary of classes, including acting, creative dramatics, Education tech theatre, and improvisation. He has directed • Bachelor of Arts in History/Political or produced more than 200 plays or musicals. Science Interdisciplinary and Education Michael Gillette, Specialist Professor of Music, Music with Endorsement in Secondary History, Conducting, and Violin, Director of the Education in Social Studies Chamber Orchestra. MM, Yale University. For over thirty years, Professor Gillette has been a Additional endorsements are available. Please professional violinist in New York City and is cur- refer to the School of Education or the curricu- rently the assistant concertmaster of the Radio lum charts located in Appendix “B.” City Music Hall Orchestra. He is also a member of the American Ballet Theatre Orchestra, and HISTORY DEPARTMENT MINORS the Mostly Mozart Festival Orchestra at Lincoln Please refer to the following curriculum chart for pro- Center. He has played for many Broadway program requirements. All curriculum charts are detailed ductions, including Les Miserables, Beauty and and displayed in Appendix “B.” the Beast, Annie, Sunset Boulevard, Phantom • Minor in Geography of the Opera, and Into the Woods. Professor • Minor in Geographic Information Systems Gillette has toured in Japan, the United Kingdom, • Minor in History Italy, and Venezuela and has performed with such diverse talents as Tony Bennett, Leonard MUSIC AND THEATRE ARTS Bernstein, Aaron Copland, Sammy Davis, Yo-Yo Joseph Rapolla, Chair, Department of Music Ma, Jimmy Page, Itzhak Perlman, P. Diddy, and and Theatre Arts The Modern Jazz Quartet. Joseph Rapolla, Specialist Professor, Chair Sheri Anderson, Specialist Professor, Theatre, and Music Industry Program Director. MBA, Stage Management. MFA, University of Monmouth University. A recognized music indus- California, San Diego. Ms. Anderson has exten- try innovator, who built and led Award Winning sive Broadway, off-Broadway, and regional expe- Marketing departments at both Universal rience as both a director and stage manager. To and Warner Music Group. Professor Rapolla date, she has done thirteen Broadway produc- has directed programs for top talent, such as tions, two national tours, and numerous regional Madonna, Bon Jovi, Michael Jackson, U2, and and off-Broadway shows. Highlights include the Sting, and has partnered with the world’s leading Broadway productions of Phantom of the Opera, entertainment and media companies. He has Little Me, and The Full Monty. She has been earned multiple Gold Records for his work. He privileged to work with such theatrical legends as is also a songwriter, musician, and producer. Neil Simon, Cy Coleman, Jerry Herman, Marvin He has released three studio CD’s and a film Hamlisch, Terence McNally, John Guare, Chita soundtrack, collaborates with top writers and Rivera, Rob Marshall, and Horton Foote, as artists in NYC and Nashville, and continues to well as Hollywood heavyweights Martin Short, perform internationally. John Lithgow, John Ritter, Henry Winkler, Kevin Gloria A. Rotella, Specialist Professor of Music Spacey, and Madeline Kahn. She spent much of (Piano, Music Education). EdD, Rutgers 2003 at Oxford University studying Shakespeare University. Teaches piano and coordinates in performance. Fields of interest include theatre the Early Field Placement/Student Teaching history, postcolonial drama, and musical theatre. Program. Expanded the Methods classes and She is a member of Actors’ Equity Association also introduced a Job Shadowing Program for and Mensa. Long Branch High School seniors. As Director of John J. Burke, Associate Professor of Theatre. Applied Music, Dr. Rotella has increased student

Monmouth University 89 Humanities and Social Sciences

enrollment in applied music courses as well as The Music Industry concentration is designed the number of senior recitals. Dr. Rotella recently to prepare students for careers in the music business coordinated a Music Career Networking event in areas of specialization, such as music publishing, for all music education students and alumni, marketing, talent acquisition, concert production, which provided an opportunity for students to media relations, and merchandising. Students will network for future employment. also be required to take courses that deal with popu- David M. Tripold, Associate Professor. PhD, Drew lar music history and complete an internship program. University. Field of interest is American sacred music. He is a composer, choral director, vocal BACHELOR OF ARTS WITH A MAJOR IN MUSIC teacher, and organist. Dr. Tripold is a nation- Please refer to the following curriculum charts for ally recognized choral conductor, singer, voice program requirements. All curriculum charts are teacher, organist, and liturgical scholar who over- detailed and displayed in Appendix “B.” sees Monmouth University’s music education • Bachelor of Arts in Music degree program and directs the concert chorus • Bachelor of Arts in Music and Education and chamber choir. For over thirty years he has with Endorsement in Elementary been engaged as a church organist and choir Education director and has performed as a baritone soloist • Bachelor of Arts in Music and Education and organist in the United States and Europe. with Endorsement in K-12 Education in His present scholarship focuses on American Music church music, especially pertaining to the origins • Bachelor of Arts in Music and Education of church choirs, church music collections known with Endorsements in P-3 and Teacher of as tune books, and patterns and developments Students with Disabilities in contemporary American worship. George Wurzbach, Specialist Professor of Music. Additional endorsements are available. Please MA Music Composition, Hunter College. refer to the School of Education or the curricu- Professor Wurzbach is a multi-award-winning lum charts located in Appendix “B.” composer, performer, and producer. His work with the music comedy group Modern Man BACHELOR OF ARTS WITH A MAJOR IN MUSIC earned a BackStage Magazine Bistro Award WITH A CONCENTRATION IN MUSIC INDUSTRY and several MAC Award nominations. His recent Please refer to the following curriculum charts for contribution to the album Comedians and Angels program requirements. All curriculum charts are earned a 2009 Grammy Award nomination for detailed and displayed in Appendix “B.” folk music legend Tom Paxton. As a composer • Bachelor of Arts in Music with a he recently scored theme and segment music Concentration in Music Industry for the PBS series Real Simple and created the sound design for the “Roaring Mountain” with MUSIC DEPARTMENT MINORS composer John Deak and librettist Bill Gordh, Please refer to the following curriculum charts for debuted by the New York Philharmonic at Lincoln program requirements. All curriculum charts are Center. During the past four theater seasons as detailed and displayed in Appendix “B.” Music Director at Monmouth University he has • Minor in Musical Theatre composed and conducted original scores that • Minor in Popular Music were premiered by the Music and Theatre Arts • Minor in Theatre student. PHILOSOPHY, RELIGION, AND The Music curriculum is designed to pro- INTERDISCIPLINARY STUDIES vide specific knowledge and skills in music and a Golam Mathbor, Chair, Department of Philosophy, basic education in the liberal arts. Students entering Religion, and Interdisciplinary Studies the Department of Music are required to present evidence of proficiency in their major area of perfor- G. Oty Agbajoh-Laoye, Associate Professor mance. and Director of the African-American Studies

90 Monmouth University Humanities and Social Sciences

Program. PhD, University of Ibadan, Nigeria. student the opportunity to develop an individualized Specialty is African Diaspora (African-American interdisciplinary course of study that is not available and Afro-Caribbean literature in English) and in any established curriculum of the University. African postcolonial literature. Additional inter- Flexibility of curriculum and skills assists in preparing ests and current research include Black wom- for a wide variety of careers to meet the challenges en’s fiction and criticism, the slave narrative, and of the rapidly evolving world of the workplace. oral tradition. Manuel Chávez, Lecturer. PhD, Binghamton BACHELOR OF ARTS WITH A MAJOR IN University – SUNY. Areas of interest include INTERDISCIPLINARY STUDIES AND A Latin American philosophy, Latino/a studies, CONCENTRATION IN XXX pragmatism, and social and political philosophy. • Bachelor of Arts in Interdisciplinary Current research interests include decolonial Studies theory and ethics. George González, Assistant Professor. ThD, BACHELOR OF SCIENCE WITH A MAJOR Harvard Divinity School. Dr. González teaches IN INTERDISCIPLINARY STUDIES AND A courses in religious studies, ethics, and philos- CONCENTRATION IN XXX ophy. His research methodology, philosophi- • Bachelor of Science in Interdisciplinary cal anthropology, is highly interdisciplinary and Studies weaves together ethnography, philosophical inquiry, social science, and historiography in the PHILOSOPHY, RELIGION, AND service of intersubjective inquiry and anthropo- INTERDISCIPLINARY STUDIES DEPARTMENT logical ethics. Dr. González’s recent publica- MINORS tions are in the area of religion and capitalism. Please refer to the following curriculum charts for His research interests include critical theory, program requirements. All curriculum charts are postcolonial studies, Latino/a studies, gender detailed and displayed in Appendix “B.” and queer studies, religion and the professions, • Minor in Philosophy New Age religions, and post-secularism. Dr. • Minor in Religious Studies González is also involved in interfaith initiatives • Minor in Philosophy and Religious both within and outside the University. Studies Golam Mathbor, Professor and Chair. PhD, The University of Calgary. Areas of interest include UNDERGRADUATE CERTIFICATE IN AFRICANA development and analysis of social policies STUDIES and services, community organizing and social Please refer to the curriculum charts for program action, social planning, community development requirements. All curriculum charts are detailed and and community participation, and international displayed in Appendix “B.” social work. Current research interests include • Certificate in Africana Studies sustainable development of coastal communities, international development, and interdisci- POLITICAL SCIENCE AND SOCIOLOGY plinary studies. Joseph Patten, Chair, Department of Political Alan Schwerin, Associate Professor. PhD, Rice Science and Sociology University. Dr. Schwerin has research inter- Stephen J. Chapman, Public Policy Program ests in David Hume’s philosophy of mind and Director Bertrand Russell’s epistemology. Johanna Foster, Sociology Program Director

The Interdisciplinary Studies Program Gregory Bordelon, Lecturer of Political Science guides students who want to develop interdisciplin- and Director of the Center for Excellence in ary majors. It coordinates with faculty engaged in Teaching and Learning (CETL). JD, Louisiana interdisciplinary initiatives or teaching courses of an State University. Professor Bordelon previously interdisciplinary nature. worked for the Paris branch of a U.S. law firm. The Interdisciplinary Studies major offers a Before coming to Monmouth University, he

Monmouth University 91 Humanities and Social Sciences

worked as an editor and lecturer for the BARBRI Advisor of Pi Sigma Alpha National Political program under West Education Group. He is a Honor Society. Founder of the Institute for member of the Northeast Association of Pre-Law Global Understanding. Advisors, the International Law Society, and the Kevin Dooley, Associate Professor and Dean of American Political Science Association. He has the Honors School. PhD, Rutgers University. published on the “Napoleonic Code,” constitu- Research interests focus on globalization, com- tional dynamics of campaign finance and lobby- parative public policy, the politics of language, ing laws, and materials for students preparing for and comparative European governments. In the Louisiana and Georgia bar exams. Current addition to a wide array of scholarly articles, he projects include shifts in law school curricula and is the author/co-author of two books, Politics pre-law effects thereof, and media influence on Still Matter: Globalization, Governance, and legal procedure. the Revival of Regional Minorities (2008) and Stephen Chapman, Assistant Professor and Director Why Politics Matter: An Introduction to Political of the Graduate Program in Public Policy. PhD, Science (2012). SUNY Binghamton. Dr. Chapman specializes in Johanna Foster, Assistant Professor of Sociology American politics. His research interests include and Sociology Program Director. PhD, Rutgers representation strategies of elected officials, University. Dr. Foster holds a PhD in Sociology the impact of continued partisan control of state from Rutgers University with a concentra- governments, and public opinion. Dr. Chapman tion in Gender Studies (2000), and an MA in also possesses a strong research methods Applied Sociology/Social Policy (1994) from The background and regularly teaches the under- American University, where she also earned graduate- and graduate-level methods courses. a BA in Interdisciplinary Studies/Women’s Rekha Datta, Professor and Interim Vice Provost Studies (1992). She has taught sociology and of the Global Education Office. PhD, University gender studies for almost twenty years at a of Connecticut. Specialization in political the- range of academic institutions, from private ory, international relations, comparative politics universities to urban community colleges, and of South Asia, East Asia, the United Nations, with many of those years on the faculty at and women and the world. Research inter- Monmouth University. She most enjoys shar- ests focus on issues of gender and developing her love of sociology with students, and ment, traditional and human security issues, regularly teaches such courses as Introduction and child labor. In 2003 Dr. Datta received the to Sociology, Introduction to Gender Studies, Distinguished Teacher of the Year Award, the Race and Ethnicity, and Social Stratification. For highest recognition for teaching at Monmouth many years, she combined her teaching and University. She served on the county board of research efforts in social inequalities with work to the American Association for University Women restore higher education to prison communities, as Vice President for Public Policy until 2013. co-founding The College Bound Consortium for Since 2013, she has served on the Board of incarcerated women in New Jersey, and the Big Brothers Big Sisters of Monmouth and college connections program for incarcerated Middlesex Counties. Founder of Women and women in New York. Girls’ Education (WAGE) International, a New Kathryn Kloby, Associate Professor and Interim Jersey-based 501 (c) (3) not-for-profit organi- Vice Provost of Transformative Learning. PhD, zation. Member of the Committee on Status Rutgers University. Specialties are public sec- of Representation and Diversity, International tor accounting, performance measurement and Studies Association. Author of: Beyond Realism: reporting, citizen participation, public policy, and Human Security in India and Pakistan in the research methods. Her most current research Twenty-First Century (2008, 2010); Why focuses on accountability in public education. Alliances Endure: The United States-Pakistan Jennifer McGovern, Assistant Professor of Sociology. Alliance, 1954-1971 (1994); co-editor, with Judith PhD, Temple University. Dr. McGovern is pas- Kornberg, Women in Developing Countries: sionate about teaching and learning sociology Assessing Strategies for Empowerment (2002). and specializes in understanding how sport

92 Monmouth University Humanities and Social Sciences

both reflects and challenges social inequalities, Monmouth University Distinguished Teaching such as social class, race, ethnicity, nationality, Award in 2009. Coach of the Monmouth gender, and sexuality. Her previous research University Policy Debate Team and University focused on the ways that professional baseball’s advisor for the Washington Semester Internship institutional structures have grown and changed Program. He also served as president of the and how local baseball fans tell narratives about New Jersey Political Science Association in 2012 baseball players as the game has grown more and 2013. Co-author of Why Politics Matter: An global in scope. Introduction to Political Science (Wadsworth Nancy J. Mezey, Professor of Sociology and Cengage Publisher) in 2012. Associate Dean of the Wayne McMurray School Saliba Sarsar, Professor. PhD, Rutgers University. of Humanities and Social Sciences. PhD, Specialties are international relations, compar- Michigan State University. Specializes in family ative government (Middle East), and American sociology, race-class-gender studies, gender foreign policy. He is the co-author of two studies, and the sociology of sexualities. Her books: Ideology, Values, and Technology in research and publications focus on how and why Political Life (1994) and World Politics: An diverse family forms develop out of particular Interdisciplinary Perspective (1995); the editor social, cultural, historical, and political contexts. of two books: Education for Leadership and Outside of Monmouth University, Dr. Mezey Social Responsibility (1996) and Palestine and serves as the 2014-2015 Vice President of the the Quest for Peace (2009); and the co-edi- Society for the Study of Social Problems (SSSP). tor of three books: Principles and Pragmatism She also served as a volunteer in Mali, West – Key Documents from the American Task Africa, for the Peace Corps from 1988-1990. In Force on Palestine (2006), Patriarch Michel 2010, she received the Monmouth University Sabbah – Faithful Witness: On Reconciliation Distinguished Teacher of the Year Award. and Peace in the Holy Land (2009), and Kenneth E. Mitchell, Associate Professor. DPhil, Democracy in Africa: Political Changes and University of Oxford. Specializes in Latin- Challenges (2012). He guest edited a special American and Caribbean politics and policy (pub- issue of the International Journal of Politics, lic sector reform, democratization, and state-so- Culture, and Society (2004), focusing on ciety relations); and international political econ- Palestinian-Israeli relations. Dr. Sarsar’s articles omy (capacity building in public sector, commu- have appeared in Peace and Conflict Studies; nity development, and politics of market-based Holy Land Studies; Palestine-Israel Journal of reform). Authored: State-Society Relations Politics; Economics and Culture; This Week in Mexico (2001); “Don’t’ Cry for Argentina, in Palestine; Columbia University Middle East They Will Survive This” (2014); “Models of Studies Internet Resources; Clio’s Psyche; Clientelism and Policy Change: the Case of con- Peace Review: A Journal of Social Justice; ditional Cash Transfer Programmes in Mexico Middle East Quarterly; Jerusalem Quarterly and Brazil” (co-authored with Aaron Ansell, File; Scandinavian Journal of Development 2011); “An Institutional Anomaly, Longevity and Alternatives and Area Studies; Journal of South Competition in the Dominican Party System” Asian and Middle East Studies; International (2009); “Bridging the Convergence-Divergence Journal of Leadership; Journal of Leadership Policy Diffusion Divide, Mid-range Theorizing Studies; and Leadership and Organization and Devolving Food Aid in Mexico and the Development Journal. Dr. Sarsar also has two Dominican Republic” (2007); “Building State published books of poetry: Crosswinds (1999) Capacity: Reforming Mexican State Food Aid and Seven Gates of Jerusalem (2010). A third Programs in the 1990’s” (2005). In 2015, he book of poetry, Portraits: Poems of the Holy received the Monmouth University Distinguished Land, is awaiting publication. Teacher of the Year Award. Joseph Patten, Associate Professor and Chair. PhD, The political science curriculum offers a West Virginia University. Teaches courses in variety of courses that strengthen understanding of American politics and public policy. Received the traditional and contemporary issues in American pol-

Monmouth University 93 Humanities and Social Sciences

itics, legal studies, international affairs, comparative Additional endorsements are available. Please politics, and public policy. The curriculum assists refer to the School of Education or the curricu- students in preparing for leadership and careers in lum charts located in Appendix “B.” business, journalism, law, politics, public service, and teaching. BACHELOR OF ARTS IN POLITICAL SCIENCE WITH A CONCENTRATION IN INTERNATIONAL Political Science National Student Honor Society: RELATIONS Pi Sigma Alpha Please refer to the following curriculum chart for program requirements. All curriculum charts are detailed Political Science Departmental Honors: will be and displayed in Appendix “B.” earned based on the following criteria being met: • Bachelor of Arts in Political Science with • Two additional 300+ level courses a Concentration in International Relations beyond those required for the Political Science major BACHELOR OF ARTS IN POLITICAL SCIENCE • Students should apply to the chair of WITH A CONCENTRATION IN LEGAL STUDIES the Political Science and Sociology Please refer to the following curriculum chart for pro- Department at the start of their junior year gram requirements. All curriculum charts are detailed • Overall GPA 3.5 or higher; Political and displayed in Appendix “B.” Science GPA must be 3.75 or higher • Bachelor of Arts in Political Science with a Concentration in Legal Studies Sociology National Student Honor Society: Alpha Kappa Delta POLITICAL SCIENCE DEPARTMENT MINORS Please refer to the following curriculum charts for Sociology Departmental Honors: will be earned program requirements. All curriculum charts are based on the following criteria being met: detailed and displayed in Appendix “B.” • Two additional 300+ level courses • Minor in Gender Studies beyond those required for the Sociology • Minor in Legal Studies major • Minor in Political Science • Students should apply to the chair of • Minor in Public Policy the Political Science and Sociology • Minor in Social Justice Department at the start of their junior year • Minor in Sociology • Overall GPA 3.5 or higher; Sociology GPA 3.75 or higher Note: Any courses applied towards the Public Policy minor must be in addition to courses applied to the Student Clubs: Debate Team, Global Service major, except for specific policy-related courses. Club (Model UN), Moot Court, Mock Trial, Political Science Club, Pre-Law Club, and Sociology Club. BACHELOR OF ARTS IN SOCIOLOGY Please refer to the following curriculum chart for pro- BACHELOR OF ARTS WITH A MAJOR IN gram requirements. All curriculum charts are detailed POLITICAL SCIENCE and displayed in Appendix “B.” Please refer to the following curriculum charts for • Bachelor of Arts in Sociology program requirements. All curriculum charts are detailed and displayed in Appendix “B.” PSYCHOLOGY • Bachelor of Arts in Political Science Gary Lewandowski, Chair, Department of • Bachelor of Arts in Political Science Psychology and Education with an Endorsement in Elementary Education Natalie Ciarocco, Associate Professor. PhD, Case • Bachelor of Arts in Political Science Western Reserve University. General area of and Education with an Endorsement in interest in social psychology. Within social psy- Secondary Education in Social Studies chology, specializes in self-regulation and how it

94 Monmouth University Humanities and Social Sciences

impacts interpersonal relationships. Education. PhD, Virginia Commonwealth Jack Demarest, Professor. PhD, State University of University. Specialization is in the area of exper- New York at Stony Brook. Primary field of interest imental social psychology with a primary interest is evolutionary psychology and animal behavior; in social cognition. Current research focuses on especially mate choice, reproductive investment, group processes, specifically impression forma- game theory, and behavioral ecology. Teaching tion and the relationship between leaders and and research interests also include a feminist followers. Of additional and related interest are approach to sex role stereotyping, especially as sex role stereotypes. it relates to male roles. David E. Payne, Associate Professor. PhD, Columbia Lisa M. Dinella, Associate Professor. PhD, Arizona University. Interested in the relation between State University. Licensed Marriage and Family knowledge and the meaningful context in which Counselor. Interests include how gender devel- it is acquired. Research examines the cognitive opment impacts individuals’ life decisions and processes involved in learning and memory in development, particularly in terms of education humans and animals. Current work involves and career trajectories. interaction of perceptual and conceptual pro- Jamie Goodwin, Instructor. PhD, Ball State cesses in learning, memory, and judgments. University. Research interests include attach- Janice C. Stapley, Associate Professor. PhD, ment theory, friendships and relational aggres- Rutgers University. Special areas of interest are sion/victimization, gender issues and feminism, developmental psychology and emotion regula- couples and family counseling, human sexuality, tion. Research program is focused on gender, and sexual assault. Additional interest includes emotion, and adjustment during emerging adult- the psychological and sociocultural aspects of hood. Internet fandom. David B. Strohmetz, Professor. PhD, Temple Christine Hatchard, Assistant Professor. BA, University. Specialization in social psychology Monmouth University; MS, PsyD, Chestnut Hill with an emphasis on methodological and quan- College. Specialization in object relations ther- titative issues. Current areas of research include apy and emotion, personality assessment, eat- the social psychology of the experiment, partic- ing disorders, human sexuality, and therapeutic ularly the nature of the volunteer subject, and considerations in the context of mother-daughter social influences on tipping in restaurants. sexual abuse. Michele Van Volkom, Lecturer. PhD, State University Robyn M. Holmes, Professor. PhD, Rutgers of New York at Albany. Current research inter- University. Specialization is in child development ests include intergenerational and gender dif- with a primary interest in children’s play and eth- ferences in communication and technology use. nographic methods. Current research focuses Research interests include family relationships, upon relationship play and culture, play and especially the relationship between siblings, as learning, and recess, most recently in the Pacific well as the link between tomboyism in childhood Rim. Teaching and research interests include and gender roles in adulthood. interdisciplinary and cross-cultural approaches. Gary Lewandowski, Professor and Chair. PhD, The psychology curriculum focuses on the State University of New York at Stony Brook. scientific study of behavior and mental processes. General area of interest is social psychology. Majoring in psychology can lead to employment Within social psychology, specializes in close in business and industry (in fields such as human romantic relationships, involving such topics resources and applied research), social agencies, as interpersonal attraction, love, relationship hospitals, and various other mental health settings. maintenance, and relationship dissolution. The curriculum provides excellent preparation for Specifically, research focuses on how entering, graduate school and a wide variety of career paths maintaining, and losing romantic relationships within and outside of psychology. influences the self. Judith L. Nye, Associate Professor and Associate Student Honor Society: Psi Chi Vice President, Academic Foundations – General

Monmouth University 95 Humanities and Social Sciences

BACHELOR OF ARTS WITH A MAJOR IN interest include the interplay of counseling and PSYCHOLOGY religion (through a world religion perspective); Please refer to the following curriculum charts for the impact of therapeutic relationships on the program requirements. All curriculum charts are counselor; and integrating feminist concepts into detailed and displayed in Appendix “B.” counseling. • Bachelor of Arts in Psychology George Kapalka, Professor. PhD, Fairleigh Dickinson University. Specialization in the areas PSYCHOLOGY DEPARTMENT MINOR of mental health counseling, clinical and school Please refer to the following curriculum charts for issues with emphasis on child and adolescent program requirements. All curriculum charts are counseling and assessment as well as learn- detailed and displayed in Appendix “B.” ing disabilities and school consultation, and • Minor in Psychology legal/forensic issues. Current research program is focused on the education, counseling, and PSYCHOLOGICAL COUNSELING management of youth with behavioral problems Stephanie Hall, Chair, Department of (such as children with ADHD) in school and at Psychological Counseling home, as well as researching the benefits of nutritional and herbal therapies. David Burkholder, Associate Professor. PhD, Kent John P. Muldoon, Specialist Professor. PhD, State University. Specialization in mental health University of South Carolina. Specialization in counseling with children and adolescents. Areas substance abuse and co-occurring counsel- of interest include career counseling, student ing issues. Areas of interest include domestic retention, spirituality, legal and ethical issues in violence, substance abuse, supervision, group therapy, and multicultural issues. counseling, religiosity/spirituality, and trauma Alan A. Cavaiola, Professor. PhD, Hofstra University. counseling. Specialization in the area of counseling issues Laura Schmuldt, Specialist Professor. PhD, related to mental health and alcoholism, sub- University of Central Florida. Specialization in stance abuse, and other addictive behaviors, community mental health. Interests include cre- and their impact on individuals, couples, and ative approaches to mental health counseling, families. Teaching, research, and counseling altruism, trauma, wellness, career counseling, interests focus on crisis intervention, sequelae and veteran mental health. of trauma, personality disorders, DUI offenders, Solomon Z. Schuck, Associate Professor, PhD, workplace dynamics, and workplace stresses. New York University. Specialization in crisis Stephanie Hall, Associate Professor and Chair. intervention, family therapy, and school psy- PhD, University of New Orleans. Specialization chology. Areas of interest include the utilization in the area of mental health counseling with pri- of culturally consonant approaches to primary mary interests in multicultural counseling, wom- prevention. Research interests include a study en’s issues, trauma, and group work. of the impact of culture and personality on the Gary J. Handler, Specialist Professor and Field therapeutic process and on attitudes towards Placement Coordinator. PhD, New York social issues. University. MA, Monmouth University. Specialization is in counseling techniques and WORLD LANGUAGES AND CULTURES the impact of cognitive neuroscience on counsel- Mirta Barrea-Marlys, Chair, Department of ing. Areas of teaching include counseling tech- World Languages and Cultures niques (both basic and cutting edge, including supervision) and psychopathology. Mirta Barrea-Marlys, Associate Professor and Chair. Joanne Jodry, Assistant Professor. EdD, Argosy PhD, Romance Languages/Literature, University University. Specializations in professional mental of Pennsylvania. Areas of specialization include health counseling with primary clinical interests medieval through eighteenth-century Spanish in women’s issues throughout the life span, life literature, linguistics, Latin-American theatre, crisis, and existential issues. Areas of research and Latin-American women authors. Teaching

96 Monmouth University Humanities and Social Sciences

and research interests include linguistics, meth- Foreign Language Placement Policy** odology of foreign language teaching, oral pro- • 101 ficiency acquisition, and Spanish and Italian – No more than two years of the lan- language and culture. guage in high school Priscilla Gac-Artigas, Professor. PhD, University of • 102 Franche-Comte, France. Latin American litera- – Three years of that language in high ture, culture, and civilization, and contemporary school or having completed 101 Latin American women writers and Latino writers • 201 in the United States. Interest in interdisciplinary – Four years of that language in high studies on Latin America: history, anthropol- school or having completed 102, or AP ogy, culture, geopolitics, and economics. New with a score of “2” or lower research areas are: developing writing profi- • 202 ciency in Spanish, mastering the mechanics of – Having completed 201, or AP with a the writing process, creating artifacts to measure score of “3” students’ learning and integration of knowledge • 300+ to the long-term memory in a Spanish writing – Five or more years of that language, course, and to assessing writing and developing or AP with a score of “4” or higher critical thinking in Spanish and in other disci- • Native speakers (students who speak plines. Spanish, Italian, etc. as their first lan- Alison Maginn, Associate Professor of Spanish. guage) may not register in a class below PhD, University of Wisconsin-Madison. Teaching the 201 level and should consult with interests include proficiency-oriented language the chair of the Department of Foreign and contemporary Spanish literature and cul- Language Studies or the department ture. Primary interest is in the narrative, poetry, advising coordinator for placement. and film of twentieth-century Spain. Current • Heritage speakers (students who ver- research focuses on the Spanish Civil War, bally interacted with at least one parent women writers of post-dictatorship Spain, and in Spanish, Italian, etc.) may register in Spanish cultural studies. any course from 101 on upon consul- Julia Riordan-Goncalves, Assistant Professor. tation with the chair of the Department PhD, University of North Carolina at Chapel of Foreign Language Studies or the Hill. Area of specialization is the twentieth-cen- Department Advising Coordinator. tury Spanish novel, especially the novel written under the Franco dictatorship. Additional ** Any student who registers for a language class and research interests are a Transatlantic approach does not follow the policies above will be admin- to the novel written under dictatorship in Spain istratively dropped and placed into the appropriate and Spanish America, sociological theory and level. the novel, women writing the Social Novel in Spain, and pedagogical approaches to teaching ** Foreign Language courses 101,102, 201, 202 are Spanish for Business. sequential and may not be taken out of order.

Student Honor Societies: Hispanic Honor Society: For any questions or concerns regarding Sigma Delta Pi, Eta Pi Chapter; Italian Honor this policy, please call the Chair of the Department of Society: Alpha Gamma Kappa Foreign Language Studies, Dr. Mirta Barrea-Marlys, at extension 5390 or the Department Advising The Foreign Language curriculum provides Coordinator, Dr. Alison Maginn, extension 3612. the opportunity to concentrate in Spanish, to minor in Italian, and to study in Arabic, Chinese, French, Note: FS 300A, Advanced Spanish German, Irish, and Latin. Conversation Review, is intended for non-native speakers of Spanish* and is a co-requisite for FS 300B, Advanced Conversation and Composition,

Monmouth University 97 Humanities and Social Sciences

and a pre-requisite for all other 300- and 400-level extension 5390 or the Oral Proficiency Coordinator, courses in Spanish. FS 300A is designed to bridge Dr. Gac-Artigas, extension 3406. the gap between lower- and upper-division courses by providing students with optimal opportunities to Departmental Honors will be earned based on the practice their oral language skills at the high inter- following criteria being met: mediate/low advanced level. The course provides • Overall GPA of at least 3.3 practice in all four language skills while placing spe- • Major GPA of at least 3.5 cial emphasis on conversation, listening, and oral • Fulfillment of the intermediate level lan- presentation skills. guage requirement for Spanish majors. • Two courses beyond those required for *Prerequisite: permission of instructor Spanish majors – One course chosen from a list of Note: FS 300B, Advanced Conversation Spanish 300-400 level per thesis and Composition, is a prerequisite for all 400-level advisor. courses in Spanish and should ideally be taken in the – One independent study (FS499) to fifth or sixth semester of Spanish studies. The course include writing of a thesis in consulta- is intended for both native and non-native speakers tion with a full-time Spanish Department of Spanish and should be taken before or simultane- faculty member. Thesis will be orally ously with other 300-level courses in literature and presented and defended to a committee culture. Non-native speakers of Spanish are required of at least three faculty members (two to take FS 300A in the same semester as FS 300B. from the Spanish Department full-time faculty). Language Study Abroad: Students who wish • Thesis to take language courses abroad are referred to the – Thesis will be orally presented and pertinent information appearing under Study Abroad defended to a committee of at least in this catalog. Those who wish to participate in a three faculty members (two from the Study Abroad program should begin making plans Spanish Department full-time faculty) before their sophomore year and consult with their – Length: for students of BA in Foreign advisors in the department, where the necessary Languages Spanish Concentration, the- information is available. sis must be fifteen pages in Spanish; and for students with Honor in Spanish Note: In courses numbered above 300, it and Honor School, thesis must be is presumed that the student has taken 201-202 twenty-five pages in Spanish (Intermediate) or equivalent to assure adequate read- – Thesis must earn a “B” or better ing facility in the foreign language. These courses are conducted wholly in the foreign language, so that FS BACHELOR OF ARTS WITH A MAJOR 300B (Advanced Composition and Conversation) is IN FOREIGN LANGUAGES WITH A regularly scheduled as a prerequisite or co-requisite CONCENTRATION IN SPANISH to these courses. For courses numbered above 400, Please refer to the following curriculum charts for permission of the instructor may also be required. program requirements. All curriculum charts are Please consult the departmental office. detailed and displayed in Appendix “B.” • Bachelor of Arts in Foreign Languages Note: All Spanish majors must complete with a Concentration in Spanish the Oral Proficiency Interview (OPI) coordinated by • Bachelor of Arts in Foreign Languages/ the department. For any questions concerning the Spanish and Education with Endorsement OPI, please contact the Chair of the Department in Elementary Education of Foreign Language Studies, Dr. Barrea-Marlys,

98 Monmouth University Humanities and Social Sciences

• Bachelor of Arts in Foreign Languages/ BACHELOR OF ARTS IN SPANISH AND Spanish and Education with Endorsement INTERNATIONAL BUSINESS in K-12 Education in Spanish Please refer to the following curriculum chart for pro- • Bachelor of Arts in Foreign Languages/ gram requirements. All curriculum charts are detailed Spanish and Education with and displayed in Appendix “B.” Endorsements in P-3 and Teacher of • Bachelor of Arts in Spanish and Students with Disabilities International Business

Additional endorsements are available. Please FOREIGN LANGUAGE STUDIES MINORS refer to the School of Education or the curricu- Please refer to the following curriculum charts for lum charts located in Appendix “B.” program requirements. All curriculum charts are detailed and displayed in Appendix “B.” BACHELOR OF ARTS WITH A MAJOR • Minor in Spanish IN FOREIGN LANGUAGES WITH A • Minor in Italian CONCENTRATION IN SPANISH AND • Minor in Spanish for Business COMMUNICATION Please refer to the following curriculum charts for CERTIFICATE IN SPANISH LANGUAGE program requirements. All curriculum charts are Please refer to curriculum chart for program require- detailed and displayed in Appendix “B.” ments. All curriculum charts are detailed and dis- • Bachelor of Arts in Foreign Languages/ played in Appendix “B.” Spanish Concentration and • Certificate in Spanish Language Communication (Journalism Cluster) • Bachelor of Arts in Foreign Languages/ Spanish Concentration and Communication (Radio and Television Cluster)

Monmouth University 99 100 Monmouth University The School of Science Course Descriptions CO-DEAN: Catherine N. Duckett, PhD Technologies and Applications certificate; minors CO-DEAN: John A. Tiedemann, MS in Biology, Chemistry, Computer Science, Global Sustainability, Information Technology, Monmouth University’s School of Science Mathematics, Statistics, and Physics; and concen- is a community of teacher-scholars actively foster- trations in Molecular Cell Physiology, Advanced ing learning, quantitative reasoning, and scientific Chemistry, Biochemistry, Chemical Physics, inquiry among its majors and among all students. A Medical Laboratory Science, and Statistics. goal of the School is to lead in the innovative devel- The School of Science also offers master’s opment and delivery of curricula and in providing degrees in Computer Science, Information Systems, creative solutions to problems that include significant and Software Engineering. The undergraduate technical components. Educational programs pro- Bachelor of Science in Computer Science Advanced vide a student-centered learning environment that Computing Concentration program is accredited by builds a foundation for lifelong learning, critical think- the Computing Accreditation Commission of ABET, ing, and collaborative, technical problem solving. http://www.abet.org. The undergraduate Bachelor of Faculty scholarship interests include: original basic Science in Software Engineering program is accred- and applied research in a range of disciplines and ited by the Engineering Accreditation Commission

scholarly work on science education and pedagogy. of ABET, http://www.abet.org. The Chemistry and School of Science Undergraduate and graduate students are encour- Physics Department is approved by the American aged to participate in student-faculty collaborative Chemical Society (ACS). All qualified advanced research projects leading to the acquisition and dis- chemistry, biochemistry, and chemical physics semination of new knowledge in the sciences. degree recipients may receive ACS certification of The School of Science offers undergraduate their degrees. The degrees in Clinical Laboratory degree programs in Biology, Chemistry, Computer Science and Medical Laboratory Science are Science, Marine and Environmental Biology and accredited by the Commission on Accreditation of Policy, Mathematics, Medical Laboratory Science, Allied Health Education Professions (CAAHEP) Clinical Laboratory Sciences, and Software or by the National Accrediting Agency for Clinical Engineering; an undergraduate Networking Laboratory Sciences (NAACLS). All programs of

Monmouth University 101 School of Science

study are directed toward preparing students for adaptation research. He is also a registered working and living in a multicultural, technologically landscape architect (RLA) and LEED accredited complex, global environment. professional (LEED AP) specializing in green Studies in the School of Science provide planning. students with a solid background in the technical Karl Vilacoba, Communications Director. MA, New aspects of their chosen scientific or engineering Jersey Institute of Technology. Mr. Vilacoba has field, sufficient to prepare them for further study in over fifteen years of experience in professional graduate or professional programs, or to compete media, writing, and technical communications. for access to employment opportunities in industry He is the lead for the Urban Coast Institute (UCI) or education. Core courses for the non-major stress outreach and communications efforts related to the nature of the scientific enterprise and the benefits ocean and coastal programs and activities. and risks that scientific advances present to society rather than the digestion of large doses of con- The Urban Coast Institute (UCI) serves the tent from the discipline. Both major and non-major public interest as a forum for research, education, courses emphasize the importance of critical thinking and collaboration that fosters the application of the and cooperative learning, clarify working to the scien- best available science and policy to support healthy tific method in posing and answering questions con- and productive coastal ecosystems and a sustain- cerning the natural world, and explore the nature of able and economically vibrant future for coastal human problems for which technology may provide communities. The UCI efforts focus on the following solutions. program areas: • Coastal and Ocean Management, Law, URBAN COAST INSTITUTE and Policy Tony MacDonald, Director • Coastal Marine Stewardship, Habitat and Water Quality Susan Kennedy, Program and Project Director. JD, • Sustainable and Resilient Coastal MS, Environmental Law, Vermont Law School. Communities Ms. Kennedy has over twenty-five years of experience as a lawyer and public policy expert BIOLOGY working in both the private and non-governmen- Bernadette Dunphy, Interim Chair, Department of tal sectors. Biology Tony MacDonald, Esq. Director. JD, Fordham University School of Law. Mr. MacDonald has Pedram Patrick Daneshgar, Assistant Professor. over thirty years of executive and policy experi- BA, University of Delaware; MS, Saint Joseph’s ence in coastal and ocean law and policy at the University; PhD, University of Florida. Dr. local, state, and federal level. Daneshgar’s research interests include commu- James Nickels, Marine Scientist. MS, Montclair nity and ecosystem ecology of coastal systems State University Mr. Nickels has worked for over including dunes and mangroves, impacts of twenty-five years on marine research, monitor- invasive plant species, and diversity mainte- ing, surveying, and field operations in both the nance mechanisms of grasslands. public and private sectors. His expertise includes Ellen Doss-Pepe, Lecturer. PhD, Rensselaer survey work in fisheries, plankton, benthic organ- Polytechnic Institute. Specializes in biochemis- isms, sediment, water quality, mitigation, and try, protein folding and misfolding, and protein geophysics. He is a licensed hydrographer and degradation. Current interests include the rela- Certified Floodplain Manager. tionship of protein misfolding and degradation Mike Schwebel, Community Resilience and Climate as underlying causes of neurodegenerative dis- Adaptation Specialist. PhD, Temple University. eases and the roles of antioxidant proteins in Dr. Schwebel has a joint appointment with the cells during oxidative stress and neurodegen- New Jersey Sea Grant Consortium. His areas eration. of interest include climate change policy, com- Bernadette Dunphy, Specialist Professor and munity adaptation, and islands-centric climate Interim Chair. PT, D.PT, University Medicine and

102 Monmouth University School of Science

Dentistry, NJ. Specializes in physical therapy, roscience. Current research on neurobiology of sports medicine, and anatomy and physiology. alcohol and drug abuse. Ivan A. Gepner, Associate Professor. PhD, Princeton John A. Tiedemann, Co-Dean of the School University. Specializes in genetics and develop- of Science and Director of the Marine and mental biology. Current interests include com- Environmental Biology and Policy Program. MS, puter applications in biology, especially computer Florida Institute of Technology. Specializes in modeling and simulation of natural phenomena. marine ecology, coastal zone management, Kathryn A. Lionetti, Associate Professor. PhD, environmental science, and marine and envi- State University of New York at Stony Brook. ronmental education. Current applied research Specializes in microbiology and molecular biol- involves watershed management strategies and ogy. Current interests include recombinant best management practices for coastal nonpoint DNA technology, apoptosis, and applications of source pollution. molecular biology in clinical diagnostic proce- Jeffrey H. Weisburg, Special Professor. PhD, dures and emerging viral diseases. Cornell University-Weill Graduate School of Dorothy Lobo, Associate Professor. PhD, The Biomedical Sciences. Specializes in Anatomy Catholic University of America. Specializes in and Physiology and Immunology. Current cell and molecular biology, and signal transduc- research involves the use of nutraceuticals, food tion pathways. Current research includes the derivatives that have pharmacological prop- regulation of stress signaling pathways during erties, to treat cancers of the oral cavity and cell proliferation and programmed cell death. leukemia. James P. Mack, Professor. EdD, Teachers College, Columbia University. Specializes in anatomy The Biology curriculum is designed to give and physiology. Current research includes: anti- students a basic diversified background in the life microbial effects of plant essential oils on bac- sciences and prepare them for graduate work, pro- teria including MRSA and MSSA and fungi fessional school (medicine, dentistry, podiatry, chi- and elucidating the comprehensive chemical ropractic, etc.), laboratory work in government and mechanism for catalase (kinetic deviations and industry, and careers in teaching. conformer multiplicity). Tiffany Medley, Lecturer. PhD, City University of National Biological Honor Society: Beta Beta New York. Specializes in environmental pol- Beta, Chi Eta Chapter, requires completion of at icy, estuarine ecology, and ecosystem resto- least ten credits of biology and a 3.2 or better GPA ration. Current research includes evaluating in biology courses. the abundance and health of wild oysters in the Hudson River Estuary. Department Honors can be earned in Biology Michael A. Palladino, Interim Vice Provost of based on the following criteria being met: Graduate Studies and Professor. PhD, University • Achieving a 3.3 or better overall GPA with of Virginia. Specializes in male reproductive a 3.5 or better GPA in biology courses; biology and cell and molecular biology. Current • Completing two additional courses at the research includes antimicrobial properties of 300 or 400 level; male reproductive organs, and cellular and • Completing six credits of faculty-directed molecular responses to ischemia and hypoxia in research and presenting a research the- the mammalian testis. sis. Karen Pesce, Lecturer. PhD, Rutgers University. Specializes in environmental microbiology. BACHELOR OF SCIENCE WITH A MAJOR IN Current research interests include microbial BIOLOGY community analysis and characterization of Please refer to the following curriculum charts for novel biodegradative genes from polluted envi- program requirements. All curriculum charts are ronments. detailed and displayed in Appendix “B.” Dennis E. Rhoads, Professor. PhD, University of • Bachelor of Science in Biology Cincinnati. Specializes in biochemistry and neu-

Monmouth University 103 School of Science

• Bachelor of Science in Biology and Garland Grammer, Instructor. PhD, Cornell Education with Endorsement in University. Theoretical Physics. Elementary Education Bradley J. Ingebrethsen, Lecturer. PhD, Clarkson • Bachelor of Science in Biology and University. Physical chemistry. Mass transport in Education with Endorsement in aerosol systems and the fate of aerosols in the Secondary Education in Biology environment and in the respiratory tract. Dmytro Kosenkov, Assistant Professor. PhD, Additional endorsements are available. Please Jackson State University, Physical chemistry. refer to the School of Education or the curricu- Research interests: investigation of energy lum charts located in Appendix “B.” transfer in photosynthetic complexes to design new types of solar cells, modeling light-sensitive BACHELOR OF SCIENCE WITH A MAJOR proteins for non-invasive control of neurons; IN BIOLOGY WITH A CONCENTRATION IN speeding up computational chemistry using MOLECULAR CELL PHYSIOLOGY graphics processing units (GPUs). Please refer to the following curriculum chart for pro- Robin R. Kucharczyk, Lecturer. PhD, Yale gram requirements. All curriculum charts are detailed University. Inorganic chemistry. and displayed in Appendix “B.” Massimiliano Lamberto, Associate Professor. • Bachelor of Science in Biology with PhD, University of Southampton (UK). Organic a Concentration in Molecular Cell chemistry. Research interests: small molecule Physiology synthesis for the inhibition of telomerase by G-quadruplex DNA stabilization; synthesis of BACHELOR OF SCIENCE IN MARINE AND novel chromophoric systems for dye-sensitized ENVIRONMENTAL BIOLOGY AND POLICY solar cells and sensor applications; synthetic Please refer to the following curriculum chart for pro- methodology. gram requirements. All curriculum charts are detailed Kayla Lewis, Assistant Professor. PhD, Georgia and displayed in Appendix “B.” Institute of Technology. Geophysics. Research • Bachelor of Science in Marine and interests are computer modeling of processes Environmental Biology and Policy associated with climate change. Gregory Moehring, Associate Professor. PhD, BIOLOGY DEPARTMENT MINOR Purdue University. Inorganic Chemistry. Please refer to the following curriculum chart for pro- Research interests are synthesis and NMR gram requirements. All curriculum charts are detailed characterization of transition metal polyhydride and displayed in Appendix “B.” compounds; transformations of small molecules • Minor in Biology at transition metal polyhydride compounds. Datta V. Naik, Professor and Interim Vice Provost of DEPARTMENT OF CHEMISTRY AND PHYSICS Academic and Faculty Affairs. PhD, University William Schreiber, Chair, Department of Chemistry of Notre Dame. Analytical-inorganic chemistry. and Physics Jonathan Ouellet, Assistant Professor. PhD, University of Sherbrooke. Biochemistry. Shirley A. Crenshaw, Instructor. PhD, Colorado Research interests: nucleic acid structure and State University. Research interests include folding dynamics. bioanalytical/biophysical chemistry with special William L. Schreiber, Lecturer and Chair. PhD, interests in cancer biology, bio-environmen- University of Rochester. Organic chemistry. tal chemistry, biomolecular spectroscopy, and Organic synthesis, process research, and chem- chemistry education. ical education. Azzam S. Elayan, Lecturer. PhD, Wesleyan University. Danuta Szwajkajzer, Lecturer. PhD, Rutgers Organometallic chemistry. Mechanisms of met- University. Biophysical chemistry. Chemistry of al-catalyzed processes, particularly those involv- proteins and nucleic acids, thermodynamics of ing carbon-carbon bond-forming reactions. drug binding to DNA.

104 Monmouth University School of Science

Tsanangurayi Tongesayi, Associate Professor. ing. American Chemical Society certification may be PhD, West Virginia University. Analytical chem- achieved in this concentration by appropriate choice istry. Research interests: speciation, geochem- of electives. ical cycling, bioavailability of heavy metals in The concentration in Chemical Physics pre- the environment, technologies and methods pares students interested in graduate work in areas for the removal of toxic heavy metals and their such as nanotechnology and materials science, compounds from drinking water, and analytical which are at the interface of chemistry and physics. method development. In conjunction with the above curricula, the Chemistry faculty provide research opportunities in a Our curricula provide firm foundations in variety of areas. all five of the traditional chemistry sub-disciplines. Completion of any one of the programs serves as Departmental Honors can be earned in Chemistry if excellent preparation for further professional study in the following criteria are met: chemistry and related sciences, medicine, pharmacy • An overall GPA of 3.3 or higher; and other health professions, or in education. Careers • A major GPA of 3.5 or higher; in academia, the chemical and pharmaceutical indus- • At least three credits of research; tries, environmental protection, forensics, govern- • Completion of: Physical Chemistry II and ment, industrial hygiene, information science, patent Physical Chemistry II Lab; law, science writing, education, and toxicology are • Completion of: a thesis with a grade of open to those whose initial field of study is chemistry. “B” or higher; The Bachelor of Science in Chemistry pro- • Public presentation of research. vides a core curriculum of chemistry while allowing sufficient flexibility to combine it with a second major, BACHELOR OF SCIENCE WITH A MAJOR IN a minor, or elective biology courses for pre-medical CHEMISTRY studies within the total of 128 credits required for Please refer to the following curriculum charts for graduation. The Chemistry and Education programs program requirements. All curriculum charts are illustrate this flexibility. Completion of the Chemistry detailed and displayed in Appendix “B.” and Education curriculum qualifies graduates to • Bachelor of Science in Chemistry apply for Secondary Education endorsement as • Bachelor of Science in Chemistry a chemistry teacher. Completion of two additional and Education with Endorsement in courses provides eligibility for the physical science Elementary Education in Chemistry certification, which is required for teaching chemistry • Bachelor of Science in Chemistry or physics at the high school level. and Education with Endorsement in The Bachelor of Science in Advanced Secondary Education in Chemistry Chemistry concentration is an extended curriculum • Bachelor of Science in Chemistry that provides a career-level foundation in all of the and Education with Endorsement in traditional sub-disciplines of chemistry. Students Secondary Education in Physical Science planning to pursue graduate study in chemistry or to seek employment in chemistry-related positions Additional endorsements are available. Please should follow this program, which leads to a degree refer to the School of Education or the curricu- certified by the American Chemical Society. lum charts located in Appendix “B.” The Biochemistry concentration provides an introduction to the traditional subject areas of BACHELOR OF SCIENCE WITH A MAJOR IN chemistry and biology and explores their relationship CHEMISTRY WITH A CONCENTRATION IN in the field of biochemistry. Biochemistry is a rapidly ADVANCED CHEMISTRY (AMERICAN CHEMICAL growing field that appeals to students interested in SOCIETY-APPROVED PROGRAM) both chemistry and biology. This program is appro- Please refer to the following curriculum chart for pro- priate for students planning to seek employment in gram requirements. All curriculum charts are detailed biochemistry, pursue graduate study in biochemistry, and displayed in Appendix “B.” or attend medical or other health professions school-

Monmouth University 105 School of Science

• Bachelor of Science in Chemistry with in performing and understanding numerous stan- a Concentration in Advanced Chemistry dardized and specialized laboratory procedures. (ACS Approved) The curriculum requires completion of ninety-six credits of collegiate work prescribed by the National BACHELOR OF SCIENCE WITH A MAJOR IN Accrediting Agency for Clinical Laboratory Sciences CHEMISTRY WITH A CONCENTRATION IN (NAACLS) and is followed by an eleven-month BIOCHEMISTRY internship period at an NAACLS-approved hospital Please refer to the following curriculum chart for pro- program. Monmouth University confers the Bachelor gram requirements. All curriculum charts are detailed of Science degree upon successful completion of the and displayed in Appendix “B.” hospital program. Students have typically attended • Bachelor of Science in Chemistry with a internships at: Concentration in Biochemistry Monmouth Medical Center Long Branch, NJ 07740 BACHELOR OF SCIENCE WITH A MAJOR IN Emily Su, Program Director CHEMISTRY WITH A CONCENTRATION IN CHEMICAL PHYSICS Jersey Shore University Medical Center Please refer to the following curriculum chart for pro- Neptune, NJ 07753 gram requirements. All curriculum charts are detailed Perla L. Simmons, Program Director and displayed in Appendix “B.” • Bachelor of Science in Chemistry with a The Clinical Laboratory Sciences with Concentration in Chemical Physics a Concentration in Medical Laboratory Science program is offered in collaboration with the Rutgers CHEMISTRY DEPARTMENT MINOR School of Health Related Professions (Rutgers- Please refer to the following curriculum chart for pro- SHRP). The curriculum requires three years of gram requirements. All curriculum charts are detailed pre-professional study followed by a fifteen-month and displayed in Appendix “B.” internship at the Rutgers School of Health Related • Minor in Chemistry Professions. Monmouth University and the Rutgers- SHRP jointly confer the Bachelor of Science degree MEDICAL LABORATORY SCIENCE and upon successful completion of the professional com- CLINICAL LABORATORY SCIENCES ponent. The internships for this program take place William Schreiber, Chair, Department of Chemistry at: and Physics Rutgers-School of Health-Related Professions The curricula in Medical Laboratory Scotch Plains and Newark Campuses Science and Clinical Laboratory Sciences are Deborah A. Josko, Program Director quite similar. Both prepare students to work as skilled professionals in medically related laborato- BACHELOR OF SCIENCE IN MEDICAL ries. Students complete three years of course work, LABORATORY SCIENCE focused on chemistry and biology, followed by a one- BACHELOR OF SCIENCE WITH A MAJOR IN year hands-on internship at one of several hospital CLINICAL LABORATORY SCIENCES WITH sites. Professionals in these areas provide laboratory CONCENTRATIONS IN CYTOTECHNOLOGY* data that is essential to the diagnosis of diseases, AND MEDICAL LABORATORY SCIENCE management of patient therapy, and maintenance of Please refer to the following curriculum charts for health. Graduates of these rewarding programs are program requirements. All curriculum charts are highly employable and enjoy excellent starting sala- detailed and displayed in Appendix “B.” ries. They also have the potential for further career • Bachelor of Science in Medical advancement in the field. Laboratory Science The Medical Laboratory Science curricu- • Bachelor of Science in Clinical Laboratory lum is designed to give a broad knowledge of the Sciences with a Concentration in life sciences and to provide specialized experience Cytotechnology*

106 Monmouth University School of Science

• Bachelor of Science in Clinical Laboratory munications and networks; telecommunications Sciences with a Concentration in Medical and networking systems; security of network, Laboratory Science information, and computer systems; security of e-based systems; performance evaluation of * The Bachelor of Science in Clinical Laboratory Sciences with computer systems; algorithms, and networks; a Concentration in Cytotechnology curriculum will no longer be modeling and simulation; high performance available to new majors effective Fall, 2015. and parallel computing/computers; applied neural networks and pattern recognition; adaptive PHYSICS learning; and speech processing. Physics faculty members offer a curriculum Daniela Rosca, Associate Professor. PhD, Old leading to a minor in physics, which may be com- Dominion University. Interests include require- bined with any major. The minor in physics can be ments elicitation, analysis and specification, and combined with a major in chemistry and education methodologies for the development and use of to prepare for the Teacher of Physical Science business rules. Certification. A minor in physics also complements Richard Scherl, Associate Professor. PhD, the interests of students majoring in mathematics, University of Illinois and University of Chicago. software engineering, and a variety of other fields. Interests include artificial intelligence (especially The physics faculty support various undergraduate knowledge representation, automated reason- programs by offering specific courses required in ing, and natural language processing), cognitive other majors and courses designed to meet the gen- science, and databases. eral education natural sciences requirements. They William Tepfenhart, Professor. PhD, University of also provide research opportunities for interested Texas. Interests include artificial intelligence, students. software architecture, and software design. Jiacun Wang, Professor. PhD, Nanjing University PHYSICS MINOR of Science and Technology, China. Interests Please refer to the following curriculum chart for pro- include software architecture, Petri nets, real- gram requirements. All curriculum charts are detailed time systems, discrete event systems, telecom- and displayed in Appendix “B.” munications, and networking. • Minor in Physics Cui Yu, Associate Professor. PhD, National University of Singapore. Interests include data- COMPUTER SCIENCE AND SOFTWARE base management systems, spatial databases, ENGINEERING and information storage and retrieval. Jamie Kretsch, Chair, Department of Computer Science and Software Engineering BACHELOR OF SCIENCE WITH A MAJOR IN Joseph Chung, UNIX Administrator and Teacher COMPUTER SCIENCE The Computer Science curriculum provides Jamie Kretsch, Specialist Professor and Chair. a solid foundation in the computing sciences, pre- BS, Monmouth University; MS, University of paring students for employment in industry or for Wisconsin-Madison. graduate school. Software design and development James McDonald, Associate Professor. PhD, New is emphasized along with foundational computing York University. Interests include software verifi- concepts. The higher-level courses enable students cation and validation, project management, and to explore a variety of topics, such as databases, empirical software engineering. networks, artificial intelligence, scripting languages, Allen Milewski, Associate Professor. PhD, Brown game programming, UNIX administration, and com- University. Areas of interest include human-computer security. puter interactions, contextual communication The Advanced Computing Concentration, and awareness, and global software develop- which is accredited by the Computing Accreditation ment. Commission of ABET, http://www.abet.org, is rec- Mohammed S. Obaidat, Professor. PhD, Ohio ommended especially for students who plan to go State University. Interests include wireless com- to graduate school in computer science or who

Monmouth University 107 School of Science

plan to specialize in scientific computing. The edu- CERTIFICATE IN NETWORKING TECHNOLOGIES cational objectives of the Advanced Computing AND APPLICATIONS Concentration are to enable graduates, within a few This fifteen-credit certificate provides profes- years after graduation, to: sional training in network technologies. Students in • Work as effective team members or team the certificate program will enhance their network- leaders in the development of computer ing knowledge, gain focused professional expertise and software systems covering a wide toward careers, and increase their employability. range of scientific and business applica- The certificate would focus on practical needs of stu- tions. dents in the Applied Computer Science track as well • Enter professional careers in positions as others who are interested in careers that require including computer programmer, com- expertise in practical network technologies and skills. puter systems analyst, network administrator, computer systems programmer, Please refer to the following curriculum charts for software systems designer, database program requirements. All curriculum charts are systems manager, and software applica- detailed and displayed in Appendix “B.” tions developer. • Certificate in Networking Technologies • Undertake graduate studies and develop and Applications the knowledge and expertise to complete advanced studies or do research in com- BACHELOR OF SCIENCE IN SOFTWARE puter science, engineering, and other sci- ENGINEERING entific fields. The undergraduate Software Engineering • Work in teams, communicate effectively, curriculum, which is accredited by the Engineering and meet the social and ethical responsi- Accreditation Commission of ABET (www.abet.org) bilities of their profession. is designed to give students a broad background in • Become productive professionals in their both computer and engineering science with a heavy fields of activity, concern, or function. emphasis on those aspects of software engineering • Adjust to new technologies and methodol- that will enable graduates to efficiently participate in ogies with the skills required to react to a the design, development, and deployment of large changing world. software systems. Because of the sequential nature of the courses and the number of requirements for Other students may take the Applied engineering majors, careful planning is necessary to Computing Concentration, which gives students the complete the curriculum in four years. flexibility to take a minor in a field outside of science The educational objectives of the BS in and mathematics. Software Engineering program are to prepare software engineering graduates to do the following Please refer to the following curriculum chart for pro- things within the first few years after graduation from gram requirement. All curriculum charts are detailed the program: and displayed in Appendix “B.” • Find employment in organizations that • Bachelor of Science in Computer Science develop or use software and/or enter Advanced Computing Concentration graduate school; • Bachelor of Science in Computer Science • Participate in teams that are responsible Applied Computing Concentration for the specification, design, construction, testing, deployment, maintenance, or use COMPUTER SCIENCE DEPARTMENT MINOR of software systems; Please refer to the following curriculum charts for • Develop experience in additional areas of program requirements. All curriculum charts are professional specialty which, when com- detailed and displayed in Appendix “B.” bined with their undergraduate education, • Minor in Computer Science will continue the path toward lifelong learning;

108 Monmouth University School of Science

• Use their engineering, communications, Joseph Coyle, Associate Professor. PhD, University interpersonal, and business skills to fur- of Delaware. Interests include numerical analy- ther their position in a business, govern- sis and inverse problems. ment, or academic environment; Bonnie Gold, Professor. PhD, Cornell University. • Critically assess their engineering capa- Interests include philosophy of mathematics bilities and acquire the additional knowl- and innovation in undergraduate mathematics edge and skills they need to maintain education. currency within their evolving work envi- Zachary Kudlak, Assistant Professor. PhD, ronment; University of Rhode Island. Interests include • Assist their employers’ organizations in combinatorics, difference equations, graph the- achieving their business goals. ory, and mathematical pedagogy. Betty Liu, Professor. PhD, University of Maryland. Please refer to the following curriculum chart for pro- Interests include numerical solution of differen- gram requirements. All curriculum charts are detailed tial equations and mathematical modeling. and displayed in Appendix “B.” David C. Marshall, Associate Professor and Chair, • Bachelor of Science in Software PhD, University of Arizona. Interests include Engineering number theory, commutative algebra, and the theory of bilinear and quadratic forms. SOFTWARE ENGINEERING DEPARTMENT Susan H. Marshall, Associate Professor. PhD, MINORS University of Arizona. Interests include number Please refer to the following curriculum chart for pro- theory, arithmetic geometry, and the learning gram requirements. All curriculum charts are detailed and teaching of proof. and displayed in Appendix “B.” Emanuel Palsu-Andriescu, Lecturer. PhD, • Minor in Information Technology University of Rochester. Interests include micro- local analysis, Colombeau generalized func- CERTIFICATE IN INFORMATION TECHNOLOGY tions, and Fourier integral operators. Please refer to the curriculum charts for program Wai K. Pang, Associate Professor. PhD, Texas Tech requirements. All curriculum charts are detailed and University. Interests include functional data anal- displayed in Appendix “B.” ysis, image analysis, and multi-sample problems • Certificate in Information Technology in Hilbert spaces Sandra Zak, Lecturer. PhD, University of New MATHEMATICS Hampshire. Interests include operator algebras, David C. Marshall, Chair, Department of C*- algebras, curriculum development, and the Mathematics mathematical preparation of teachers.

Richard Bastian, Lecturer. PhD, Johns Hopkins The Bachelor of Science curriculum in math- University. Interests include applied mathemat- ematics is designed to provide an introduction to ics, mathematics and culture, and philosophy of classical and modern mathematics and to provide a mathematics. foundation for graduate study or careers in various Barbara Lynn Bodner, Professor. EdD, Rutgers areas of application. University. Interests include heuristic process The Concentration in Statistics gives stu- use in problem solving, integration of computer dents both a strong foundation in mathematics technology, and applications into the curriculum, and specialized, advanced knowledge in pure and as well as the study of mathematics from histor- applied statistics. Students will be well prepared to ical and artistic perspectives. enter data analysis and statistics fields, as well as Micah Chrisman, Associate Professor. PhD, graduate statistics programs. University of Hawaii. Interests include algebraic topology, low-dimensional topology, and knot theory.

Monmouth University 109 School of Science

BACHELOR OF SCIENCE WITH A MAJOR IN Additional endorsements are available. Please MATHEMATICS refer to the School of Education or the curricu- Please refer to the following curriculum charts for lum charts located in Appendix “B.” program requirements. All curriculum charts are detailed and displayed in Appendix “B.” MATHEMATICS DEPARTMENT MINOR • Bachelor of Science in Mathematics Please refer to the following curriculum chart for pro- • Bachelor of Science in Mathematics with gram requirements. All curriculum charts are detailed a Concentration in Statistics and displayed in Appendix “B.” • Bachelor of Science in Mathematics • Minor in Mathematics and Education with Endorsement in • Minor in Statistics Elementary Education • Bachelor of Science in Mathematics and Education with Endorsement in Secondary Education in Mathematics

110 Monmouth University Leon Hess Business School Course Descriptions DEAN: Donald M. Moliver, PhD, CRE, MAI sibilities in a dynamic environment. All curricula ASSOCIATE DEAN: Gilda Agacer, PhD underscore the complexity and diversity of mana- ASSISTANT DEAN: Janeth Merkle, MBA, MM gerial decisions in the global economy. Instruction MBA PROGRAM EXECUTIVE DIRECTOR: in small-size classes stresses close contact with Peter Reinhart, Esq. faculty and promotes collaborative work. MBA PROGRAM DIRECTOR: Susan Gupta, PhD Within the LHBS are two Centers of Distinction. The first is the Kislak Real Estate Institute, The Leon Hess Business School (LHBS) is which is directed by Professor Peter Reinhart of the currently ranked in the top 300 of the 2,000 schools Economics, Finance, and Real Estate Department. of business in the United States, is a community The Institute is the sole provider of both undergrad- Leon Hess Business School of teacher-scholars educating students to develop uate and graduate academic credit- bearing real strong leadership skills in achieving organizational estate education in the State of New Jersey. The excellence and sustainability: the integrated strate- second, the Center for Entrepreneurship is directed gic management of interlocking economic, social, by Dr. Joseph McManus of the Management and technological and ecological systems in which Decision Sciences Department. The Center has organizations operate. The LHBS is accredited by been nationally recognized for its innovative teach- AACSB International — the Association to Advance ing in the field of entrepreneurship and product Collegiate Schools of Business. AACSB accredita- designs. tion is the hallmark of excellence in business edu- The School of Business is most fortunate cation, and has been earned by less than 5 percent to have three professors who hold positions as of the world’s business programs. Today, there are endowed Chairs. Dr. Guy Oakes of the Management 727 business schools in 48 countries and territories and Decision Sciences Department currently that maintain AACSB accreditation. occupies the Kvernland Chair in Philosophy and The MBA program is designed to develop a Corporate Social Policy. Professor Peter Reinhart comprehensive background in the theory and prac- is the recipient of the Greenbaum/Ferguson/New tice of business management decision-making and Jersey Association of Realtors Endowed Chair in concentrates on contemporary managerial respon- Real Estate Policy. Dean Donald Moliver holds the

Monmouth University 111 Leon Hess Business School

Steven and Elaine Pozycki Endowed Professor Chair ing, financial accounting, and international in Real Estate. The top 20 percent of MBA graduates accounting. Current research interests include and 10 percent of undergraduate junior and senior analyst forecasts, accrual anomaly, and corpo- students are eligible for election to Beta Gamma rate governance. Sigma, the International Honor Society for AACSB- [email protected] accredited business schools. Ronald Zhao, Associate Professor. PhD, Texas Tech University; CPA, CMA. Teaching and Student Honor Society: Beta Gamma Sigma research interests are in the areas of cost and management accounting, international accounting, and corporate finance. ACCOUNTING Nancy Uddin, Chair, Department of Accounting ECONOMICS, FINANCE, AND REAL ESTATE Barrie Bailey, Chair, Department of Gilda Agacer, Associate Professor and Associate Economics, Finance, and Real Estate Dean of the Leon Hess Business School. PhD, University of South Carolina. Specializes in Nahid Aslanbeigui, Professor. PhD, University governmental accounting, advanced accounting of Michigan. Specializes in globalization, eco- analysis, and managerial cost analysis. nomic development, and the history of economic [email protected] thought. Additional interests include economics Vasundhara Chakraborty, Assistant Professor. BS, education and the economic status of women. Nagpur University; MS, PhD, Rutgers University. [email protected] Linda Flaming, Associate Professor. PhD, University Barrie Bailey, Associate Professor and Chair. PhD, of Oklahoma; CPA, Oklahoma. Teaching inter- Finance, University of Central Florida. Research ests include all levels of financial and managerial interests include international mutual fund per- accounting. Research interests are in tax, audit, formance and finance education. accounting, and investor decision-making. [email protected] [email protected] John Burke, Specialist Professor of Finance. MBA, Xudong (Daniel) Li, Assistant Professor. BE, BS, Indiana University. His professional career University of Science and Technology of China, spanned twenty-seven years on both the sell- MBA, University of California; ABD, University of side and buy-side of Wall Street. He spent ten North Texas. years at PaineWebber, Inc., where he was a Paul J. Savoth, Associate Professor. JD, Seton Managing Director, heading the Global Equity Hall University; LLM, Villanova University; BA Derivatives group, with operations in New York, Middlebury College. Primary research interests London, and Tokyo; he was also responsible include various areas of business law and fed- for Proprietary Trading. He subsequently spent eral taxation. two years at Deutsche Bank, AG as Director [email protected] and Co-Head of the Global Structured Products Douglas Stives, Specialist Professor. MBA, Lehigh Group with operations in New York, Frankfort, University. CPA; New Jersey. Teaching interests London and Tokyo, as well as running Proprietary are in the areas of taxation. Trading in New York. After twelve years on the [email protected] sell-side, Professor Burke moved to the buy-side Nancy Uddin, Associate Professor and Chair. PhD, and formed the Rumson Capital LLC, a $500mm Rutgers University. Research and teaching inter- hedge fund, engaging in global arbitrage strate- ests include the areas of auditing and accounting gies, which he ran for fifteen years. information systems. [email protected] [email protected] Andreas C. Christofi, Professor. PhD, Finance, Minna Yu, Associate Professor. PhD, Kent State Pennsylvania State University. Research inter- University. BA, MS, Dongbei University, China. ests include pricing of capital assets, invest- Teaching interests include managerial account- ments, fixed income securities, and international

112 Monmouth University Leon Hess Business School

finance. Additional interests include derivatives Robert H. Scott III, Associate Professor. PhD, and econometrics. University of Missouri at Kansas City. Research [email protected] interests include credit cards, start-up business Judex Hyppolite, Assistant Professor. PhD, Indiana financing, and interpreting the work of Kenneth University. Boulding. [email protected] [email protected] Y. Lal Mahajan, Associate Professor. PhD, Rutgers University. Research interests include economet- MANAGEMENT AND DECISION SCIENCES ric models for credit unions, corporate finance, Joseph B. Mosca, Chair, Department of portfolio analysis, and investment theory. Other Management and Decision Sciences interests include monetary policy effects on interest rates, inflation, and the stock market. Gwendolyn Yvonne Alexis, Associate Professor. [email protected] PhD, New School for Social Research; JD, Donald M. Moliver, Professor, Dean of the Leon Harvard Law School; MAR, Yale Divinity School. Hess Business School and the Steven and Research interests include corporate gover- Elaine Pozycki Endowed Professorship. PhD, nance, international corporate responsibility, Virginia Polytechnic Institute, CRE, and MAI business ethics, global civil society, and religious designations. Research interests include real diversity. estate finance and valuation. [email protected] [email protected] Daniel Ball, Associate Professor. PhD, University Patrick O’Halloran, Associate Professor. PhD, of Massachusetts. Primary interests include Economics, University of Wisconsin - Milwaukee. technology and operations management, real Principal research interests are in labor eco- options, risk-based distributed decision-making, nomics, discrimination, payment scheme, and the modeling and simulation of complex sys- econometrics. tems, logistics, operations research, manage- [email protected] ment science, project management, and system Peter S. Reinhart, Esq., Specialist Professor, sustainability. Director of the Kislak Real Estate Institute [email protected] and Arthur and Dorothy Greenbaum/Robert John S. Buzza, Specialist Professor. MA, University Ferguson/NJAR Endowed Chair in Real Estate of Phoenix. Primary interests include teaching, Policy. JD, Rutgers Law School, Camden. entrepreneurial endeavors, and philanthropic BA, Franklin and Marshall College. Served as activities. Senior Vice President and General Counsel [email protected] for Hovnanian Enterprises, Inc., for thirty-three Edward W. Christensen, Associate Professor, years. Also served on the Council on Affordable Vice President for Information Management, Housing for ten years and was a member of the and Interim Dean of the Library. PhD, Rutgers Real Estate Task Force of Governor Whitman’s University. Specializes in management informa- Economic Master Plan Commission. He was tion systems organization and administration, also a past president of the New Jersey Builders’ including the use of information technology to Association and is the current Chairman of support decision-making and strategy. New Jersey Future. Mr. Reinhart has authored [email protected] articles for Housing New Jersey, Tri-State Real Scott A. Jeffrey, Assistant Professor, PhD, University Estate Journal, and New Jersey Lawyer. of Chicago. BSC, MBA, Santa Clara University. [email protected] Performs research on the use of incentives Benedicte Reyes, Associate Professor. PhD, and goal setting in organizations. Particularly Finance, Columbia University. Research inter- focuses on non-cash tangible incentives such as ests include international corporate finance and travel and merchandise. capital markets deregulation. [email protected] [email protected]

Monmouth University 113 Leon Hess Business School

Joseph J. McManus, Assistant Professor and West Point Society of NJ. He is the co-author of Director of the Center for Entrepreneurship. PhD, four editions of the Cengage Textbook, Current Rutgers University, MBA, Pepperdine University, Topics In Technology. JD, Rutgers University School of Law, Camden. [email protected] Research interests include organizational mis- Donald R. Smith, Associate Professor. PhD, conduct, business ethics, corporate social University of California at Berkeley. Research responsibility, and social entrepreneurship. interests include applied quantitative decision [email protected] making, operations research, and management Joseph B. Mosca, Associate Professor and Chair. science. EdD, New York University. Primary specializa- [email protected] tions are human resource management, human Charles Willow, Associate Professor. PhD, relations, and active teaching methods. His Industrial and Systems Engineering, University current research interests focus on developing of Houston. Research interest includes Digital hybrid courses, employee behavior, and jobs of Business, Management Information System, the twenty-first century. and E-commerce, Web-based Information [email protected] Technology, Technological Innovations Roy Nersesian, Professor. MBA, Harvard Business Management, Technological Entrepreneurship, School. Interests lie in incorporating quantitative Intelligent Information Systems, Systems content into management course development. Modeling and Development, Robotics, and Digilog Author of ten books on simulation, financial risk (Digital + Analog) Technology, among others. management, energy, and energy modeling. [email protected] [email protected] Guy Oakes, Jack T. Kvernland Professor of MARKETING AND INTERNATIONAL BUSINESS Philosophy and Corporate Social Policy. PhD, Min Hua Lu, Chair, Department of Marketing Cornell University. Primary research areas are and International Business the history and philosophy of the social sciences and the sociology of ethics. Susan Forquer Gupta, Associate Professor and [email protected] MBA Program Director. PhD, University of Stuart Rosenberg, Associate Professor. PhD, Tennessee-Knoxville. Primary interests include Fordham University. Research interests include international and global marketing and brand case writing, managerial economics, and the management, national culture measures and relationship between management and culture. cultural value dimensions, environment and [email protected] behavior and the context of decision making, Eugene S. Simko, Associate Professor, PhD, cross cultural virtual teams, and sustainable Strategic Management, Baruch College of the (environment, societal, and economic) commu- City University of New York, MBA, Temple nity development. University. Primary area of teaching and [email protected] research is strategic management. Dr. Simko Amy Handlin, Associate Professor. PhD, New York has over thirty years of consulting and training University. Primary interests are in applications experience in strategic planning. He served of marketing to public policy and in the lobbying on Governor Whitman’s NJ State Assembly process, especially regarding small businesses Taskforce on Business Retention in NJ, and was regulated by state government. appointed by her to serve as a commissioner [email protected] on the USS NJ Battleship Commission. He is a Min Hua Lu, Associate Professor and Chair. DBA, member of the Board of Trustees of the USS NJ George Washington University. Primary inter- Battleship Museum in Camden, NJ. He served ests are in strategic marketing management, for six years as a commissioned officer in the international/global marketing management, and US Army Reserve, Adjutant General Corps, global sustainability of economics. and attended the US Military Academy at West [email protected] Point. He is on the Board of Governors of the

114 Monmouth University Leon Hess Business School

David P. Paul III, Professor. PhD, Old Dominion • Bachelor of Science in Business University; DDS, Virginia Commonwealth Administration with a Concentration in University; Medical College of Virginia. Primary Finance interests are in marketing and healthcare • Bachelor of Science in Business management. Co-editor of Health Marketing Administration with a Concentration in Quarterly. Finance and Real Estate [email protected] • Bachelor of Science in Business Joseph Rocereto, Associate Professor. PhD, Drexel Administration with a Concentration in University. Primary research interests are brand International Business anthropomorphization, customer loyalty, strate- • Bachelor of Science in Business gic branding, and integrated marketing commu- Administration with a Concentration in nications. Other interests include the use of color Management and Decision Sciences in marketing communications and the effects of • Bachelor of Science in Business self-concept congruity constructs. Administration with a Concentration in [email protected] Marketing Michaeline Skiba, Associate Professor. EdD, • Bachelor of Science in Business Columbia University. Research interests include Administration with a Concentration in healthcare education, management challenges Marketing, Management and Decision within managed care settings, social and behav- Sciences ioral issues associated with pharmaceutical pro- • Bachelor of Science in Business motions and marketing strategy, and general Administration with a Concentration in management development topics. Real Estate [email protected] BACHELOR OF ARTS IN SPANISH AND BACHELOR OF SCIENCE WITH A MAJOR INTERNATIONAL BUSINESS IN BUSINESS ADMINISTRATION, WITH Please refer to the following curriculum chart for pro- CONCENTRATIONS IN ACCOUNTING, gram requirements. All curriculum charts are detailed ECONOMICS, FINANCE, ECONOMICS AND and displayed in Appendix “B.” FINANCE, FINANCE AND REAL ESTATE, • Bachelor of Arts in Spanish and INTERNATIONAL BUSINESS, MANAGEMENT, International Business MARKETING, MARKETING AND MANAGEMENT, AND REAL ESTATE SCHOOL OF BUSINESS MINORS Please refer to the following curriculum charts for Please refer to the following curriculum charts for program requirements. All curriculum charts are program requirements. All curriculum charts are detailed and displayed in Appendix “B.” detailed and displayed in Appendix “B.” • Bachelor of Science in Business • Minor in Accounting Administration with a Concentration in • Minor in Business Administration Accounting • Minor in Business of Healthcare • Bachelor of Science in Business • Minor in Business Administration— Administration with a Concentration in Economics Economics • Minor in Business Administration— • Bachelor of Science in Business Finance Administration with a Concentration in • Minor in General Management Economics and Finance • Minor in Marketing

Monmouth University 115 116 Monmouth University School of Education Course Descriptions DEAN: John E. Henning, PhD (e.g., administrators, counselors, and reading spe- cialists) who have the knowledge, skills, and dispo- Education The School of Education (SOE) was estab- sitions required to improve teaching and learning in lished in 1995 to broaden and increase support for a highly pluralistic, democratic society. Toward this Monmouth University’s education programs. The end, our candidates are prepared to serve students goal of the School is to provide highly effective pro- from diverse backgrounds in terms of abilities, age, grams to prepare practitioners who can help all stu- culture, ethnicity, family, lifestyle, and socioeco- dents to learn in diverse school settings. Candidates nomic status. Our programs link research and prac- are mentored by a diverse faculty that models best tice by ensuring candidates have the opportunity to practices grounded in research. The School seeks work with students, teachers, and school leaders to foster collaboration and partnerships among in a wide range of local school and community set- University faculty, students, staff, school practi- tings. Finally, our programs are designed to instill tioners, and community representatives to improve a commitment to lifelong learning. Undergraduate student achievement. Programs are rooted in the and graduate teacher education candidates must belief that all students can learn and are guided by complete an approved content area major (e.g., four key themes: (1) the importance of both peda- Art, Biology, English, Foreign Language, History, gogical and content knowledge and a commitment Mathematics) or equivalent to be recommended for to lifelong learning, (2) an emphasis on collabora- the Early Childhood, Elementary, or content teach- tion and partnerships with schools and local coming credential in New Jersey. munities, (3) the important role played by cultural The SOE programs emphasize state and diversity and individual differences in the teaching/ national curriculum standards and research-based learning process, and (4) the need to develop best practice designed to improve student learning educational leadership skills consistent with profes- and to prepare P-12 students to be successful in sional ethics. the 21st-century global economy. Programs are The School of Education’s mission is to designed to improve a candidate’s critical think- be a leader in the preparation of highly competent, ing, communication, and problem-solving skills as reflective teachers and other professional educators these apply to P-12 student learning. The School’s

Monmouth University 117 Education

programs also integrate state-of-the-art computer technology as it relates to special education. technologies that can be applied in K-12 classrooms, Dorothy Varygiannes, Lecturer. EdD, Seton Hall school administration, and student counseling. The University. Professional interests include mathe- School has its own computer lab and offers its own matics education and assessment. online and Web-enhanced courses. Cathy Wong, Assistant Professor. PhD, Texas Tech University. CURRICULUM AND INSTRUCTION Wendy Harriott, Chair, Department of Curriculum Programs are designed to provide a strong and Instruction liberal arts or sciences background, a subject area major, a behavioral/social science sequence, and Linda Arnold, Assistant Professor. PhD, The significant professional preparation for an elemen- University of Tennessee. Professional interests tary teacher (K–5), an elementary teacher with sub- include preparing pre-service teachers to work ject matter specialization (K–8), and a subject area with English language learners in the mathemat- (K–12) teacher. ics classroom and technology in mathematics Students wishing to earn certification as education. an elementary teacher are required to simultane- Judith Bazler, Professor. EdD, University of ously complete the requirements of both the BA Montana. Specialty is curriculum design and program in Education and one of the BA programs science education and informal science (e.g., in Anthropology, Art, English, Foreign Languages, museums). Founder of the Smart Discovery History, History and Political Science, Music, or Center, Bethlehem, Pennsylvania. Political Science; or to simultaneously complete the Mary Brennan, Specialist Professor. MS, Lehman requirements of both the BS program in Education College. Areas of interest include learning dis- and one of the BS programs in Biology, Chemistry, abilities assessment and education, student or Mathematics. Students will have two academic advocacy, and in-service training. advisors—one in each department. Letitia Graybill, Lecturer. EdD, Rutgers University. Students wishing to earn certification in Professional interests include issues in science a subject area, K–12, are required to simultane- and society and applications of computer tech- ously complete the requirements of both the BA nology to classroom teaching. program in Education and one of the BA programs Wendy Harriott, Associate Professor and Chair. in Art, English, English/Creative Writing, Foreign PhD, Pennsylvania State University. Professional Languages/Spanish, History, Music, or Political interests include special education, behavior Science; or to simultaneously complete require- management, and inclusive education. ments of both the BS program in Education and one Jiwon Kim, Assistant Professor. PhD, Purdue of the BS programs in Biology, Chemistry, Chemistry University. (physical science), Health/Physical Education, or Stacy Lauderdale-Littin, Assistant Professor. PhD, Mathematics. Students will have two academic advi- University of California, Riverside. Professional sors—one in each department. interests include autism spectrum disorders. Students wishing to enhance their academic Carol McArthur-Amedeo, Lecturer. EdD, Rutgers program and expand their education may choose University. Professional interests include teacher among the four undergraduate endorsements offered: retention in special education, science educa- English as a Second Language (ESL); Teacher of tion, and students with emotional and behavioral Students with Disabilities (TSD); Middle School (5-8) disabilities. Endorsement (available to Elementary K-5 majors in Alex Romagnoli, Assistant Professor. PhD, Indiana English, Math, Science, or Social Studies); or Early University of Pennsylvania. Professional inter- Childhood – P-3 (available to Elementary K-5 only). ests include multimodality, multiliteracies, One or more of these endorsements may be com- graphic novels in academic contexts, and pop- bined with a student’s academic program. ular culture. Kathryn Servilio, Assistant Professor. EdD, West Internal Progression Requirements Virginia University. Professional interests include To qualify for certification, students must

118 Monmouth University Education

meet New Jersey State mandated progression must earn a passing score on the official OPI and requirements by August 1 before the sophomore WPT for certification. year at Monmouth to qualify for certification. This will require students to have a 3.0 grade point average BACHELOR OF ARTS WITH A MAJOR IN (GPA), achieve a passing score on the Praxis Core EDUCATION Academic Skills for Educators (CORE) (or score of Please refer to the following curriculum charts for at least a 1660 combined critical reading, writing, program requirements. All curriculum charts are and mathematics score on the SAT, or at least a 23 detailed and displayed in Appendix “B.” on the ACT, or 4.0 on the analytical writing section • Bachelor of Arts in Anthropology and a combined score of 310 on the quantitative and and Education with Endorsement in verbal sections of the GRE), and send a completed Elementary Education assessment of written and oral communication skills • Bachelor of Arts in Anthropology and to the School of Education. Students must also Education with Endorsements in P-3 and complete the professional education components at Teacher of Students with Disabilities Monmouth University and meet current standards of • Bachelor of Arts in Art and Education with the Monmouth University School of Education and the Endorsement in Elementary Education New Jersey Department of Education. The program • Bachelor of Arts in Art and Education with includes field experiences beginning in the sopho- Endorsement in K-12 Education in Art more year, increasing in intensity during the junior • Bachelor of Arts in English and Education year, and culminating in full-time student teaching in with Endorsement in Elementary the second semester of their senior year. Students Education are required to maintain a 3.0 GPA. Undergraduate • Bachelor of Arts in English and Education students in the School of Education must receive with Endorsement in Secondary a minimum grade of “C” in all required Education Education in English courses. If a grade below “C” is earned, that course • Bachelor of Arts in English and Education must be retaken and will follow the rules set forth in with Endorsements in P-3 and Teacher of this catalog referencing “Retaking a Course.” Students with Disabilities Transfer students will have one semester of • Bachelor of Arts in English/Creative provisional status pending their attainment of a GPA Writing and Education with Endorsement of 3.0. Transfer students will be permitted to take one in Elementary Education or two education courses as appropriate in the first • Bachelor of Arts in English/Creative semester. Transfer students may transfer a maxi- Writing and Education with Endorsement mum of six (6) professional education credits from in Secondary Education a two-year institution. Please refer to the Internal • Bachelor of Arts in English/Creative Progression Requirements in the paragraph above Writing and Education with Endorsements for additional State-mandated progression require- in P-3 and Teacher of Students with ments. Disabilities Applications for student teaching must • Bachelor of Arts in Foreign Languages/ be submitted to the Office of Certification, Field Spanish and Education with Endorsement Placements, and School Partnerships by January 31 in Elementary Education for fall and spring placement. At this time, students • Bachelor of Arts in Foreign Languages/ are screened to ensure that they meet the academic Spanish and Education with Endorsement and professional standards required for State cer- in K-12 Education in Spanish tification. Students must complete the appropriate • Bachelor of Arts in Foreign Languages/ Praxis II examinations with a passing score prior to Spanish and Education with student teaching and receive passing scores as the Endorsements in P-3 and Teacher of final requirement for State certification. Candidates Students with Disabilities seeking Spanish certification must also earn a pass- • Bachelor of Arts in History and Education ing score on the official OPI prior to student teaching. with Endorsement in Elementary English as a Second Language (ESL) candidates Education

Monmouth University 119 Education

• Bachelor of Arts in History and Education • Bachelor of Science in Health/ with Endorsement in Secondary Physical Education and Education with Education in Social Studies Endorsement in K-12 Education in • Bachelor of Arts in History and Education Health/Physical Education with Endorsements in P-3 and Teacher of • Bachelor of Science in Mathematics Students with Disabilities and Education with Endorsement in • Bachelor of Arts in History/Political Elementary Education Science Interdisciplinary & Education with • Bachelor of Science in Mathematics Endorsement in Elementary Education and Education with Endorsement in • Bachelor of Arts in History/Political Secondary Education in Mathematics Science Interdisciplinary & Education with Endorsement in Secondary Education in ADDITIONAL ENDORSEMENTS AVAILABLE Social Studies Please refer to the following curriculum charts for • Bachelor of Arts in Music and Education program requirements. All curriculum charts are with Endorsement in Elementary detailed and displayed in Appendix “B.” Education • Bachelor of Arts in Music and Education Add-on to Elementary: with Endorsement in K-12 Education in • Teacher of Students with Disabilities Music (TSD) • Bachelor of Arts in Music and Education • English as a Second Language (ESL) with Endorsements in P-3 and Teacher of • Middle School Endorsement Students with Disabilities • Early Childhood - P-3 • Bachelor of Arts in Political Science and Education with Endorsement in Add-on to Secondary: Elementary Education • Teacher of Students with Disabilities • Bachelor of Arts in Political Science (TSD) and Education with Endorsement in • English as a Second Language (ESL) Secondary Education in Social Studies Add-on to K-12: BACHELOR OF SCIENCE WITH A MAJOR IN • Teacher of Students with Disabilities EDUCATION (TSD) Please refer to the following curriculum charts for • English as a Second Language (ESL) program requirements. All curriculum charts are detailed and displayed in Appendix “B.” SPEECH PATHOLOGY, EDUCATIONAL • Bachelor of Science in Biology and COUNSELING, AND LEADERSHIP Education with Endorsement in Carolyn Groff, Chair, Department of Speech Elementary Education Pathology, Educational Counseling, and Leadership • Bachelor of Science in Biology and Education with Endorsement in Harvey Allen, Specialist Professor. EdD, Rutgers Secondary Education in Biology University. Areas of professional interest include • Bachelor of Science in Chemistry mathematics, interdisciplinary teaming, and mid- and Education with Endorsement in dle school design. Elementary Education Jason Barr, Associate Professor. PhD, Fordham • Bachelor of Science in Chemistry University. Trained in developmental theory with and Education with Endorsement in specific emphasis on the application of develop- Secondary Education in Chemistry mental theory. Areas of interest include empathy • Bachelor of Science in Chemistry in adolescence and children’s task persistence. and Education with Endorsement Patricia Bonaventura, Assistant Professor. PhD, in Secondary Education in Physical Ohio State University. Sciences

120 Monmouth University Education

Kerry Carley-Rizzutto, Assistant Professor. EdD, Counseling and Student Assistance Coordinator, Rowan University. Research interests include Georgian Court University. Professional inter- early childhood development with an emphasis ests include school counseling topics such as on literacy, and developing culturally responsive school climate change, at-risk youth, careers, pedagogical practices in pre-service and in-ser- and spirituality in counseling. vice teachers, while working with culturally and Tina Paone, Associate Professor. PhD, University linguistically diverse children. of Nevada, Reno. Areas of professional interest JoAnne Cascia, Assistant Professor. EdD, Nova include school counseling, group counseling, Southeastern University. Professional interests diversity, and play therapy. include language development and disorders, Nicole Pulliam, Assistant Professor. PhD, Montclair articulation disorders, sensory integration disor- State University. ders, autism, and supervision. Erk Raj, Assistant Professor. PhD, Wayne State Antonio Estudillo, Assistant Professor. PhD, University. Professional interest in stuttering Indiana University. research and clinical applications. Carolyn Groff, Associate Professor and Chair. Patricia Remshifski, Assistant Professor. PhD, PhD, Rutgers University. Specialty is literacy/ Seton Hall University. language arts and elementary education. Pietro Sasso, Assistant Professor. PhD, Old Jose M. Maldonado, Associate Professor. PhD, Dominion University. Research interests include University of Arkansas. Areas of interest include masculinity, alcohol misuse, and identity devel- multicultural counseling and school counseling. opment in traditional college students as well Elisabeth Mlawski, Assistant Professor of Speech- as academic advising and the college fraternity/ Language Pathology. MS, Northern Arizona sorority experience. University. Research interests include effec- Lilly Steiner, Assistant Professor. EdD, Boston tiveness of treatment, language development University. Research interests include family across the lifespan, and language and literacy in literacy and creating strong home-school part- school-age children. nerships. Cynthia O’Connell, Specialist Professor. MEd, The College of New Jersey, Post Master’s Certificate in School Counseling, Director of School

Monmouth University 121 122 Monmouth University The Marjorie K. Unterberg School of Nursing and Health Studies Course Descriptions DEAN: Janet Mahoney, PhD scientific research but also an art which reflects the ASSOCIATE DEAN: James Konopack, PhD performance of skilled tasks and human interaction. Such breadth of professional knowledge can only The Marjorie K. Unterberg School of Nursing be attained within the system of higher education. and Health Studies was established in 1998. The baccalaureate is the first professional degree in The School of Nursing and Health Studies nursing. It prepares a generalist and enables grad- reflects in its philosophy the mission of Monmouth uates to obtain entry-level positions as registered University: to provide a learning process and envi- nurses. ronment that enables students to realize their full Education for nursing is idealistic and potential and enhance the quality of life for individu- future-oriented yet sufficiently realistic to provide als, families, groups, and the community. students with an opportunity to develop justifiable The baccalaureate is the first professional confidence in their intellectual, as well as clinical, degree in nursing. It prepares a generalist and is the proficiency in the practice of nursing. This prepa- basis for graduate study and continuing education ration can occur only within an environment that Nursing and Health Studies in nursing. Professional nursing education focuses allows for individual differences and fosters per- on the development of an accountable practitioner sonal integration, healthy self-esteem, vital social and responsible citizen. Professional nurses need awareness, enjoyment of leisure, and a sense of knowledge of the liberal arts and sciences in order commitment to the attitudes and values of the nurs- to understand the interrelating factors that influence ing profession. the health of individuals and society. This knowl- In the belief that professional nurses must edge facilitates their special obligation to promote possess the capacity to modify their roles and a healthy environment for all persons. Further, this responsibilities as healthcare continues to change, knowledge enriches the conceptual base that sup- the faculty look to baccalaureate education to pro- ports both critical thinking and ethical decision-mak- vide students with knowledge of nursing science, ing expected of the professional nurse. enabling them to develop their personal philosophy The faculty believe that nursing is a learned and framework for nursing practice. This framework profession with a unique body of knowledge. encompasses an understanding of the past, the Nursing is not only a science arrived at through present, and the emerging roles of the professional

Monmouth University 123 Nursing and Health Studies

nurse. To fulfill the expanding role of professional Cira Fraser, Professor and Director of the DNP nursing, baccalaureate education is essential. Program. PhD, Adelphi University, RN, The faculty believe that education is an ACNS-BC. Specialty interest areas include nurs- active, ongoing process involving student-teacher ing research, quantitative and qualitative data collaboration and that learning is an experiential analysis, online education, and psychosocial activity. They believe that the teaching-learning pro- issues in chronic illness with an emphasis on cess involves not only the teacher and the student multiple sclerosis. but also the social system within a framework of Christopher A. Hirschler, Assistant Professor dynamic relationships that promotes the change and and Faculty Director of Study Abroad. PhD, growth of individuals. It is recognized that students Cleveland State University. Specialty area inter- have the ultimate responsibility for their own learning ests include health studies topics, vegan beliefs, and professional growth. and environmental issues. Students are viewed as unique individuals Andrea Hope, Associate Professor. EdD, CHES, with varying learning styles. Therefore, a variety of Teachers College, Columbia University. experiences and teaching strategies are used within Specialty areas and interests include physical the program to enhance the development of cogni- activity and nutrition, childhood obesity preven- tive, affective, and psychomotor abilities within the tion, development of worksite health promotion student. programming, and women’s health. The school offers a Pre-Licensure Bachelor Maria Hrycenko, Lecturer, DC, Sherman College, of Science in Nursing program (BSN) and an RN Spartanburg, South Carolina. Specialty area to BSN Bachelor of Science in Nursing program for interests include health policy, alternative health, registered nurses; a Bachelor of Science in Health and ergonomics. Studies program for non-nursing majors; a Bachelor Laura T. Jannone, Associate Professor, Chair of the of Science in Health Studies/Physical Education Nursing Department and Director of the MSN program with or without an Endorsement in K-12 Program. EdD, Teachers College, Columbia Education; a Health Studies minor for non-nursing University. NJ-CSN, FNASN. Specialty areas majors; and an undergraduate interdisciplinary certif- and interests are tobacco prevention and cessa- icate in gerontology. tion, school nursing, and health policy. Barbara Johnston, Professor, Hess Chair. PhD, SCHOOL OF NURSING AND HEALTH STUDIES RN, CNE, Hofstra University. Specialty areas FACULTY and interests include gerontological topics, phar- Staci Andrews, Lecturer, Health and Physical macology, pathophysiology, and distance/online Education. ABD (August 2014) Springfield education. College. Laura Kelly, Associate Professor. PhD, Rutgers Carol A. Biscardi, PA-C, Clinical Professor, PA University. Adult Psychiatric Clinical Nurse Program Director. PhD, Seton Hall University. Specialist and Family Psychiatric Nurse Specialty areas of interest include pediatrics, Practitioner. Specialty areas include sexually general surgery, primary care, patient commu- transmitted diseases and lesbian health con- nication, professionalism, and clinical research. cerns. Tresa Dusaj, Assistant Professor. PhD, Rutgers Rose Knapp, Assistant Professor. DNP, University University; BSN, Johns Hopkins University; MS, of Miami, ACNP-BC. Specialty interest areas New York University, RN, CNE. Specialty areas include acute care and emergency nursing include nursing education, technology, and pedi- issues, pharmacology and primary care, and atrics. disaster preparedness. Kathryn Fleming, Specialist Professor. PhD, MSN, James F. Konopack, Associate Professor and CPHG, University of Medicine and Dentistry of Associate Dean. PhD, University of Illinois, New Jersey. Specialty areas include nursing Health Studies. Specialty interest areas include informatics, quality management, and process physical activity, aging, and health promotion. improvement. Gina LaMandre, PA-C, Specialist Professor, Physician Assistant Program. MS, University of

124 Monmouth University Nursing and Health Studies

Massachusetts; MS, University of Medicine and Sharon W. Stark, Professor. PhD, Widener Dentistry. University. AGPCNP-BC. Certified Forensic Cheryl Leiningen, Assistant Professor, Nursing. Nurse (CFN). NAPG Credentialed Professional DNP, UMDNJ, Adult Nurse Practitioner. Specialty Gerontologist (CPG). Specialty areas and inter- interest areas include community/environmental ests are gerontology/geriatrics, adult nursing, health issues, bullying in nursing and LGBT health education, and forensic nursing. health. Mary H. Stern, PA-C Specialist Professor and Stephanie Lynch, PA-C, Specialist Professor, Academic Coordinator. MEd, Rutgers University. Physician Assistant Program. MS, George Specialty areas and interests include neonatol- Washington University. ogy, pediatric cardiology, employee health, and Janet Mahoney, Professor and Dean. PhD, APN-BC, wellness. ENA-BC New York University. Specialty areas Mary Ann Troiano, Associate Professor. DNP, and interests include nursing research, nursing Waynesburg University, FNP-BC. Child Care administration, and gerontological nursing. Health Consultant. Specialty areas include wom- Colleen Manzetti, Assistant Professor, DNP en’s health, adolescents, and child care. Academic Liaison. DNP, Sanford, Alabama CNE, CNLCP. Specialty interests include life Nursing Student Honor Society: care planning, rehabilitation nursing, nursing Lambda Delta Chapter - Sigma Theta Tau, the education, collaboration, and leadership. International Nursing Honor Society Christina McSherry, Associate Professor, Nursing. PhD, New York University. NURSING Joseph L. Monaco, PA-C, Clinical Professor and Laura Jannone, Chair, Department of Nursing Director of Clinical Education. MSJ, Seton Hall University Law School. Specialty interest areas PRE-LICENSURE BSN PROGRAM FOR NON- include emergency medicine, primary care, sub- NURSES: stance abuse medicine, health care policy, and Admission Requirements (For Freshmen Only): pharmacotherapeutics. • Satisfying Monmouth’s admission criteria Jaime Myers, Assistant Professor, Health and for the University and for the BSN pro- Physical Education. ABD, University of South gram. Writing an essay that expresses an Florida. interest in, and commitment to, the nurs- Marta Neumann, Lecturer. PhD, Academy of ing profession. Physical Education, Wroclaw, Poland. BA, MA, • Demonstrating a strong background in College of Physical Education, Wroclaw, Poland. the sciences. Specialty areas and interests include exercise • Exposure to a healthcare setting or physiology, physical education, physical fitness, related experience is encouraged. and yoga. Sue Polito, Specialist Professor. MSN, Monmouth Progression Requirements: Universit.y ANP-C, GNP-C. Specialty areas Once selected for the program, students will be include healthy aging, cognitive decline, and required to meet certain benchmarks, including: end-of-life care. • Maintaining a cumulative GPA of 2.75 or Julie Schaaff, Lecturer in Health Studies and Chair of better. the Health and Physical Education Department. • Achieving a minimum standard grade MS, University of Delaware. Specialty areas of C+ or better in prerequisite courses include biomechanics, mind-body fitness, and (CE109, BY111, BY112, BY107, HE200). health studies. • Maintaining a standard grade of “C+” or Patricia Sciscione, Specialist Professor. PhD, Seton better in nursing clinical didactic courses Hall University; MSN, Kean University. Certified (NU201, NU202, NU 203, NU204, School Nurse. Specialty areas and interests NU415). include school nursing and emergency nursing. • After acceptance, and prior to starting classes, a student must submit to the

Monmouth University 125 Nursing and Health Studies

School of Nursing and Health Studies a one semester. Many nursing courses have an online certificate of good health from a primary component. Students may attend on either a part- care practitioner, including a complete time or full-time basis. health history and physical exam. Before Every applicant must submit transcripts from beginning clinical laboratory experiences, all previous educational institutions attended. Each students will be expected to have a phys- one will be individually evaluated. The University ical examination, with associated labora- accepts all previously earned college course credits, tory studies, immunizations, and criminal with grades of “C” or higher, regardless of when they background checks, in accordance with were earned, provided that they fulfill requirements the special requirements of affiliation con- of the program. If a course already completed is not tracts with clinical agencies and submit a required, it may be accepted as a free elective or, copy of a liability and malpractice policy. if applicable, as a guided elective. Students whose Students with criminal backgrounds may science courses were taken in diploma schools of not proceed in the nursing program. nursing for which they received no college credit • All students are expected to main- may choose to take either Excelsior or CLEP exams tain membership in the Student Nurse (CLEP exams must be taken before admission to Association ANA/N.J.S.N.A. The faculty Monmouth University), as appropriate, to gain the of the School of Nursing and Health college credit for their knowledge or they may choose Studies at Monmouth University reserve to repeat the course. the right to dismiss a student from the Once accepted, all students will be individu- program regardless of cumulative grade ally advised by a faculty member from the School of point average if, in the opinion of the fac- Nursing and Health Studies. ulty, the student fails to meet acceptable professional standards of behavior. Requirements for Admission to the RN to BSN Program: UNDERGRADUATE CERTIFICATE IN NURSING • Applicants for admission must have grad- Students are required to complete the uated from an approved associate degree Undergraduate Nursing Certificate (UNC) before or diploma school of nursing. applying for the RN to MSN Direct Program. The • Be a graduate nurse who has taken or is UNC contains ten undergraduate nursing courses. eligible to take the NCLEX Examination (students must have the RN license to Please refer to the following curriculum chart for pro- register for Nursing 312). gram requirements. All curriculum charts are detailed • Submit a copy of a liability and mal- and displayed in Appendix “B.” practice policy with minimum limits • Undergraduate Certificate in Nursing of $1,000,000–$3,000,000 and have achieved a grade point average of at RN TO BSN PROGRAM: least 2.00 in lower-division work. The RN to BSN Bachelor of Science in • After acceptance, and prior to starting Nursing program is designed for graduate nurses from classes, a student must submit to the associate degree and/or diploma schools of nursing. School of Nursing and Health Studies a The program is accredited by the Commission on certificate of good health from a primary Collegiate Nursing Education (CCNE). Because this care practitioner, including a complete program is designed for the working RN, whenever health history and physical exam. Before possible classes are scheduled to meet in one three- beginning clinical laboratory experiences, hour block of time, one day per week. All courses students will be expected to have a phys- except the senior-level laboratory class are offered ical examination, with associated labora- on campus, hybrid, or online. Students can therefore tory studies, immunizations, and criminal complete the entire BSN program in the evenings background checks, in accordance with with the exception of the senior-level laboratory the special requirements of affiliation con- course that will require attendance one day/week for tracts with clinical agencies.

126 Monmouth University Nursing and Health Studies

• All students are expected to main- Local testing center: Brookdale Community College, tain membership in the Student Nurse 732-224-2583 or 732-224-2229. Association ANA/N.J.S.N.A. The faculty of the School of Nursing and Health BACHELOR OF SCIENCE IN NURSING Studies at Monmouth University reserve Please refer to the following curriculum chart for pro- the right to dismiss a student from the gram requirements. All curriculum charts are detailed program regardless of cumulative grade and displayed in Appendix “B.” point average if, in the opinion of the fac- • Bachelor of Science in Nursing – Pre- ulty, the student fails to meet acceptable Licensure professional standards of behavior. • Bachelor of Science in Nursing – RN to BSN The University will follow its normal procedure with regard to the transfer of general educa- CERTIFICATE IN GERONTOLOGY tion credit. University policy permits credits to be The fifteen-credit undergraduate Certificate brought to Monmouth by transcript evaluation or by in Gerontology is an interdisciplinary program coor- Excelsior or CLEP tests. Monmouth University Credit dinated by Professor Janet Mahoney. The pro- by Examination is also available. The University will gram includes designated courses in Anthropology, accept thirty transfer credits for nursing courses com- Nursing and Health Studies, Psychology, Social pleted in an associate degree or diploma program Work, and Sociology. upon completion of BSN courses. Specific general education courses required Please refer to the following curriculum chart for pro- in the program do not have to be completed before gram requirements. All curriculum charts are detailed acceptance. Those that have been successfully and displayed in Appendix “B.” completed at accredited institutions will be trans- • Undergraduate Certificate in Gerontology ferred, and the rest may be completed at Monmouth University concurrently with the upper-division nurs- HEALTH STUDIES AND PHYSICAL EDUCATION ing courses. Julie Schaaff, Chair, Department of Health Studies and Physical Education OF SPECIAL INTEREST TO NURSING STUDENTS HEALTH STUDIES College-Level Monmouth University Credits The Health Studies program at Monmouth Examination (CLEP) Course Equivalent University is designed for students who wish to enhance their knowledge of health and health-related General Psychology PY 103, Introduction 3.0 issues. Specific course content provides information to Psychology about current health issues and allows students Human Growth and PY203, 3.0 to develop the analytical skills needed to evaluate Development Child Psychology issues and policies. Additionally, students develop Development an understanding of the link between new research in health science and the development of healthcare Introductory SO 101, 3.0 strategies and policies. Sociology Introduction to Graduates are prepared to work with indi- Sociology viduals, groups, and families in health organizations Western HS 101–102, 3.0 and services, corporate health programs, education, Civilization Western and at the local, state, federal, or international level. Civilization I–II Students can further their education by pursuing graduate degrees in areas such as medicine, den- For General Exams: See the Admission section of tistry, physical therapy, health and physical educa- this catalog. tion, healthcare administration, public health, and many others. The mission of the Health Studies

Monmouth University 127 Nursing and Health Studies

program is to increase students’ knowledge in a Student Health Honor Society: variety of health disciplines by teaching students to: Epsilon Gamma Chapter – Eta Sigma Gamma analyze the causes and means of preventing disease National Health Education Honor Society and illness while seeking optimal health, develop the responsibilities and competencies of effective health PHYSICAL EDUCATION educators, and advocate for the health of others. Note: A maximum of four credits of physical education The mission of the Health and Physical Education course work will be applied toward degree require- program is to prepare well-rounded undergraduates ments for non-health physical education majors. for careers in health and physical education through Health/Physical Education and Health/Physical a curriculum that combines courses in health educa- Education with an Endorsement in Education majors tion with a strong foundation in exercise science. complete six (6) credits of physical education course To date, Health Studies graduates have work. secured entry-level employment in various health-related organizations as well as acceptance for gradu- In addition to undergraduate programs, the ate enrollment in the following disciplines: Dentistry, school offers an RN to MSN Direct Program for Physician Assistant, Occupational Therapy, Physical registered nurses; a bridge program for registered Therapy, Accelerated Nursing, Psychological nurses who hold a bachelor’s degree in a field Counseling, and Exercise Science. All students are other than nursing; a Master of Science in Nursing encouraged to apply to sit for the Certified Health (MSN) degree for nurses seeking preparation as Education Specialist (CHES) certification exam at an adult-gerontological primary care nurse practi- the conclusion of their undergraduate curriculum. tioner, family nurse practitioner, nurse administrator, nurse educator, school nurse, psychiatric and men- For more information about Health and tal health nurse practitioner, or forensic nurse; and Physical Education employment settings go to: http:// a post-master’s Doctor of Nursing Practice (DNP) www.monmouth.edu/academics/schools/nursing/ degree for nationally certified nurse-practitioners and health.asp. nurse executives. Five post-master’s certificates are available for master’s degree-prepared nurses seek- Please refer to the following curriculum charts for ing preparation as an adult-gerontological primary program requirements. All curriculum charts are care or family nurse practitioner, nurse administrator, detailed and displayed in Appendix “B.” psychiatric and mental health nurse practitioner, or • Bachelor of Science in Health Studies nurse educator. Graduate certificates are available • Bachelor of Science in Health Studies for school nurses and forensic nurses. A Master of and Physical Education Science Physician Assistant program is also avail- • Bachelor of Science in Health Studies/ able. Detailed information about these graduate Physical Education and Education with programs is located in the Monmouth University an Endorsement in K-12 Education in graduate catalog. Health/Physical Education

MINOR IN HEALTH STUDIES Please refer to the following curriculum chart for program requirements. All curriculum charts are detailed and displayed in Appendix “B.” • Minor in Health Studies

128 Monmouth University The School of Social Work

DEAN: Robin Mama, PhD Secondarily, the BSW Program prepares social DIRECTOR OF THE BSW PROGRAM: work students for graduate social work education. Elena Mazza, PhD The BSW Program also introduces individuals DIRECTOR OF THE MSW PROGRAM: within the University community to relevant social Kelly Ward, PhD work and social welfare issues. On the foundation of a liberal arts tradition, Social workers are concerned with improv- students are engaged to broaden and challenge ing the health and quality of life of persons who their understanding, analysis, and evaluation of are disconnected or excluded from larger society. human experiences and societies in the past and in Social workers engage in practice at all levels, from the contemporary world, and of families and individ- working with children to working with communities uals of varied cultural and social contexts. and governments. The profession and the program The curriculum supports this mission at Monmouth are particularly concerned with human through three perspectives: social and economic

rights and social and economic justice, the repre- justice through the advancement of human rights, Social Work sentation and support of vulnerable or oppressed strengths-based empowerment, and practice with segments of the population, and direct-action strat- families within a global context. Families within a egies to bring about positive change for the disen- global context define the initial focal social unit for franchised. all social work practice at Monmouth University. The central mission of the School of Social Our three perspectives inform both our Work at Monmouth University is to prepare its BSW and MSW programs as they contribute to the graduates for professional social work practice development of students’ knowledge, values, and that strives to secure social and economic justice, skills: advance human rights, and improve the quality of 1. To conceptualize and contribute to social work life of vulnerable families, individuals, organizations, theory, knowledge, values, and skills on a communities, and nations on the local, national, and generalist level for BSW students, and on an global levels. advanced, concentration-specific level for MSW The BSW Program prepares students students through three interrelated perspec- for generalist professional social work practice. tives: social and economic justice through the

Monmouth University 129 Social Work

advancement of human rights, strengths-based Christa Hogan, Lecturer. BSW, Monmouth empowerment, and practice with families within University; MSW, Fordham University. Extensive a global context; practice in geriatric social work as well as in 2. To develop the skills to understand, analyze, specialized school settings working with special and evaluate the quality of life and well-being of needs children. Her private practice focuses on vulnerable families, individuals, organizations, individual counseling to children, adolescents, communities, and nations that is grounded in and adults. She also provides hospice services a strengths-based empowerment approach for to the terminally ill. social and economic justice and human rights; Sung-Ju Kim, Assistant Professor. PhD, Indiana 3. To prepare social work practitioners to develop University. Areas of interest include manage- and systematically apply knowledge, values, ment, leadership, fundraising, philanthropic giv- skills, and ethics in their work with families, indi- ing, and program/practice evaluation. viduals, organizations, communities, and nations Robin Mama, Professor and Dean. PhD, Bryn Mawr of diverse cultural contexts in working collabo- College. Areas of interest include occupational ratively toward the prevention and solution of safety and health, field education, and cultur- social problems; ally competent social work practice. Current 4. To think critically, analyze, produce, and dis- research projects include international social seminate research that informs theory, policy, work and human rights. practice, and evaluation in social work; Golam Mathbor, Professor. PhD, University of 5. To collaborate with and support vulnerable pop- Calgary. Areas of interest include development ulations through advocacy, social action, volun- and analysis of social policies and services, teerism, service, education, and consultation, community organizing and social action, social working from a strengths-based empowerment planning, community development and com- approach for social and economic justice and munity participation, and international social human rights. work. Current research interests include sustainable development of coastal communities, inter- Carolyn Bradley, Associate Professor. PhD, national development, and multicultural social Fordham University. Areas of interest are addic- work. tions, spirituality, gay/lesbian/bisexual/transgen- Elena Mazza, Associate Professor and Director of der issues. Current research is on spirituality the BSW Program. PhD, New York University. and social work practice. MSW, Fordham University. Areas of interest Michael Cronin, Associate Professor. MSW, are mental health, children’s mental health, Columbia University; PhD, Yeshiva University. and community-based mental health. Current Research interests in areas of international research is on gatekeeping in social work edu- social work, healthcare and social policy, disas- cation and mental illness and school integration. ter management, social gerontology, and cul- Rebecca McCloskey, Specialist Professor. MSW, tural competence. Ohio State University. Career has been spent Anne Deepak, Associate Professor. PhD, Columbia working with children diagnosed with chronic University. Areas of research interest are in the and life-threatening illness, developmental delivery of diversity and social justice content in delays, and disabilities. She is interested in social work education, the application of postco- healthcare issues and the psychosocial impact lonial feminist social work perspective to global of serious illness. social problems, and the dynamics of Global Sanjana Ragudaran, Specialist Professor. PhD, North-South partnerships. City University of New York. Areas of research interest include research advisory with community organizing groups, focusing on undocu- mented immigrants.

130 Monmouth University Social Work

Michelle Ann Scott, Associate Professor. BA, Clark Joelle Zabotka, Assistant Professor. PhD, Rutgers University; MSW, PhD, University of California, University. Social work clinician who continues to Berkeley. Areas of interest include adolescent practice, with research interests in child mental depression, adolescent suicide prevention, health and development, parenting, substance school-based screening, mental health services abuse, and Fetal Alcohol Spectrum Disorders. and financing, college mental health, and ini- tiation of alcohol use by adolescents. Current School of Social Work Honor Society: Phi Alpha: research includes evaluation of the preparation Graduate and Undergraduate of high school students with mental health problems and the transition to college. BACHELOR OF SOCIAL WORK (BSW) Nora Smith, Associate Professor. PhD, State Please refer to the following curriculum chart for pro- University of New York at Albany. Areas of gram requirements. All curriculum charts are detailed interest include child welfare, substance abuse, and displayed in Appendix “B.” and families. Current research includes fam- • Bachelor of Social Work ily reunification for substance-affected families, the Adoption and Safe Families Act, and child MINOR welfare consumer and service provider perspec- Please refer to the following curriculum chart for pro- tives. gram requirements. All curriculum charts are detailed Paul Urbanski, Assistant Professor. PhD, University and displayed in Appendix “B.” of Albany, New York. • Minor in Social Service Kelly Ward, Professor and Director of the MSW Program. PhD, Fordham University. Areas of interest include addictions, substance abuse populations, and the impact of addiction on families. Current research includes all aspects of addiction.

Monmouth University 131 132 Monmouth University Student Services Course Descriptions The Division of Student Life at Monmouth tured program includes educational and social University offers many important services for resi- activities designed to ease the transition to college dent and commuter students, undergraduates, and life at Monmouth and to give students opportunities graduate students as well. Staff members promote to meet and interact with other new students. Prior personal and intellectual growth through a variety to the program, students must complete an online of programs and services while aiding students in Math Placement Test. During orientation, students resolving problems and helping them transition to will attend an advising/registration program during the college experience. The Student Handbook pro- which they will work with a First-Year Advisor to vides a more in-depth description of these programs develop a schedule for the fall semester. They will and services as well as the policies and practices also meet faculty, staff, and students with whom Student Services relevant to student life. Students should become they’ll be interacting during the first year. familiar with the handbook at the start of every aca- Throughout the academic year, many pro- demic year. grams are offered to continue the transition process. The SHADOW Program, First-Year Service SERVICES FOR STUDENTS: Project, leadership development opportunities, and ORIENTATION social programming are led by the Coordinator of A student’s introduction to student life at Transition and Leadership Programs. Monmouth begins even before classes start. All Families of first-year students have oppor- new students participate in orientation programs tunities to come to campus to learn about life at designed specifically for their needs. Monmouth University during their student’s first year on campus. The first is a Parent Program, offered in First-year students June, before New Student Orientation. Families will All new first-year students, commuters and receive important information about their student’s residents, are expected to take part in a comprehen- upcoming transition into life as a university student sive two-day, one-night New Student Orientation and meet representatives from across the cam- Program during the month of July. This struc- pus. All are invited back to campus again for Family

Monmouth University 133 Student Services

Weekend, which usually takes place in October or chased on campus. All resident students not living November. in a University-owned or -sponsored apartment are required to be on the meal plan of the Residence Transfer Students Dining Hall. Students may choose either a carte The Center for Student Success (CSS) coor- blanche plan, which allows you unlimited access to dinates the connections between full-time and part- the Residential Dining Hall, or one of three “block” time transfer students (with eighteen or more credits) meal plans, which provides students with a set num- and their academic departments to ensure a smooth ber of meals for the semester. First-year students transition to Monmouth University. The Associate may not select a “block” lower than 195 until their Dean for CSS Support Services and Articulation and sophomore year. Student Development Counselors are available to Cars are unnecessary, as everything gener- assist transfer students with their personal adjust- ally is within walking distance of campus. Many stu- ment and educational plans. dents use bicycles. While students are not prohibited At the beginning of each semester, all new from bringing cars (parking is extremely limited and transfer students are welcomed to the University at a a parking decal is required), they are discouraged specially designed orientation program. from having cars on campus so that they may fully experience University life and all that it has to offer. HOUSING OPTIONS Residents STUDENT SERVICES The University offers a variety of housing Commuters options in sixteen locations: Beechwood, Cedar, There are traditional, non-traditional, full-time, Mullaney, Spruce, Willow, Laurel, Elmwood, part-time, graduate, and undergraduate students Pinewood, Oakwood, Redwood, new residence hall who commute to campus every year. Monmouth and Maplewood Halls; the Garden, Great Lawn, University recognizes commuter students are unique and University Bluffs apartment complexes; and and have needs that the University supports each Pier Village. Living styles include traditional room semester. The Office of Off-Campus and Commuter arrangements, usually for first-year students; suite Services (OCCS) is available to provide resources, style, usually for first-year and upper-class students; advocacy, and guidance to all commuter students and apartments for juniors and seniors. Residence who attend Monmouth University. Incoming first-year halls are typically co-ed by floor, and the majority of commuter students are provided with guidance and students share double rooms. In an effort to make a support as part of the Commuter Student Mentor pro- comfortable match, new students are asked to com- gram, in which they are assigned a mentor following plete a questionnaire before room assignments are new student orientation. Commuter students who made. First-year and sophomore housing is guaran- are interested in getting involved are encouraged teed for students who submit the required enrollment to contact the Office of Student Activities by calling and housing deposits and housing contract by the 732-571-3586 or any of the ninety recognized clubs required deadline. For first-year students, the dead- and organizations that are listed in the Monmouth line is May 1. University Student Handbook. Each residential area is staffed by full-time There are a wide range of extra-curricular professional Area Coordinators who reside on cam- events and leadership opportunities that take place, pus. Each hall is staffed by Resident Assistants, all of and programs are planned so commuters can par- whom are intensively trained in providing assistance, ticipate during the day. Commuters can choose information, activities, and programs for resident from a number of meal plans operated by Gourmet students. The Associate Vice President for Student Dining. Commuter students can access breakfast, Services, two Associate Directors of Residential Life, lunch, dinner, and late-night dining options at a and one Assistant Director of Residential Life reside number of locations on campus. Locations include near campus and provide additional, professional the Rebecca Stafford Food Court, a Dunkin’ Donuts support for the Residence Life program. (coming Fall 2015), Magill Commons dining hall, All on-campus halls provide laundry facil- Shadows (Elmwood Hall), Au Bon Pain (coming ities that utilize vending cards, which can be pur- Spring 2016), Bey Hall Express, a Convenience Store

134 Monmouth University Student Services

in New Hall, and the Café at the Library. Declining more. The Counseling Center is located on the third balance, cash, Visa, and MasterCard are available floor of the Rebecca Stafford Student Center and is for use at all dining locations on campus; however, open from 8:45 a.m. to 5 p.m., Monday, Wednesday, we recommend students consider purchasing a meal and Friday. Evening appointments are available on plan through the University. The Office of Residential Tuesdays and Wednesdays until 7 pm. Contact us by Life administers both resident and commuter student e-mail at [email protected] or by call- meal-plans and can be reached by phone at 732-571- ing 732-571-7517. Additional information regarding 3465. Commuter students will find parking at any clinical counseling services and a list of Web-based time of the day or night. For more information, con- resources may be found on the University Web site tact OCCS at 732-263-5651 or refer to the Office’s under Campus Life. Web site at www.monmouth.edu/commuter. The Office of International Student and Health Services is open to all students Faculty Services provides assistance to students whether they live on or off campus. All students, and faculty from other countries with their adjustment aged thirty (30) years or younger, must show proof of to life in the United States and Monmouth University. two measles, two mumps, and one rubella immuniza- A full-time International Student Services Assistant tion and if taking nine (9) or more credits must show Director is available to provide personal and immi- proof of having completed the Hepatitis B series. All gration advising and cross-cultural counseling. resident students, regardless of age, are required to The Office of Veteran Services is a one- receive the meningitis vaccine within five years of stop point-of-contact for all of our veteran students, coming to campus. There is no fee to be medically active duty and reserve personnel, and dependents evaluated. Students are responsible for any costs of military personnel. This office provides assistance, that may be incurred for outside referrals, prescrip- advocacy, and mentoring as well as advising the tions, special services, laboratory, and diagnostic Monmouth University Veterans’ Association. The procedures. Students are seen on a walk-in basis. Office of Veteran Services in located on the second Appointments are required for the Women’s Clinic, floor of the Rebecca Stafford Student Center, room physicals, and psychiatric evaluations. Services 202D. The office hours are Monday through Friday include: diagnosis and treatment of common ambu- 8:45 a.m. to 5 p.m. latory illnesses and injuries, immunizations, allergy injections, physicals, GYN services, drug and alcohol CO-CURRICULAR PROGRAMS screening, psychiatric evaluation, and medication Athletics titration. Athletics constitute an integral part of a The Health Center hours are: Monday Monmouth University education. The NCAA Division through Thursday, 8 a.m. to 7 p.m., and Friday, 8 I athletic program offers excellent opportunities for a.m. to 5 p.m. qualified athletes who wish to participate, and a spe- Health Services is staffed with four nurse cial level of enthusiasm and excitement for the entire practitioners, a nurse practitioner/director, a licensed University community. drug and alcohol counselor, a part-time general The athletics program fields men’s varsity practitioner physician, and a part-time psychiatrist. teams in baseball, basketball, cross-country, football, Monmouth Medical Center, a community teaching golf, indoor track and field, lacrosse, soccer, swim- hospital, offers complete medical and psychiatric ser- ming, tennis, and outdoor track and field. Women’s vices and is within a mile and a half of the University. varsity teams participate in basketball, bowling, The Department of Counseling and cross-country, field hockey, golf, indoor track and Psychological Services provides free, confidential field, lacrosse, soccer, softball, swimming, tennis, psychological counseling to Monmouth University and outdoor track and field. students on a “first-come, first-served” basis. The professional staff of licensed mental health clinicians Student Activities supports students in addressing a variety of personal The Office of Student Activities and Student issues, including general mental health, anxiety and Center Operations provides a variety of programs stress management, depression, emotional crises, and opportunities that are intended to assist in the family issues, interpersonal conflicts, trauma, and social, cultural, and intellectual development of our

Monmouth University 135 Student Services

students. The office is responsible for the coordi- Foundations Office, the Office for Disability Services, nation of cultural and social activities reflecting the the Office of Veteran Services, and the Office of diverse population of the University. It encourages Counseling and Psychological Services. student participation in clubs and organizations, is involved in the coordination of campus and multicul- Student Activities Board tural activities, provides leadership training for stu- The Student Activities Board (SAB) is a student organizations, oversees Fraternity and Sorority dent organization advised by the Office of Student Life and the operation of the Student Center, and Activities and Student Center Operations. Concerts, supports and provides weekend programming and a speakers, comedians, bus trips, novelty programs, film series. It also sponsors an involvement fair and festivals, and subsidized tickets for MAC shows provides student group and leader recognition oppor- are among the many events sponsored. The SAB tunities. presents numerous opportunities for students to get involved both as spectators and as active board STUDENT ORGANIZATIONS members. Students can join eight committees, which There are more than 100 different clubs and include: Novelty, Awareness, Diversity Programs, organizations on campus. Active involvement in a Major Events, Comedy, Concerts, Festivals, and club or organization helps a student develop new Travel and Tour. Involvement in SAB may relate to a leadership skills and meet new friends. Students student’s major or may just be for fun. can select from clubs related to their majors or take the opportunity to join something related to a Cultural Activities special interest or hobby. Each year the Office of The Department of Music and Theatre Arts, Student Activities and Student Center Operations housed in the Lauren K. Woods Theatre, offers a hosts an Involvement Fair to assist students in get- wide-ranging schedule of concerts, recitals, and ting connected to a club or organization. Students theatrical productions during the academic year, and should read the bulletin boards, social media sites, a professional theatre, the Shadow Lawn Stage, in e-mail, electronic boards, the student newspaper the summer. The department offers performance (The Outlook) and the Calendar of Events to learn opportunities in concert chorus, chamber choir, glee more about club activities throughout the year. clubs, chamber orchestra, jazz band, and pep band. Applied music study is offered to all students in Student Center voice, piano, woodwinds, brass, guitar, strings, and An integral part of Monmouth’s overall cam- percussion. pus life program, the Student Center serves as a The award-winning Center for the Arts pres- gathering area for all segments of the University ents a rich array of performances by nationally and community. It is an area where students meet infor- internationally recognized artists in dance, theatre, mally and formally to share common interests and contemporary, classical, and folk music; as well as develop friendships. The Student Center includes children’s theatre, film screenings, visiting writers, dining facilities, lounges, the Santander Bank office gallery exhibitions, live screenings of the Met Opera, and ATM, computer labs, and meeting rooms, and the National Theatre of London, the Bolshoi Ballet, is the site of many campus and community events. and much more! Students receive a FREE ticket to The facility also houses the Student Government two performing arts events each semester and all Association, the Student Activities Board, and many other events are either free or $5. For more informa- student organization offices. tion and a full schedule of events, please visit www. The Student Center is the site of the Division monmouth.edu/arts. of Student Life, the Center for Student Success, While Monmouth has no religious affili- the Office of Career Services, Student Activities/ ation, it does recognize the important place that Operations, Judicial Affairs, International Student religion has in the lives of many of its students. and Faculty Services, Central Scheduling, the Office Cru, the Catholic Centre, Hillel, the Muslim Student of Off-Campus and Commuter Services, Conference Association, and Chabad are all active on campus. In Services and Special Events, the Study Abroad Office, addition, churches and synagogues representing the the Office of Student Employment, the Academic major religious faiths are within convenient reach of

136 Monmouth University Student Services

the campus and are available for services and per- Omicron Delta Kappa, a national leadership sonal counseling. A listing of area places of worship society, recognizes upper-class students who have is available at the Office of Student and Community demonstrated leadership on campus. Phi Eta Sigma Services. is a freshman leadership honor society acknowledg- ing academic excellence and involvement in student Recreation activities. The William T. Boylan Gymnasium pro- The Gamma Sigma Alpha, National Greek vides facilities to support intramurals and recreation, Academic Honor Society, recognizes fraternity and including a swimming pool, two full basketball courts, sorority members who have achieved high levels of and a bowling center. Outdoor facilities available academic success. to students for their recreational use include: tennis courts, an eight-lane track, Field Turf football/ AWARDS lacrosse, and soccer fields. There is a year-round Students are eligible for nonacademic Intramural Sports Program, which includes games awards that are given annually. and sports such as basketball, dodge ball, flag football, softball, volleyball, poker, home run derby, Outstanding Student Award three-point contest, knockout, Baggo, soccer, water The Student Government Association spon- polo, and Whiffle ball. sors this award given to the graduating senior who, through creative leadership and ability, has SOCIETIES made a contribution of lasting value to the future of Greek Letter Organizations Monmouth University. The name of the winner is Currently there are seven National announced at Commencement in May. Interfraternity Conference (NIC) fraternities, six National Panhellenic Conference (NPC) sororities, STUDENT CODE OF CONDUCT three culturally based organizations, and one special Monmouth University offers its students the interest co-ed fraternity on campus. The fraternities opportunity for maximum intellectual and personal include: Delta Tau Delta, Phi Kappa Psi, Tau Kappa growth by providing a variety of experiences, activi- Epsilon, Sigma Pi, Tau Delta Phi, Theta Xi, and ties, and services that are designed to complement Sigma Tau Gamma. The sororities include: Alpha classroom work and provide opportunities for individ- Omicron Pi, Alpha Sigma Tau, Alpha Xi Delta, Delta ual maturation. Phi Epsilon, Phi Sigma Sigma, and Zeta Tau Alpha. The University recognizes and respects the The three culturally based organizations are Lambda students’ personal freedom and assures maximum Theta Alpha Latin Sorority, Inc., Alpha Kappa Alpha individual liberty within the limits necessary for the Sorority, Inc., and Lambda Theta Phi Latin Fraternity, orderly operation of the University. In response, stu- Inc. The one special interest fraternity is Alpha dents must observe rules and regulations necessary Kappa Psi, a professional business fraternity. for the proper functioning of the institution. Each individual has the right and responsi- Honor Societies bility to bring to the attention of an administrative or Academic departments sponsor honor soci- Student Government official any violations of per- eties to give recognition to outstanding scholarship sonal freedom or the regulations of the University. in a particular area. Student Life does not oversee Additional information regarding the Student academic honor societies. Code of Conduct is contained in the Student Handbook. The Student Handbook is available online at www.monmouth.edu/studenthandbook.

Monmouth University 137 138 Monmouth University Directories

OFFICERS Paul R. Brown, PhD (2013) Marianne Hesse (2007) President The Hesse Companies Henry D. Mercer, III ’87, Chairman Monmouth University Atlantic Highlands, NJ Jeana M. Piscatelli, ’01, ’02, West Long Branch, NJ Vice Chairman Kenneth W. Hitchner, III (2007) James S. Vaccaro, III, Treasurer Thomas D. Byer ’67 (2013) Partner and Managing Director Directories Michael A. Plodwick ’82, Secretary Senior Vice President of Wealth Goldman Sachs Group, Inc. Management New York, NY TRUSTEES UBS Financial Services, Inc. Richmond, VA Frederick J. Kaeli, Jr. ’61 (2010) Jerome P. Amedeo ’90 (2007) Atlantic Highlands, NJ Owner/Director Quincy J. Byrdsong, EdD (2015) Camp Harmony, Inc. AVP of Health Sciences Strategic Nancy A. Leidersdorff ’97 (2015) Warren, NJ Initiatives Sr. Vice President Media Planning and Virginia Commonwealth University Creative Strategy Patty Azzarello ’86 (2015) Richmond, VA Nickelodeon Networks Founder and CEO New York, NY Azzarello Group, Inc. John C. Conover, III (2013) Palo Alto, CA Broker/Owner Christopher Maher (2015) John C. Conover Agency President and COO Virginia S. Bauer (2009) Asbury Park, NJ Oceanfirst Bank Chief Executive Officer Toms River, NJ GTBM, Inc. Karyn F. Cusanelli ’89 (2015) East Rutherford, NJ (ex officio) Erik Matson ’88 (2015) Marketing Specialist Partner, Global Financial Services Francis V. Bonello, Esq. (2010) Right Coast Marketing, LLC Practice Of Counsel Red Bank, NJ Boyden World Corporation Wilentz, Goldman and Spitzer, P.A. New York, NY Eatontown, NJ Marti S. Egger ’81 (2002) Senior Account Manager, Supplier Lisa McKean (2015) John A. Brockriede, Jr. ’07 ’10 (2015) Services Director, Marketing Development Owner IMS Health, Inc. Monmouth Conservation Foundation Legacy Management Group, LLC Parsippany, NJ Middletown, NJ Long Branch, NJ

Monmouth University 139 Directories

Henry D. Mercer, III ’87 (2010) Alan E. Davis, Esq. (1995) Samuel H. Magill, PhD (1980–1993) President Partner President Emeritus Mercer Capital Advisors, Inc. Greenbaum, Rowe, Smith, & Davis, LLP Little Silver, NJ Woodbridge, NJ Rebecca Stafford, PhD (1993–2003) President Emerita Jeana M. Piscatelli ’01, ’02 (2010) Judith Ann Eisenberg (1993) Executive Director Vero Beach, FL Paul G. Gaffney II (2003-2013) CCB-FIG Treasury Services President Emeritus J.P. Morgan Alfred L. Ferguson, Esq. (1998) New York, NY Fair Haven, NJ (*Dean)

Michael A. Plodwick ’82 (2009) Harold L. Hodes ’65 (1997) ADMINISTRATION Middletown, NJ Senior Partner Public Strategies Impact, LLC OFFICERS Steven J. Pozycki ’73 (2003) Trenton, NJ Chairman/CEO Paul R. Brown, PhD (2013) SJP Properties John H. Kessler ’69 (1997) President New York, NY Senior Vice President BA, Franklin and Marshall College, MA, RBC Wealth Management PhD, University of Texas at Austin Gary T. Puma ’99 (2015) West Palm Beach, FL President and CEO Edward Christensen, PhD (1996) Springpoint Senior Living Robert E. McAllan ’69 (2003) Vice President for Information Wall, NJ Chief Executive Officer Management Press Communications, LLC AS, George Washington University; BS, David A. Reale ’96 (2011) Neptune, NJ Southern Illinois University; MBA, PhD, Vice President Rutgers University Phoenix Tube Company, Inc. Stephen M. Parks ’68 (1998) Bethlehem, PA Palm Beach Gardens, FL William G. Craig (1981) Vice President for Finance Michael J. Renna (2015) William B. Roberts (1996) BS, Seton Hall University; CPA, NJ President and CEO President South Jersey Industries, Inc. Monmouth Capital John J. Christopher, Esq. (2015) Hammonton, NJ New York, NY Vice President and General Counsel BA, Hamilton College; JD, State University Carol A. Stillwell (2012) Alfred J. Schiavetti, Jr. (1997) of New York Buffalo Law School President/CEO President Stillwell-Hansen, Inc. Navesink Associates, LLC Jason Kroll (2013) Edison, NJ Red Bank, NJ Vice President of External Affairs BA, Drew University; MA, Fairleigh Michelle Spicer Toto ’94 (2011) TRUSTEES EMERITI Dickinson University Vice President PKM Panel Systems Corporation Paul S. Doherty, Jr. ’67, HN ‘04 Robert D. Mc Caig, EdD (2005) South River, NJ Chairman and President Vice President for Enrollment Arrowpac, Inc. Management Webster B. Trammell, Jr., PhD Secaucus, NJ BA, Penn State University; MA, Arcadia ’70, ’73 (2013) University; EdD, Temple University Middletown, NJ Charles T. Parton, HN ’01 Little Silver, NJ Marilyn McNeil, EdD (1994) James S. Vaccaro, III (2010) Vice President and Director of Athletics President and CEO Jules L. Plangere, Jr., HN ’86 B.R.E., The University of Calgary; MA, Manasquan Savings Bank Spring Lake, NJ McGill University, EdD, Washington Wall Township, NJ State University FORMER PRESIDENTS LIFE TRUSTEES Laura J. Moriarty, PhD (2014) Edward G. Schlaefer (1933-1956)* Provost/Vice President for Academic Marcia Sue Clever, MD (2003) Affairs Red Bank, NJ Eugene H. Lehman (1956-1957) BA, MA Louisiana State University, PhD, Sam Houston State University Paul W. Corliss (2000) Edward G. Schlaefer (1957-1962) President and CEO Mary Anne Nagy (1986) The Silver Fox Club William G. Van Note (1962-1971) Vice President for Student Life and Manasquan, NJ Leadership Engagement Richard J. Stonesifer (1971 – 1979) BS, Springfield College; MSEd, Monmouth College; MBA, Monmouth University

140 Monmouth University Directories

Patricia Swannack (1975) Lynn K. Reynolds (2002) Transformative Learning Vice President for Administrative Services Registrar BS, Monmouth University BA, MA, Monmouth University Kathryn Parkin (2003) Interim Vice Provost of Transformative OFFICE OF THE PRESIDENT Global Education Office Learning BA, Lake Forest College; PhD, Temple Paul R. Brown, PhD (2013) Rekha Datta (1995) University President Interim Vice Provost Global Education BA, Franklin and Marshall College; MPA, Office Judith L. Nye, PhD (1987) PhD, University of Texas at Austin BA, MA, Presidency College, University Associate Vice Provost for Academic of Calcutta, India; PhD, University of Foundations – General Education Annette Gough (1989) Connecticut BS, MS, PhD, Virginia Executive Assistant to the President Commonwealth University AA, Monmouth University Robyn Asaro (1998) Assistant Director of Study Abroad Kevin Dooley, PhD (2005) Janet Fell (1987) BA, State University of New York at Dean of the Honors School Special Assistant to the Board of Trustees Buffalo BA, Monmouth University; MA, BA, Thomas Edison State College Rutgers University; PhD, Rutgers Christopher Hirschler (2009) University OFFICE OF THE GENERAL COUNSEL Faculty Director of Study Abroad BS, Excelsior College; MA, State Mercy O. Azeke, EdD (2009) John J. Christopher, Esq. (2015) University of New York; PhD, Associate Vice Provost of Student Vice President and General Counsel Cleveland State University Success BA, Hamilton College; JD, State University BS, University of Nigeria; MEd, EdD, of New York Buffalo Law School Barbara Nitzberg (1996) Temple University Assistant Director of International Nina M. Anderson (2013) Student and Faculty Services Gregory Bordelon, JD (2012) Director, Office of Equity and Diversity BA, MA, Monmouth University Director of the Center for Excellence BA, College of William and Mary; JD, in Teaching and Learning (CETL) University of Wisconsin Law School Graduate Studies JD, Louisiana State University

Charlene K. Diana, Esq. (2005) Michael Palladino Claude E. Taylor (2005) Associate General Counsel Interim Vice Provost of Graduate Studies Athletics Professor-in-Residence BA, John Jay College of Criminal Justice; BS, The College of New Jersey (Trenton BA, MA, West Chester University JD, Roger Williams University School State College); PhD, University of of Law Virginia School Deans

Sandra M. Kosinski, CPA (2011) Planning and Decision Support Donald M. Moliver, PhD (1982) Director of Internal Audit Dean of the Leon Hess Business School BS, Kean University Christine Benol (1991) BA, Fairleigh Dickinson University; MA, Vice Provost of Planning and Decision PhD, Virginia Polytechnic Institute and ACADEMIC AFFAIRS Support State University. State Certified General BA, Monmouth University; MSEd, Real Estate Appraiser for New Jersey Laura Moriarty, PhD (2014) Monmouth University and New York Provost/Vice President for Academic Affairs Laura Babbin (1991) John E. Henning, PhD (2015) BA, MA Louisiana State University; Coordinator of Academic Compliance Dean of the School of Education PhD, Sam Houston State University, and Effectiveness BS, Pennsylvania State University; MEd, Huntsville, TX BA, Drew University; MBA, Kent State University; AD, Stark State Monmouth University; JD, Concord College; PhD, Kent State University Rebecca Raffa (1996) Law School Administrative Assistant to the Kenneth Womack, PhD (2015) Provost Jacqueline-Ann Ferguson (2004) Dean of the Wayne D. McMurray School Assistant Vice Provost Academic of Humanities and Social Sciences Academic and Faculty Affairs Budgets BA, Texas A&M University; MA, Texas BS, Brooklyn College; MBA, A&M University/Moscow Institute Datta V. Naik (1977) Monmouth University of Communication, U.S.S.R.; PhD, Interim Vice Provost of Academic and Northern Illinois University Faculty Affairs Eleanor C. Swanson (1994) BSc, St. Xavier’s College, University of Director of Institutional Research Edward Christensen, PhD (1996) Bombay, Goa, India; PhD, University of BA, University of Arizona; MA, PhD, Interim Dean of the Library and Notre Dame University of Connecticut Vice President for Information Management AS, George Washington University; BS, Southern Illinois University; MBA, PhD, Rutgers University

Monmouth University 141 Directories

Janet Mahoney, PhD (1995) Peter Reinhart, Esq. Kelly Barratt (2011) Dean of the Marjorie K. Unterberg School Director, Kislak Real Estate Institute Marketing Coordinator for the Arts of Nursing and Health Studies Arthur and Dorothy Greenbaum and RN, St. Mary’s Hospital; BSN, Monmouth Robert Ferguson NJAA Endowed Chris Cavallaro (1992) College; MSN, Seton Hall University; Chair in Real Estate Policy Director of Broadcast Engineering PhD, New York University BA, Franklin and Marshall College; BA, Monmouth University JD, Rutgers Law School, Camden Catherine Duckett, PhD (2009) Eileen Chapman (2006) Co-Dean of the School of Science School of Education Assistant Director of Performing Arts BA, Brown University; MA, University of Series Texas at Austin; PhD, Cornell University John E. Henning, PhD (2015) Dean of the School of Education Mark Ludak (2007) John Tiedemann (1998) BS, Pennsylvania State University; MEd, Compliance Officer/Technical Co-Dean of the School of Science Kent State University; AD, Stark State Specialist Director of the Marine and Environmental College; PhD, Kent State University Specialist Professor of Art Biology and Policy Program (Photography) BS, Upsala College; MS, Florida Institute Christine Borlan (2003) BA, Monmouth University; MFA, of Technology Credential Officer Hunter College Parsons School of Design Robin Mama, PhD (1992) Carrie Digironimo (2005) Dean of the School of Social Work Advising Liaison Scott Knauer (2005) BSW, College of Misericordia; MSS, PhD, BA, Adams State College; MAT, Director of Galleries and Collections Bryn Mawr College MEd, Monmouth University BFA, University of Wisconsin; MFA, Ohio University Leon Hess Business School Gil Eckert (2011) Assessment Project Coordinator Nancy Mezey, PhD (2002) Donald M. Moliver, PhD (1982) MS, Kean University; BS, Stockton Associate Dean of the Wayne D. Dean of the Leon Hess Business School State College; CNE, Certified McMurray School of Humanities BA, Fairleigh Dickinson University; MA, Network Engineer, Novell and Social Sciences PhD, Virginia Polytechnic Institute and BA, Vassar College; MA, PhD, State University. State Certified General Patricia Heaney (2007) Michigan State University Real Estate Appraiser for New Jersey Director of Field Placements and New York BA, St. Peter’s College; MEd, William Patrick Murray (2005) Paterson University Director of the Polling Institute Gilda M. Agacer, PhD (1998) AB, Lafayette College; MA, Rutgers Associate Dean of the Leon Hess Marta Jahn (2007) University Business School Coordinator of Early Field BA, University of the East Placements Vaune Peck (1987) Philippines; M.I.B.S., PhD, AAS, Bergen Community College Counselor and Coordinator of Arts University of South Carolina Programming and Promotion Jenifer Joyce ’87, ‘97 (1999) Susan Gupta, PhD (2006) Program Advisor Eric Reisher (2002) Director of the MBA Program BS, MAT, Monmouth University Director of Broadcast Engineering BS, MS, University of Missouri- BA, Monmouth University Columbia; PhD, University of Janis Marcus (2000) Tennessee Academic Advisement Liaison Lorna Schmidt (1999) BSW, Ohio State University; MSEd, Director of Advising, Department of Janeth Merkle (2010) Northeastern University Communication Assistant Dean BA, Eastern Illinois University; MA, BS Trinity University of Asia Sarah Moore (2004) Emerson College (Philippines); MM, Technological MAT Program Coordinator University of the Philippines; MBA, BA, Siena College; MA, Georgian Michael Thomas (1997) Monmouth University Court College Associate Dean of the Wayne D. McMurray School of Humanities Theresa Lowy (2001) School of Humanities and Social and Social Sciences Associate Director of the Kislak Real Sciences BA, Hamilton College; MFA, Estate Institute Syracuse University Kenneth Womack, PhD (2015) Nicola Kelly (2002) Dean of the Wayne D. McMurray School Monmouth University Library MBA Program Administrator of Humanities and Social Sciences BA, Thomas Edison College BA, Texas A&M University; MA, Texas Edward Christensen, PhD (1996) A&M University/Moscow Institute Interim Dean of the Library and Vice of Communication, U.S.S.R.; PhD, President for Information Management Northern Illinois University AS, George Washington University; BS, Southern Illinois University; MBA, PhD, Rutgers University

142 Monmouth University Directories

Susan Bucks (2010) Cira Fraser, PhD (1996) Rigoberto Garcia (2005) Specialist Librarian Director of the DNP Program Chemistry Technician/Chemical Instructional Services/Reference/ RN, St. Vincent’s Medical Center; Hygiene Officer Government Documents Specialist BSN, The College of Staten Island; BA, Thomas Edison State College BS, Susquehanna University; BA, MS, Rutgers University; PhD, MLIS, Rutgers University Adelphi University Patricia Hicks (2013) Biology Lab Technician Eleanora Dubicki (2003) Laura Jannone (2000) BS, C.W. Post College, MS, Wagner Associate Librarian Director of the MSN Program College BA, Douglass College; MLS, MBA, Chair of the Department of Nursing Rutgers University RN, Christ Hospital; BSN, Jersey Anne Marie Lavin (1996) City State College; MS, Jersey City Biology-Chemistry Lab Supervisor/ Rachel Gardner (1989) University; EdD, Teachers College Compliance Officer Associate Librarian; Coordinator of Columbia BS, Kean College Collection Development BA, Vassar College; MA, Middlebury James Konopack, PhD (2006) Anthony MacDonald (2005) College; MLS, Rutgers University Associate Dean of the Marjorie K. Director of the Urban Coast Institute Unterberg School of Nursing and BA, Middlebury College; JD, George Germek (2006) Health Studies Fordham University Associate Librarian – Reference BA, Cornell University; EdM, Boston Services Coordinator University; PhD, University of James Nickels (2007) Coordinator of Special Collections Illinois Marine Scientist, Urban Coast BS Kean University; MA Rutgers Institute University; MLIS Rutgers University Joseph Monaco (2012) MS, Montclair State University Director of Clinical Education, Aurora Ioanid (1996) Physician’s Assistant Program Janice Rohn (2012) Associate Librarian; Head of Clinical Professor Information Technology Coordinator Technical Services MSJ, Seton Hall University Law Specialist Professor in Computer MA, University of Bucharest, School Science Romania; MLS, Columbia BA, Thomas Edison State College; University Barbara Paskewich (2001) MA, National Technological Special Projects Coordinator University Mary Beth Meszaros (2008) BA, Monmouth University; MA, Specialist Librarian Montclair State University; RN, School of Social Work Coordinator of Instructional Services Anne May School of Nursing Coordinator of Gifts and Donations Robin Mama, PhD (1992) BA, MA, Villanova University; MLIS, School of Science Dean of the School of Social Work Drexel University, PhD, University BSW, College of Misericordia; MSS, PhD, of Pennsylvania Catherine Duckett (2009) Bryn Mawr College Co-Dean of the School of Science School of Nursing and Health Studies BA, Brown University; MA, University of Leah Lazzaro (2006) Texas at Austin; PhD, Cornell University Assistant Director of Field Education, Janet Mahoney, PhD (1995) School of Social Work Dean of the Marjorie K. Unterberg School John Tiedemann (1998) BA, Penn State University; MSW, of Nursing and Health Studies Co-Dean of the School of Science Monmouth University RN, St. Mary’s Hospital; BSN, Monmouth Director of the Marine and Environmental College; MSN, Seton Hall University; Biology and Policy Program Kevin Dooley, PhD (2005) PhD, New York University BS, Upsala College; MS, Florida Institute Dean of the Honors School of Technology BA, Monmouth University; MA, Rutgers Carol Biscardi, PhD (2012) University; PhD, Rutgers University Director of the Physician Assistant Joseph Chung (2001) Program UNIX Administrator and Teacher Stanley S. Blair, PhD (1996) Clinical Professor BS, MS, PhD, University of Illinois at Assistant Dean of the Honors School PhD, Seton Hall University Chicago BA, Gardner-Webb College; MA, Marquette University; PhD, Duke Joseph DePasquale, MD, MS, Lynn Dietrich (2011) University FACP, FACG (2013) Coordinator of the Mathematics Co-Medical Director of the Physician Center Irene Menditto (1999) Assistant Program BS, Monmouth University; MA, Director of Honors School Student Clinical Professor Georgian Court University Standards Advising and Services Kenneth Faistl, MD, FAAFP Merrily Ervin (1997) (2013) Coordinator of SC 100 Co-Medical Director of the Physician BA, University of California-Davis; Assistant Program MS, PhD, Rutgers University Clinical Professor

Monmouth University 143 Directories

Academic Foundations – General Noah Hart (2004) Marc Jose (2012) Education Coordinator of First Year Advising Associate Registrar for Technology BA, Livingston College, Rutgers BS, Bloomfield College Judith L. Nye, PhD (1987) University; MEd, The College Associate Vice Provost for Academic of New Jersey; M.Div., Eastern Debbie Mellish (1979) Foundations – General Education Baptist Theological Seminary; EdD Assistant Registrar for Scheduling BS, MS, PhD, Virginia Commonwealth Rutgers University and Course Management University AAS, Brookdale Community College William F. Hill (1977) Beatrice M. Rogers (1993) Assistant Dean for Career Services LacyJane Ryman-Mescal (2008) Assistant Vice President for BA, St. Peter’s College; MA, Assistant Registrar for Curriculum Academic Foundations – General Manhattan College Maintenance, Degree Audit, and Education Commencement BS, Allegheny College; MBA, Colleen Johnson (1981) BA, The College of New Jersey Monmouth University (Monmouth Director, Educational Opportunity College) Fund Program Karen Wyant (2001) BA, MSEd, Monmouth University Assistant Registrar for Academic Center for Student Success (Monmouth College) Services

Mercy O. Azeke, EdD (2009) Jean Judge (1984) FINANCE Associate Vice Provost of Student Associate Dean for Support Services Success and Articulation William G. Craig (1981) BS, University of Nigeria; MEd, EdD, BS, Georgian Court College; MA, Vice President for Finance Temple University The College of New Jersey BS in Business Administration, Seton Hall (Trenton State College) University; CPA, NJ Erin Behn (2004) Disability Specialist, Disability Lori Lichter (1983) Deborah Palmer (1993) Services for Students Student Development Counselor Assistant to the Vice President for BA, MA, Montclair State University Finance Skip Carey (2005) Director of Disability Services for Neva Lozada (2006) Mary Byrne (2014) Students Assistant Director, Writing Services Associate Vice President and Controller BA, Marist College; MA, New Jersey and Supplemental Instruction BS, Saint Peter’s University; MBA, City University BA, MAT, MA, MA, Monmouth Rutgers University; CPA, NJ University Carolyne Chirichello (2000) Mary Cadigan (2014) Assistant Director, Disability Services Nicole Martinez (2006) Manager of Payroll Services for Students Assistant Director, Freshman BA, Kean University BA, University of California, Santa Services, Educational Opportunity Cruz; MS, San Jose State Fund Marilyn Cusick (1990) University BA, MA, Monmouth University Manager of Cashiering BS, Monmouth University Dorothy Cleary (2010) Jeff Mass (2010) Director, Tutoring and Writing Assistant Director, Career Services Catherine Duriske (1994) Services BS, Monmouth University Assistant Vice President for Financial MSEd, Walden University Reporting Ellen C. Reilly (2013) BS, Montclair State College; CPA, NJ Jean-Marie Delao (2007) Job Placement Director Student Development Counselor BS, Seton Hall University Josephine Estelle (2001) BA, Loyola College, Maryland; MS, Director of Treasury Operations MBA Monmouth University Danielle Schrama (1999) BS, Georgian Court College Director of Academic Advising Nancy Gallo (2002) BS, MS, Monmouth University Jonas Javier (2007) Job Placement Coordinator Bursar BSW, Monmouth University Tyrone M. Smith (2009) BS, New Jersey Institute of Assistant Director/Counselor, Technology Linda Gonzalez (2014) Educational Opportunity Fund Coordinator of Service Learning and BA, MEd, Monmouth University Betsy Lunney (1981) Community Service Assistant Vice President for Treasury BS, MA, Montclair State University Registrar’s Office Operations BBA, Suffolk University; MBA, Lynn K. Reynolds (2002) Monmouth University Registrar BA, MA, Monmouth University

144 Monmouth University Directories

Mohieb Mohsen (2010) John Cavallo (1997) Kristen Kormann (1998) Loans and Collections Administrator Director, Information Logistics and Enterprise Application Support BS, Cairo University Security Specialist BA, MA, Monmouth University Camille Peterson (1993) Ronald Lawson (2004) Assistant Bursar Theodore Tsoutsas (2001) Computer Systems Analyst Software Licensing Administrator AS, Devry University Laurie Stanton (1987) Assistant LMS Administrator Accounts Payable Manager Aileen (Teri) Monahan (2008) AA, Brookdale Community College Information Support Enterprise Application Support Specialist Melissa Sweeney (2007) Wendy Savoth (2004) AS, Staten Island Community Accountant Associate Vice President for Information College; BS, C.U.N.Y. BS, Rutgers School of Business; Support MBA, Monmouth University BS, University of Connecticut; MS, Marijean Nagy (1999) Monmouth University Enterprise Application Support John Gavin (1991) Specialist Associate Vice President for Budgets and Max Bado (2011) BA, Felician College; MS, Villanova Finance Computer Systems Analyst University BS, MBA, Seton Hall University BA, Bucknell University Billy Pachamango (2001) Kathy Booth (1985) Lydonna (Sue) Baklarz (2007) Computer Systems Administrator Assistant Bookstore Manager Computer Systems Analyst AS, Devry University

Shelley Carlock (2010) Joseph Bembry (2000) Linda Puches (2006) Accountant Director of Computer Support Instructional Designer BBA, Pace University; CPA, NJ BA, MA, Monmouth University BA, Fordham University; MA, Kean University Patricia Curtis (2006) Karen M. Blaney (2007) Box Office Manager Enterprise Application Support Glenn Schacht (2000) BA, Montclair University Specialist Computer Systems Assistant

Ellen Dombroski (1997) Edward Carson (2004) Michael Seeley (2005) Assistant Vice President for Finance Computer Systems Analyst Computer Systems Analyst and Budgets AAS, Bergen Community College BS, Seton Hall University; CPA, NJ Robert Coles (2007) Computer Trainer Lynn Stipick (1997) Maureen Dries (2003) BA, MA, Monmouth University Director of Help Desk and Training Grant Accountant BS, West Chester State University; BS, The College of New Jersey Deborah Cotler (2005) MSEd, Monmouth University (Trenton State College); MBA, Director of Instructional Support Pace University BA, State University of New York, Michael Walsh (2002) Albany; EdM, Boston University Director of Enterprise Application Nikki Hernandez (2000) Support Assistant Manager of Course Aditi (Rupa) Dasgupta (2008) BA, Purdue University; MA, The Materials Graphic Web Designer/Videographer Richard Stockton College of New BA, Monmouth University BA, University of Virginia; MFA, Jersey Parsons Institute Mark Miranda (2005) Information Operations Director of Purchasing Wayne Elliott (2002) BS, St. John’s University Instructional Technologist and LMS John Sonn (1988) Administrator Associate Vice President for Information David Tsang (2012) BA, Monmouth University Operations Digital Print Center Manager BA, Rutgers University BA, Syracuse University Tease Gould (1995) Enterprise Application Support James Allan (2004) Edward Christensen (1996) Specialist Systems Administrator Vice President for Information BS, College of Saint Elizabeth; AA, Brookdale Community College; Management MSEd, Monmouth University BA, Monmouth University AS, George Washington University; BS, Southern Illinois University; MBA, PhD, Joseph Huybens (2001) Paula Cannella (2000) Rutgers University Computer Systems Analyst Systems Administrator BA, Monmouth University BA, Monmouth University

Monmouth University 145 Directories

Robert Carsey (1998) James Pillar (1995) Shannon Killeen (2002) Director of Server Operations Associate Vice President for Student Assistant Vice President for Student BS, MS, Monmouth University Life Life BS, Millersville University; MBA, BA, Glassboro State College; MA, Alan Chiu (2001) West Chester University Rowan College Programmer/Analyst BA, Guangzhou Institute of Foreign Mark Holfelder (2000) Kathy Maloney (2001) Languages Associate Director of Residential Life Director of Health Services BA, Widener University; MS, West BSN, Georgetown University; Kathleen Crawley (2000) Chester University MBA, The George Washington Senior Programmer/Analyst University; MSN, Monmouth Raymond D. Gonzalez (2004) University; DNP, Tulane University Matthew Girard (2013) Associate Director of Housing Systems Administrator Operations Lita Abrazaldo-Richards (2012) Brick Computer Science Institute BA, Binghampton University; MS, Nurse Practitioner Syracuse University BSN, St. Louis University; MSN, Eric Joyce (1999) Monmouth University Director of Infrastructure Operations Megan Jones (2000) Brick Computer Institute Assistant Director of Residential Life Louise Bosman (1997) and Judicial Affairs University Nurse Practitioner Charles Kittner (2010) BS, Rutgers University; MS, BSN, MSN, DNP, Monmouth Programmer/Analyst Monmouth University University Diploma in Computer Technology New York University Corey Inzana (2006) Mary Lou Dalessandro (2000) Area Coordinator University Nurse Practitioner Mary Latteri (2002) BS, Quinnipiac University; MBA, BA, Rutgers University; BSN, MSN, Senior Programmer/Analyst Monmouth University Monmouth University BS, Monmouth University Tony Conard (2011) Carol Huggler (2012) Michael McGuire (2007) Area Coordinator Nurse Practitioner Network Systems Administrator BS, Loyola University; MS, Florida BSN, Wilkes College; MSN, BA, Moravian College State University Monmouth University

Steven Mervine (2004) Ryan Kassis (2014) Suanne Schaad (2005) Director of Media Operations Area Coordinator Substance Awareness Coordinator BS, Monmouth University BA Political Science, East BA, Loyola College (MD); MA, Stroudsburg University; MSEd, Monmouth University Don Reynolds (2005) Marywood University Programmer/Analyst Luann Russell (2010) Elysse Kavanaugh (2014) Senior Director of Conference Gary Rosenberg (2000) Area Coordinator Services and Special Events Manager, Telecommunications BA, Rutgers University; MSEd, St. BS, Georgian Court College John’s University Thomas Shenko (1999) Nicole Frame (2010) Senior Systems Programmer/Analyst Amy Bellina (1994) Assistant Director of Conference AA, DeVry Technical Institute Director of Student Activities and Services and Special Events Student Center Operations BS, The College of New Jersey; MA, Charles (Joe) Strickland (1993) BA, University of Pittsburgh; MA, Monmouth University Network Analyst Indiana University of Pennsylvania Vaughn Clay (1994) Bonnie Ullmeyer (1997) Heather Kelly (2004) Director of Off Campus and Director of Enterprise Programming Assistant Director of Student Commuter Services and Integration Activities for Multicultural and BS, MA, Indiana University of BS, Monmouth University Diversity Initiatives Pennsylvania BA, S.U.N.Y. University; MS, STUDENT LIFE Syracuse University Theresa Jaeger (2012) Psychological Counselor Megan McGowan (2010) Mary Anne Nagy (1986) BA, St. Peters College; MA Hunter Assistant Director of Student College, CUNY; PhD, Seton Hall Vice President for Student Life and Activities and Student Center University Leadership Engagement Operations BS, Springfield College; MSEd., BS, MS, Springfield College Lorraine Chiavetta (2010) Monmouth College; MBA, Monmouth University Psychological Counselor BA, Wheaton College; PsyD, Rutgers University

146 Monmouth University Directories

Tom McCarthy (2007) Charles Gerdon (2011) Keith Richardson (2014) Assistant Director of Counseling and Director of Leadership Programs Assistant Vice President for Psychological Services BA, Stockton State College; MA, Leadership Programs BA, MA, Monmouth University Montclair State University BA, MS Rider University

Christopher McKittrick (2006) Amanda Klaus Brockriede ’09 Jon Roos (2002) Psychological Counselor (2014) Senior Associate Athletics Director BS, MA, The College of New Jersey Director of Leadership Programs for External Affairs BA, Monmouth University BA, University of Tennessee; MBA, EXTERNAL AFFAIRS Lynn University Thomas E. Klimchak (2002) Jason Kroll (2013) Senior Director of Advancement Sarah Savarese (2001) Vice President of External Affairs Services Director of Enrollment Publications BA, Drew University; Master of Public BA, Millersville University and Communications Administration, Fairleigh Dickinson BA, The College of New Jersey; University Anthony Lazroe (2007) MBA, Monmouth University Director of the Office of Grants and Terence Bodak, ‘12 (2012) Contracts Robert E. Smith (2004) Associate Director, University BA, Long Island University; MA, Senior Website Developer Engagement Northern Illinois University BS, Boston University BA, Monmouth University Jessica Lewis (2011) Stephanie Tolas (2014) Kwi Brennan (2015) Director of Resource Development Director of Stewardship and Donor Senior Director of Leadership BA, Goucher College (Baltimore) Relations Programs BA, MBA, Monmouth University BS, Pennsylvania State University; Petra Ludwig Shaw (2003) MBA, Rutgers University Director of Public Affairs Vera Towle (2008) BA, Clark University Senior Communication Design Beth Brody (2013) Specialist Director of Leadership Programs Laura MacDonald, ‘10 (2012) BA, Georgian Court University; MA, BA, University of Delaware Assistant Director of Alumni Monmouth University Relations Jonathan Conner (2013) BA, Monmouth University Michele Whitlow (2014) Web and Social Media Specialist Director of University Engagement BFA, Pacific Northwest College of Art Michael S. Maiden, Jr. ’07, ‘14 BA, Rutgers University; MBA, (2005) University of Colorado Marian Dalton (2003) Chief University Editor/Director of Senior Special Events Coordinator Executive Communications ENROLLMENT MANAGEMENT BA, Boston University; MA, Shari DeAnni (2005) Monmouth University Robert D. Mc Caig (2005) Assistant to the Vice President of Vice President for Enrollment External Affairs Heather Mistretta (2006) Management Assistant Editor BA, Penn State University; MA, Arcadia Paul Dement (2005) BA, American University University; EdD, Temple University Director of Government and Community Relations Yasmin Nielsen (2014) Lauren Vento Cifelli (2000) BS, Millersville University; MBA, Assistant Vice President for Associate Vice President for West Chester University University Engagement Undergraduate and Graduate BA, Rutgers – The State University of Admission Elizabeth Esten (2012) NJ; MBA, Keller BA, BS, MA, Monmouth University Associate Director of Alumni Relations Cathleen Palace (2015) Lucia Fedele (2012) BS, Boston University Director of Gift Planning Graduate Admission Counselor BA, Rider University BA, MBA, Monmouth University Lucille Flynn (2002) Associate Vice President of External Tara Peters (2015) Jessica Kimball (2014) Affairs Associate Vice President for Graduate Admission Counselor BS, Seton Hall University Marketing and Communications BS, Monmouth University BA, MA, Monmouth University Janine Frederick (2010) Laurie Kuhn (1999) Enrollment Publications and Eileen Reinhard (2004) Associate Director of Graduate Communications Assistant Director for Enrollment Admission Assistant Website Developer Publications and Communications BA, State University of New York at BA, Seton Hall University; MA, Oneonta; MBA, Baruch College- Monmouth University Mount Sinai School of Medicine

Monmouth University 147 Directories

Andrea Thompson (2007) Claire Alasio (1997) William McElrath (2003) Graduate Admission Counselor Associate Vice President of Enrollment Chief, MUPD BA, Marymount Manhattan College; Management/Director of Financial Aid BA, Kings College; MA, Seton Hall MAT, Monmouth University BA, Roanoke College; MAEd, Virginia University Polytechnic Institute and State Victoria Bobik (2005) University Timothy Orr (1996) Director of Undergraduate Admission Construction Manager BA, Colgate University; MA, University of Kristen Isaksen (1997) BS, Geneva College South Carolina Associate Director of Financial Aid BA, Dickinson College; MSEd., Aimee M. Parks (2000) Emma Caban (2012) Monmouth University Assistant Director of Human Admission Counselor Resources for Student Employment BA, Monmouth University Tabitha Conlan (2001) BA, MA, Monmouth University Assistant Director of Financial Aid Danielle Colbert (2007) BS, Georgian Court University Robyn Salvo (2006) Assistant Director of Undergraduate Director of Human Resources Admission Marilyn Dorsey (1985) BA, College of New Jersey; MBA, BA, Lafayette College; MBA, Direct Lending Coordinator Monmouth University Monmouth University Nancy Hanson (1997) Maureen Slendorn (2007) Patrick Dorsey (2005) Assistant Director of Financial Aid Manager of Recruiting and Staffing Associate Director of Undergraduate BS, MBA, Monmouth University BS, Georgian Court University Admission BS, Fairleigh Dickinson University; Robert C. Hennessey (2001) Kathleen Stein (2003) MSEd, Monmouth University Assistant Director of Financial Aid Senior Benefits Administrator BS, West Chester University BA, Monmouth University Kamal Kornegay (2004) Associate Director of Undergraduate Ellen Scavuzzo (2015) Richard Su (1990) Admission Financial Aid Counselor Director of Service Response for BA, Rowan University BA, Flagler College Special Events BA, Monmouth University Lesbia Ortiz-Torres (2004) ADMINISTRATIVE SERVICES Associate Director of Undergraduate Dean Volpe Admission Patricia Swannack (1975) Captain of Police, MUPD BA, Inter America University Vice President for Administrative Services BS, Monmouth University ATHLETICS Erin Smith (2014) Admission Counselor Kara Sullivan (1998) Marilyn McNeil (1994) BA, Monmouth University Assistant to the Vice President for Vice President and Director of Athletics Administrative Services B.P.E., The University of Calgary; MA, Megan Spanarkel (2014) AAS, Brookdale Community College; McGill University, EdD; Washington Admission Counselor BS, Monmouth University State University BS, Southern New Hampshire University; MBA, Monmouth Maureen Coffey (1999) Greg Amato (2012) University Director of HRIS, Employment and Assistant Ice Hockey Coach Communications BA, SUNY Kevin Sweeney (2015) BS, MBA, Monmouth University Admission Counselor Stephanie Anderson (2014) BA, Thomas Edison College Robert Cornero (1996) Assistant Coach Women’s Lacrosse Associate Vice President for Campus BA, Rutgers University Kathleen Dennis (1993) Planning and Construction Transfer Credit Evaluator BE, Stevens Institute of Technology Courtney Ball (2009) BA, College of Saint Elizabeth Cheerleading Coach Marta Figueroa, PhD (2014) BS, Monmouth University Barbara Growney (1994) Director of Compliance Director of Admission Processing MS, Hunter College of the City Devin Barry (2007) BS, Monmouth University; MSEd, University of New York; BA, Assistant Coach Track Monmouth University Barnard College, Columbia BS, Mount St. Mary’s University University; PhD, UMDNJ School Rosetta Arce (2013) of Public Health and Rutgers Nicole Barry (2013) Assistant Director of Admission Graduate School Assistant Coach Field Hockey Processing BA, Boston College BS, Monmouth University Theresa Fontana (2013) Accountant BS, Monmouth University

148 Monmouth University Directories

Stephen Bazaz (2009) Thomas DiMuzio (2014) Karen Grygiel (2010) Intramural and Club Sport Assistant Assistant Football Coach/Receivers Director of Bowling BA, MA Monmouth University BA, Delaware University; MA, BS, Vanderbilt University Bowling Green State University Louie Berndt (2009) Samantha Hegman (2012) Head Coach Softball Jill DiSanti (2007) Assistant Athletics Director for BS Western Michigan, Nicholls State Associate Head Field Hockey Coach Compliance University BS, Quinnipiac University; MA, BS, Monmouth University; MS, Monmouth University Adelphia Tom Bieber (2008) Associate Athletics Director for Samuel Dorsett (2013) Brian Hirshblond (2003) Academic Support Assistant Football Coach Assistant Coach Men’s and Women’s BS, Slippery Rock University; MBA, BA, Robert Morris University Track and Field Monmouth University BA, Monmouth University Karen Edson (1969) Andrew Bobik (1996) Associate Athletics Director for Corey Hubbard (2013) Associate Head Coach Football Business Director of Tennis BA, Colgate BA, Texas A&M University Dean Ehehalt (1994) George Brown (2012) Head Coach, Baseball Siobhan Huggins-Sullivan (2013) Assistant Baseball Coach BSEd, MSEd, East Carolina Assistant Athletics Trainer BS, St. John’s University University BS, University of Pittsburgh; MS, University of North Carolina at Kevin Callahan (1992) Sam Ferry (2011) Greensboro Head Coach, Football Assistant Coach of Men’s Basketball BA, University at Rochester BS, Vanderbilt University Mike Iuliucci (2009) Associate Athletics Director Richard Callahan (2011) Carli Figlio (2005) Equipment Manager & Recreation Senior Assistant to the Head Coach Head Coach Field Hockey BA, Robert Morris University of Men’s Basketball BA, Kent State University; BS, BS, Salem College, MS, Syracuse Monmouth University John Jackman (1993) University Assistant Athletics Director of the Brian Fisher (2012) Fitness Center Richard Carragher (2001) Head Coach, Men’s Lacrosse Associate Athletics Director for Event BA, Rutgers University Ruth Jamnik (2011) Management Assistant Athletics Director of BS, St. Joseph’s University Abraham Flores (2003) Student Development Assistant Coach Men’s and Women’s BA, Kean College Jon Cascone (1997) In/Outdoor Track Associate Athletics Director for BA Fine Arts; MAEd, University of Caroline Kelly (2014) Recreation, Intramurals, Clubs, and Southern California Assistant Athletics Director for Fitness Center Marketing BS, MA, East Stroudsburg University Tina Forgach (2012) BA, The College of New Jersey Track and Field Operations Joe Compagni (1995) Coordinator Andrew Kirkland (2015) Director, Track & Field and Cross BS, James Madison University Assistant Football Coach Country BA, Colgate University; MS, BA, University of Delaware; MPS, Brian Gabriel (2004) Wesleyan University University of Delaware, Cornell Assistant Football Coach/Recruiting University BA Sienna College Gary Kowal (2013) Assistant Athletics Director for New Gregory Decos (1999) Jeff Gallo (2005) Media and Communications Assistant Athletics Director Assistant Coach Football BA, Monmouth University Equipment, Laundry Services BS, Monmouth University; MBA, Monmouth University Amanda Kuperavage (2011) Sue Dekalb (2013) Associate Athletics Director for Head Coach Women’s Golf Andrew Geison (2012) Student Athlete Performance BA, Cortland State; MS, Penn State Assistant Men’s Lacrosse Coach BS, DeSales University; MA, University BA, University of Maryland; MEd, Gardner-Webb University Rutgers University Vincent DeStasio (2005) Scott Lokatos (2015) Team Physician Eileen Ghent (2011) Director of Field Operations and BS, Monmouth University; MD, Des Assistant Women’s Lacrosse Coach Practice Management/Defensive Moines University BS, Rutgers University Coach

Monmouth University 149 Directories

Hugh MacDonald (2008) Simon Rosenblum (2002) Tony White (2014) Associate Head Coach Men’s Soccer Associate Athletics Director for Assistant Athletic Director for BA, Monmouth University Sports Medicine Ticketing BS, Waynesburg College; MSEd, Old BS, Montclair State University; MS, Robert McCourt (2004) Dominion Canisius College Head Coach, Men’s Soccer BA, Adelphia University Evan Rugel (2014) Dan Wojtaszek (2011) Assistant Football Coach/Technology Assistant Athletics Director of Event Kevin Morris (2014) and Video Management Assistant Football Coach/Offensive BS, SUNY Fredonia BS, Rutgers University Coordinator BA, Williams College Dennis Shea (1993) Duane Woodward (2014) Director of Golf Assistant Men’s Basketball Coach Patrice Murray (1988) BS, Ithaca College BS, Boston College Head Coach, Women’s Tennis BA, MA, Monmouth University Jeff Stapleton (1990) Mary Yelverton (2014) Deputy Director of Athletics Director of Women’s Basketball Jamie Nash (2015) BA, Hobart College Operations Assistant Women’s Basketball Coach BSc, North Carolina State BS, University of Nebraska, Omaha Paul Stevens (2014) Sailing Head Coach Mark Youngs (2014) Joanne Nizolek (2015) BA, Monmouth University Assistant Women’s Basketball Coach Dance Team Choreographer/ BA, Hope College Instructor/Coach Vanessa Sweeney (2006) BFA, Montclair State University Associate Director of Sports Medicine FACULTY BS, West Chester University; MSEd, Matthew Nunnaly (2015) Monmouth University EMERITUS FACULTY Head Coach Men’s and Women’s Swimming Chris Tarello (2012) Derek A. Barnes BS, LaSalle; MBA, Ole Miss Assistant Cross Country Coach Professor Emeritus of Physics BA, Rider University BA, MA, PhD, Christ Church, Oxford Ed Occhipinti (2006) University, England Assistant Athletics Director for Digital Chris Tobin (2000) Properties and Broadcasting Associate Athletics Director for Willard Bastian BA, MA, Monmouth University Athletics Communication Associate Professor Emeritus of Computer BS, College of New Jersey Science Rick Oliveri (2011) BChE, John Hopkins University; MS, Assistant Coach Baseball Kristine Turner (1998) Princeton University BS, University of Buffalo; MBA, Head Coach, Women’s Soccer Lincoln Memorial BS, College of New Jersey; MEd, Donald Bretzger Lafayette College Professor Emeritus of Chemistry Greg Ott (2011) BS, Ursinus College; MS, PhD, University Assistant Athletics Director for Greg Viscomi (2006) of Delaware Communications Associate Athletics Director for New BS, Springfield College Media and Communications Richard E. Brewer BA, Towson University; MS, Canisius Associate Professor Emeritus of English Jenny Palmateer (2011) College BA, Drew University; BD; MA, Rutgers Head Coach Women’s Basketball University BA, North Carolina State University Robert Voorhees (2003) Assistant Athletics Director for Robert Brooks Rachelle Paul (2012) Aquatics Associate Librarian Emeritus Senior Associate Athletics Director of BS, Monmouth University BA, BSLS, University of North Carolina; Student Development/SWA MSEd, Monmouth University BA, MSA, Canisius College Jarred Weiss (2009) (Monmouth College) Assistant Athletics Director for Stephen Reithinger (2011) Business & Communications Godfrey Buzzelli Head Coach Ice Hockey BA, Monmouth University; MA, Associate Professor Emeritus of Physical BA, Seton Hall University Monmouth University Education EdB, EdM, University of Buffalo King Rice (2011) Denise Wescott (2009) Head Men’s Basketball Coach Head Coach, Women’s Lacrosse John E. Carson BA, University of North Carolina BS, MS, University of Maryland Associate Professor Emeritus of Mathematics Kylee Rossi (2012) BA, Drew University; MS, New York Assistant Coach, Women’s Soccer University BA, University of Tennessee

150 Monmouth University Directories

Floyd R. Deardorff Robert L. Huber Marilyn M. Lauria Assistant Professor Emeritus of Associate Professor Emeritus of Associate Professor Emerita of Nursing Mathematics Communication BSN, Hunter College; MEd, EdD, BA, Temple University; MA, Catholic BA, Montclair State College; MA, Adelphi Teachers College, Columbia University University University R. Kaiser-Lenoir Philip C. Donahue Edward Jankowski Professor Emeritus of Foreign Languages Associate Professor Emeritus of History Professor Emeritus of Art and Design Licence es Lettres, Sorbonne; Diplome BS, Temple University; MA, University of BFA, Layton School of Art; MFA, d’Etudes Litteraires Superieures, Pennsylvania University of Wisconsin C.A.P.E.T., Strasbourg

Francis Patrick Dooley Barbara Harris Jaye Helen T. MacAllister Professor Emeritus of History Professor Emerita of English Associate Professor Emerita of Biology AB, Villanova University; MA, PhD, BA, City College of New York; MA, PhD, BS, Douglass College; MS, Rutgers University of Maryland Rutgers University University

Donald Dorfman Margaret G. Juckett Srikantaiah Mallikarjun Professor Emeritus of Biology Associate Professor Emerita of Professor Emeritus of Physics BS, Monmouth University (Monmouth Management BSc, MSc, University of Musore, India; College); MS, University of Connecticut; BS, West Virginia Wesleyan College; MA, AM, PhD, University of London, England PhD, Rutgers University University of Kentucky; MBA, Monmouth University (Monmouth College) David Martin Harris Drucker Professor Emeritus of English Professor Emeritus of Software Quentin Keith BA, Providence College; MA, University Engineering Associate Professor Emeritus of English of Rhode Island; PhD, New York BSEE, Pennsylvania State University; BA, Lehigh University; BA, (Hons.); MA, University MSE, PhD, University of Pennsylvania Kings College, Cambridge University, England Donald B. McKenzie Stanley Dubroff Professor Emeritus of English Associate Professor Emeritus of Business Louis J. Kijewski PhD, University of Pennsylvania Law Professor Emeritus of Physics BS, Drexel University; JD, Temple BA, La Salle College; MA, Columbia Rose Mary Miller University University; PhD, New York University Associate Professor Emerita of Mathematics William R. Feist Glenn King BS, Middlebury College; EdM, University Associate Professor Emeritus of Finance Professor Emeritus of History and of Vermont; Post-Master’s Certificate, BA, Princeton University; MSEd, Anthropology University of Maine University of Pennsylvania; MA, Lehigh BA, Cornell University; MA, University University; PhD, Temple University of California at Los Angeles; PhD, William P. Mitchell University of California at Berkeley Professor Emeritus of Anthropology Carol A. Giroud Freed Foundation Endowed Chair in Professor Emerita of Physical Education Carl M. Koreen Social Science BS, University of North Carolina at Associate Professor Emeritus of AB, Brooklyn College; PhD, University of Greensboro; MEd, University of North Mathematics Pittsburgh Carolina; PhD, Union Graduate School BS, MS, Louisiana State University Enoch L. Nappen Richard Guilfoyle Michiko Kosaka Associate Professor Emeritus of Political Professor Emeritus of Mathematics Associate Professor Emerita of Computer Science BS, C.W. Post College; MS, PhD, Stevens Science BA, MA, Rutgers University; PhD., New Institute of Technology BA, Manhattanville College; MA; PhD, York University New York University C. Dale Haase Howard Nitzberg Associate Professor Emeritus of Music Richard A. Kuntz Professor Emeritus of Foreign Languages BS, Mannes College of Music; BS, MA, Professor Emeritus of Mathematics AB, MA, Brooklyn College; PhD, New Teachers College, Columbia University BS, Monmouth University (Monmouth York University College); MA, PhD, University of Doris K. Hiatt Maryland Richard Paris Associate Professor Emerita of Associate Professor Emeritus of English Psychology Susan Kuykendall BA, University of California at Berkeley; AB, Cornell University; PhD, City Associate Librarian Emerita MA, San Francisco State University; University of New York BS, Trinity University; MLS, Rutgers PhD, University of California at Berkeley University Waltraud Hieslmair Marilyn A. Parker Associate Professor Emerita of Physics Professor Emerita of Chemistry BS, MS, University of Vienna, Austria BS, University of Wisconsin; PhD, University of Washington

Monmouth University 151 Directories

Richard Pirchner Caryl Sills Arie van Everdingen Associate Professor Emeritus of Computer Associate Professor Emerita of English Associate Professor Emeritus of Art Science BA, Northwestern University; MAT, BFA, MFA, Alfred University BS, University of Dayton; MS, St. John’s Monmouth University (Monmouth University College); EdD, Rutgers University Hildegard Webb Associate Librarian Emerita Alicia E. Portuondo Robert J. Sipos BA, Wake Forest University; MLS, Rutgers Professor Emerita of Foreign Languages Professor Emeritus of English University Licenciado en Filosofia y Lettras; BS, Fordham College; MA, Teachers Licenciado en Derecho, Oriente College; MA, New York University Richard E. Weber University, Cuba; MA, Rutgers Professor Emeritus of Economics University; PhD, New York University Thomas Smith BA, MA, PhD, Rutgers University Associate Professor Emeritus of Steven Pressman Mathematics Ruth C. West Professor Emeritus of Economics BS, Nicholls State College; MS, Louisiana Associate Professor Emerita of Education BA, Alfred University; MS, Syracuse State University; PhD, Louisiana State BA, Barnard College; MA, EdD, Teachers University; PhD, New School for Social University College, Columbia University Research Viola T. Snow William F. Wetzel Robert Rechnitz Associate Professor Emerita of Education Assistant Professor Emeritus of Music Professor Emeritus of English BS, MSEd, Monmouth University BA, MA, Montclair State College BS, Northwestern University; MA, (Monmouth College); EdD, Rutgers Columbia University; PhD, University of University Richard Wilson Colorado Associate Professor Emeritus of Business Sharon W. Stark Administration Walter Reichert Professor Emerita of Nursing AB, Columbia College; JD, St. John’s Associate Professor Emeritus of Computer BB, Thomas Edison State College; MSN, University; LLM, New York University; Science Rutgers University; PhD, Widener Member of New York Bar BSME, Drexel Institute of Technology; University PhD, University of Pittsburg William A. Yaremchuk Kenneth R. Stunkel Professor Emeritus of Communication Thomas Reiter Professor Emeritus of History AB, Fairmont (W. Va.) State College; MA, Professor Emeritus of English BA, MA, PhD, University of Maryland West Virginia University; PhD, New BA Loras College (IA); MA, University York University of Virginia; PhD, University of G. Boyd Swartz Massachusetts Professor Emeritus of Mathematics Theresa Julia Zielinski BSEE, MSEE, Lehigh University; MS, Professor Emerita of Chemistry Everett Rich PhD, New York University BS, MS, PhD, Fordham University Associate Professor Emeritus of Communication Tadeusz Swietochowski BS, MS, Emerson College Professor Emeritus of History FACULTY Magister, University of Warsaw; MA, Benjamin Rigberg American University of Beirut; PhD, Julius O. Adekunle (1996) Professor Emeritus of History New York University Professor of History BS, Temple University; MA, University of BA, University of Ife, Nigeria; MA, Illinois; PhD, University of Pennsylvania Mary E. Swigonski University of Ibadan, Nigeria; PhD, Associate Professor Emerita of Social Dalhousie University, Canada Lynn Andrews Romeo Work Associate Professor Emerita of Education BA, Allentown College of St. Francis de Gilda M. Agacer (1998) BA, Glassboro State College; MA, Kean Sales; MSW, Marywood College; PhD, Associate Professor of Accounting and College; EdD, Rutgers University Rutgers University Associate Dean of the Leon Hess Business School Pierre J. Salmon D. Robert Teeters BA, University of the East Philippines; Associate Professor Emeritus of Professor Emeritus of Physics MIBS, PhD, University of South Carolina Accounting BA, Oregon State College; MA, PhD, BSBA, Boston College; MBA, New York University of California at Berkeley G. Oty Agbajoh-Laoye (1997) University; CMA, CPA, New Jersey Associate Professor of English Jack M. Van Arsdale BA, MA, PhD, University of Ibadan, Nigeria Aaron H. Schectman Associate Professor Emeritus of Software Professor Emeritus of Education Engineering Gwendolyn Alexis (2005) BS, MEd, EdD, Rutgers University BS, Monmouth University (Monmouth Associate Professor of Management College); MSEE, Polytechnic Institute of BS, University of Southern California; Morris R. Short Brooklyn MAR,Yale University Divinity School; Professor Emeritus of Philosophy MA, Graduate Faculty New School; BA, MA, George Washington University; PhD, New School for Social Research PhD, Columbia University

152 Monmouth University Directories

Harvey Allen (2006) Richard Bastian (2006) Karen T. Bright (1996) Specialist Professor of Speech Pathology, Lecturer of Mathematics Professor of Art Educational Counseling and Leadership BS, City College of New York; MS, BFA, University of the Arts; MFA, BA, MA, Montclair State College; EdD, Columbia University; PhD, Johns Cranbrook Academy of Art Rutgers University Hopkins University Susan Bucks (2013) Sheri Anderson (2005) Judith Bazler (1997) Specialist Librarian Specialist Professor of Theatre Professor of Education BS, Susquehanna University; BA, MLIS, BA, William Jewell College; MFA, BS, Northern Illinois University; MEd, EdD, Rutgers University University of California, San Diego; MA, University of Montana Monmouth University John J. Burke (1996) Noel Belinski (2008) Associate Professor of Theatre Staci Andrews (2014) Lecturer of English BA, Seton Hall University; MAT, Jersey Lecturer, Health and Physical Education BA, Barnard College of Columbia City State College; MALS, New School - BA, Gonzaga University; MS, PhD, University; MAT, Monmouth University Graduate Faculty; PhD, Michigan State Springfield College University Stanley S. Blair (1996) Linda Arnold (2014) Associate Professor of English John Burke (2011) Assistant Professor, Curriculum and Assistant Dean of the Honors School Specialist Professor of Economics and Instruction BA, Gardner-Webb College; MA, Finance BME, Florida State University; MEd, Marquette University; PhD, Duke MBA, Indiana University Texas Christian University; PhD, The University University of Tennessee David U. Burkholder (2009) Heidi Bludau (2012) Associate Professor of Psychological Nahid Aslanbeigui (1988) Lecturer of History and Anthropology Counseling Professor of Economics BA, Med, Texas A&M University; MA, BS, Geneva College; MEd, Ohio BA, University of Tehran; MA, PhD, PhD, Indiana University University; PhD, Kent State University University of Michigan Kristin Bluemel (1994) John Buzza (2005) Mary Kate Azcuy (2004) Professor of English, McMurray Bennett Specialist Professor of Management and Associate Professor of English Endowed Chair Marketing BS, Monmouth University; MA, New York BA, Wesleyan University; MA, PhD, BS, Monmouth University; MS, University University; PhD, Drew University Rutgers University of Phoenix

Barrie Bailey (2001) Barbara Lynn Bodner (1988) Kenneth Campbell (1986) Associate Professor of Finance; Professor of Mathematics Professor of History Chair of Economics, Finance, and Real BS, Fairleigh Dickinson University; MS, BA, Virginia Commonwealth University; Estate Pennsylvania State University; EdD, MA, PhD, University of Delaware BS, MBA; PhD, University of Central Rutgers University Florida Kerry Carley-Rizzuto (2012) Patricia Bonaventura (2014) Assistant Professor of Education Thomas Baker (2004) Assistant Professor, Speech Language MA, Brooklyn College; EdD, Rowan Associate Professor of Art Pathology, Educational Counseling and University BFA, East Carolina University; MFA, Leadership University of Wisconsin MA, University of Rome; MA, Universite JoAnne Cascia (2012) Paris; PhD, Ohio State University Assistant Professor of Education Daniel Ball (2007) BA, MA, Kean University; EdD, Nova Associate Professor of Management and Gregory Bordelon (2012) Southeastern University Marketing Lecturer of Political Science BS, Western New England College; MS, Director of the Center for Excellence in Alan A. Cavaiola (1996) Lehigh University; MS, Rensselaer Teaching and Learning (CETL) Professor of Psychological Counseling Polytechnic Institute; PhD, University of JD, Louisiana State University BA, Monmouth College; MA, Fairleigh Massachusetts Dickinson University; PhD, Hofstra Carolyn Bradley (2005) University Jason Barr (2005) Associate Professor of Social Work Associate Professor of Education BA, College of St. Elizabeth; MSW, PhD, Vasundhara Chakraborty (2014) BA, University of Hartford; MA, New York Fordham University Assistant Professor, Accounting University; PhD, Fordham University BS, Nagpur University; MS, PhD, Rutgers Mary Brennan (2005) University Mirta Barrea Marlys (2003) Specialist Professor of Education Associate Professor of World Languages BA, Dominican College; MS, Lehman Stephen Chapman (2014) and Cultures College Assistant Professor, Political Science and Chair of the Department of World Sociology Languages and Cultures BA, MA, East Stroudsburg, University; BA, Rutgers University; MA, Villanova; MA, PhD, Binghamton University PhD, University of Pennsylvania

Monmouth University 153 Directories

Manuel Chavez (2013) Pedram Patrick Daneshgar (2010) Kevin Dooley (2005) Lecturer, Philosophy, Religion and Assistant Professor of Biology Associate Professor of Political Science Interdisciplinary Studies BA, University of Delaware; MS, Saint and BA, Truman State University; MA, PhD, Joseph’s University; PhD, University of Dean of the Honors School State University of New York Florida BA, Monmouth University; MA, Rutgers University; PhD, Rutgers University Micah Chrisman (2007) Rekha Datta (1995) Associate Professor of Mathematics Professor of Political Science Maureen Dorment (2006) BS, M.S., Virginia Tech; PhD, University Interim Vice Provost for Global Education Lecturer of History and Anthropology of Hawai’i at Manoa BA, MA, Presidency College, University BS, Georgetown University; MS, of Calcutta, India; PhD, University of Monmouth University Edward W. Christensen (1996) Connecticut Associate Professor of Management; Vice Ellen Doss-Pepe (2006) President for Information Management Veronica Davidov (2013) Lecturer of Biology Interim Dean of the Library Assistant Professor Anthropology BS, University of Scranton; PhD, AS, George Washington University; BS, PhD, New York University Rensselaer Polytechnic Institute Southern Illinois University; MBA, PhD, Rutgers University Anne Deepak (2014) Eleanora Dubicki (2003) Associate Professor, Social Work Associate Librarian Andreas C. Christofi (1997) BA, Boston University; MS, PhD, BA, Douglass College; MLS, MBA, Professor of Finance Columbia University Rutgers University BA, Graduate Industrial School of Thessaloniki, Greece; MBA, University Margaret Del Guercio (1988) Bernadette Dunphy (2011) of New Orleans; PhD, Pennsylvania Associate Professor of English Specialist Professor of Biology and Chair State University BA, MA, Montclair State College; PhD, of Biology New York University PT, DPT, University Medicine and Natalie Ciarocco (2007) Dentistry, NJ Associate Professor of Psychology Chad Dell (1996) BA, MA, PhD, Case Western Reserve Associate Professor of Communication Keith Dunton (2015) University BA, MA, PhD, University of Wisconsin- Assistant Professor of Biology Madison BS, MS, PhD, Stony Brook University Andrew L. Cohen (2007) Professor of Art; Chair of the Department Hillary Del Prete (2015) Corey Dzenko (2014) of Art and Design Assistant Professor of Anthropology Assistant Professor, Art and Design BA, Indiana University; MA, PhD, BS, Tulane University; MA, PhD, Rutgers BFA, Central Michigan University; MA, University of Chicago University University of Alabama; PhD, University of New Mexico John Comiskey (2012) John W. Demarest (1976) Assistant Professor of Criminal Justice Professor of Psychology Azzam Elayan (2006) MS, Naval Post Graduate School BA, State University of New York Lecturer of Chemistry and Physics (Brockport); MA, Connecticut College; BS, Bethlehem University, Israel; PhD, Gregory J. Coram (1987) PhD, State University of New York at Wesleyan University Associate Professor of Criminal Justice Stony Brook BA, Wheeling College; MS, PsyD, Indiana Josh Emmons (2010) State University Christopher DeRosa (2004) Assistant Professor of English Associate Professor of History BA, Oberlin College; MFA, The University Joseph Coyle (2002) BA, Columbia University; PhD, Temple of Iowa Associate Professor of Mathematics University BS, Miami University; MS, PhD, University Heide Estes (1998) of Dayton Vincent M. DiMattio (1968) Professor of English Professor of Art BA, University of Pennsylvania; MA, Pat Hill Cresson (1995) BFA, Massachusetts College of Art; MFA, M.Phil., PhD, New York University Professor of Art Southern Illinois University BS, University of Wisconsin; MFA, Pratt Antonio Estudillo (2015) Institute Lisa Dinella (2006) Assistant Professor of Speech Pathology, Associate Professor of Psychology Educational Counseling, and Michael Cronin (2010) BA, The College of New Jersey; MS, PhD, Leadership Associate Professor of Social Work Arizona State University BS, Washington State University; MA, BA, Northeastern University; MSW, Gonzaga University; MS, PhD, Indiana Columbia University; PhD, Yeshiva Donna Montanaro Dolphin (1987) University University Associate Professor of Communication BA, Clark University; MA, Montclair State Prescott Evarts, Jr. (1966) College; MFA, Mason Gross School of Professor of English the Arts, Rutgers University BA, Harvard College; MA, PhD, Columbia University

154 Monmouth University Directories

Melissa Febos (2013) Elizabeth Gilmartin (2004) Susan Gupta (2006) Assistant Professor of English Lecturer of English Associate Professor of Management and MFA, Sarah Lawrence College BA, Georgian Court College; MA, Seton Marketing Hall University; PhD, New York Director MBA Program Linda Flaming (2003) University BS, MS, University of Missouri-Columbia; Associate Professor of Accounting PhD, University of Tennessee BS, University of Science and Arts of Bonnie Gold (1998) Oklahoma; BA, MS, Queens College, Professor of Mathematics Stephanie Hall (2009) City University of New York; PhD, AB, University of Rochester; MA, Associate Professor of Psychological University of Oklahoma Princeton University; PhD, Cornell Counseling University Chair of the Department of Psychological Kathryn Fleming (2011) Counseling Specialist Professor of Nursing George Gonzalez (2013) BA University of Kentucky; MA, Louisiana PhD, University of Medicine and Dentistry Assistant Professor of Philosophy and Tech University; PhD, University of New of New Jersey Religion Orleans ThD, Harvard Divinity School Johanna Foster (2013) Gary Handler (2013) Assistant Professor of Sociology Jamie Goodwin (2015) Specialist Professor of Psychological BA, MA, American University; PhD, Specialist Professor of Psychology Counseling Rutgers University BA, Susquehanna University; MS, Loyola PhD, New York University University; PhD, Ball State University Cira Fraser (1998) Amy Handlin (1991) Professor of Nursing Albert Gorman (2007) Associate Professor of Marketing BS, The College of Staten Island; MS, Specialist Professor of Criminal Justice BA, Harvard University; MBA, Columbia Rutgers University, Newark; PhD, BA, Iona College; MA, City University of University; PhD, New York University Adelphi University New York John Hanly (2014) Aaron Furgason (2004) Susan M. Goulding (1996) Assistant Professor of English Associate Professor of Communication; Associate Professor of English; Chair, BA, Georgetown College; MA, University Chair Department of Communication Department of English of Chicago; PhD, University of Louisville BA, Monmouth University; MA, Emerson BA, MA, Adelphi University; PhD, New College; PhD, Rutgers State University York University Matthew Harmon (2012) of New Jersey Specialist Professor of Communication Letitia Graybill (2004) BA, MA, Monmouth University Frank Fury (2007) Lecturer of Education Lecturer of English AB, City University of New York, Hunter Wendy A. Harriott (2000) BA, Boston College; PhD, Drew University College; EdM, Harvard University; EdD, Associate Professor of Education; Rutgers University Chair, Department of Curriculum and Priscilla Gac-Artigas (1995) Instruction Professor of World Languages and Stanton W. Green (2004) BS, Bloomsburg University; MS, Cultures Professor of Anthropology Marywood College; PhD, Pennsylvania BA, University of Puerto Rico; Ph.D., BA, New York University; MA, PhD, State University University of Franche-Comte, France University of Massachusetts, Amherst Mary Harris (2011) Rachel Gardner (1989) Brian Greenberg (1990) Specialist Professor of Communication Associate Librarian Professor of History; Jules L. Plangere, MA, Monmouth University; BA, Rowan BA, Vassar College; MA, Middlebury Jr. Endowed Chair in American Social University College; MLS, Rutgers University History BA, Hofstra University; MA, State Christine Hatchard (2013) Ivan A. Gepner (1973) University of New York at Albany; PhD, Assistant Professor of Psychology Associate Professor of Biology Princeton University BA, Monmouth University; MS, PsyD, BA, Rutgers University; MA, PhD, Chestnut Hill College Princeton University Michelle Grillo (2010) Assistant Professor of Criminal Justice John E. Henning (2015) George Germek (2006) BS, MA, University of Massachusetts Professor of Curriculum and Instruction Associate Librarian Lowell; MA, PhD, Rutgers University and BA, BS, Kean University; MA, MLS, Dean of the School of Education Rutgers University Carolyn Groff (2007) BS, Pennsylvania State University; MEd, Associate Professor of Education Kent State University; AD, Stark State Michael Gillette Chair of Speech Pathology, Educational College; PhD, Kent State University Specialist Professor of Music and Theatre Counseling and Leadership Arts BA, Mount Holyoke College; PhD, Rutgers Christopher A. Hirschler (2009) BA, Hamilton College; MA, Yale University University Assistant Professor of Nursing BS, Excelsior College; MA, State University of New York; PhD, Cleveland State University

Monmouth University 155 Directories

Christa Hogan (2012) Joanne Jodry (2003) Jamie Kretsch (2007) Lecturer of Social Work Assistant Professor of Psychological Specialist Professor of Software MSW, Fordham University Counseling Engineering MA, Monmouth University, EdD, Argosy Chair of the Department of Computer Shannon Hokanson (2005) University; DMH, Drew University Science and Software Engineering Lecturer of Communication BS, Monmouth University; MS, University BA, MA, Monmouth University Barbara Johnston (2008) of Wisconsin-Madison Professor and Hess Chair in Nursing Robyn Holmes (1993) Education Zachary Kudlak (2013) Professor of Psychology BS, MS, Hunter College; PhD, Hofstra Assistant Professor of Mathematics BA, MA, PhD, Rutgers University University PhD, University of Rhode Island

Andrea Hope (2007) George Kapalka (2001) Robin Kurcharczyk (2005) Associate Professor of Nursing and Health Professor of Psychological Counseling Lecturer of Chemistry and Physics Studies BA, MA, Manhattan School of Music; BA, Douglass College, Rutgers University; BS, Montclair State University; MS, The MA, Kean University; PhD, Fairleigh PhD, Yale University American University; EdD., Teachers Dickinson University College, Columbia University Gina LaMandre (2014) Laura Kelly (2003) Specialist Professor, Physician Assistant Maria Hrycenko (2013) Associate Professor of Nursing Program Lecturer, Health and Physical Education BS, Monmouth University; MS, Rutgers BS, The College of New Jersey; MS, BS, Rutgers University; DC, Sherman University; PhD, Rutgers University University of Massachusetts; MS, College of Chiropractic University of Medicine and Dentistry Jiwon Kim (2013) Paul Humphrey (2015) Assistant Professor of Curriculum and Massimiliano Lamberto (2006) Assistant Professor of Foreign Language Instruction Associate Professor of Chemistry and Studies BA, MA, Korea University, Seoul, South Physics BA, MA, PhD, University of Birmingham, Korea; PhD, Purdue University BS, MS, University of Messina, Italy; PhD, UK University of Southampton, United Sung-Ju Kim (2012) Kingdom Judex Hyppolite (2013) Assistant Professor of Social Work Assistant Professor of Economics, BA, Dong-Guk University; MS, Case Stacy Lauderdale (2011) Finance and Real Estate Western Reserve University; PhD, Assistant Professor of Education PhD, Indiana University Indiana University BS, Clemson University; MA, California State University, Northridge; PhD, Bradley Ingebrethsen (2004) Kathryn Kloby (2007) University of California, Riverside Lecturer of Chemistry and Physics Associate Professor of Political Science BS, Brooklyn College City University Interim Vice Provost for Transformative Matthew Lawrence (2012) of New York; MS, PhD, Clarkson Learning Specialist Professor of Communication University BA, Marywood College; MS, Montclair BA, The College of New Jersey; MFA, State University; PhD, Rutgers Boston University Aurora Ioanid (1996) University Associate Librarian Cheryl Leiningen (2013) MA, University of Bucharest, Romania; Rose Knapp (2010) Assistant Professor of Nursing MLS, Columbia University Assistant Professor of Nursing BS, The College of New Jersey; MA, New BA, State University of Plattsburgh; MS, York University; DNP, University of Jeffrey Jackson (2012) Seton Hall University; DNP, University Medicine and Dentistry of New Jersey Assistant Professor of English of Miami BA, Linfield College; MA, Portland State Gary Lewandowski (2002) University; PhD, Rice University Wobbe Frans Koning (2014) Professor of Psychology; Chair, Assistant Professor, Art and Design Department of Psychology Laura T. Jannone (2003) BFA, The Netherlands Film and Television BA, Millersville University; MA, PhD, State Associate Professor of Nursing, Chair of Academy; MFA, Ohio State University University of New York at Stony Brook the Nursing Department Director of the MSN Program James Konopack (2006) Kayla Lewis (2013) BSN, MS, New Jersey City State College; Associate Professor of Health Studies; Assistant Professor of Chemistry and PhD, Columbia University Associate Dean of the School of Nursing Physics and Health Studies PhD, Georgia Institute of Technology Scott Jeffrey (2009) BA, Cornell University; ME, Boston Assistant Professor of Management University; PhD, University of Illinois Xudong (Daniel) Li (2014) BSC, MBA Santa Clara University; PhD, Assistant Professor of Accounting University of Chicago Dmytro Kosenkov (2012) BE, BS, University of Science and Assistant Professor of Chemistry Technology of China; MBA, University Moyi Jia (2013) BS, MS, National Taras Shevchenko of California, PhD, University of North Lecturer of Communication University of Kyiv; PhD, Jackson State Texas PhD, Ohio University University

156 Monmouth University Directories

Xiaohui Liang (2015) Y. Lal Mahajan (1979) Carol McArthur-Amedeo (2011) Assistant Professor of Computer Science Associate Professor of Economics and Lecturer of Education and Software Engineering Finance EdD, Rutgers University BS, MS, Shanghai Jiao Tong University, BA, University of Panjab, India; MA, China; PhD, University of Waterloo, University of Chicago; PhD, Northern Rebecca McCloskey (2010) Canada Illinois University; PhD, Rutgers Specialist Professor of Social Work University BA, Seton Hall University; MSW, Ohio Kathryn A. Lionetti (1990) State University Associate Professor of Biology Janet Mahoney (1995) BS, PhD, State University of New York at Professor of Nursing James McDonald (1999) Stony Brook Dean of the Marjorie K. Unterberg School Associate Professor of Software of Nursing and Health Studies Engineering Biyue (Betty) Liu (2000) RN, St. Mary’s Hospital; BSN, Monmouth BSEE, New Jersey Institute of Professor of Mathematics College; MSN, Seton Hall University; Technology; MSEE, Massachusetts BS, MS, Nanjing University, China; PhD, PhD, New York University Institute of Technology; PhD, New York University of Maryland University School of Engineering Jose M. Maldonado (2005) Weizheng Liu (1994) Associate Professor of Education Jennifer McGovern (2013) Professor of Criminal Justice BA, East Stroudsburg University; Assistant Professor, Political Science and BA, MA, Jilin University, China; PhD, MEd, Lehigh University; MS, Wilkes Sociology Indiana University of Pennsylvania University; PhD, University of Arkansas BS, Sacred Heart University; MS, Central Connecticut State University; MS, PhD, Dorothy Lobo (2002) Robin Mama (1992) Temple University Associate Professor of Biology Professor of Social Work BA, Immaculate College; PhD, Catholic Dean of the School of Social Work Frederick L. McKitrick (1994) University of America BSW, College of Misericordia; MSS, PhD, Associate Professor of History Bryn Mawr College BA, MA, PhD, Columbia University Brian Lockwood (2010) Assistant Professor of Criminal Justice Colleen Manzetti (2012) Joseph McManus (2013) BA, College of New Jersey; MA, PhD, Assistant Professor of Nursing Assistant Professor of Management and Temple University BS, Rutgers University; MSN, Monmouth Decision Sciences University; DNP, Samford University Director of the Center for Entrepreneurship Min-Hua Lu (1991) PhD, Rutgers University Associate Professor of Marketing; Chair David C. Marshall (2004) Marketing and International Business Associate Professor of Mathematics; Marilyn McNeil (1994) BA, MA, Beijing Institute of Foreign Trade; Chair, Department of Mathematics Associate Professor of Physical Education DBA, George Washington University BA, California State University at and Fullerton; PhD, University of Arizona Vice President and Director of Athletics Mark Ludak (2013) BPE, The University of Calgary; MA, Specialist Professor of Art (Photography) Susan H. Marshall (2004) McGill University; EdD, Washington Director of Compliance Associate Professor of Mathematics State University MFA, Hunter College BS, Wake Forest University; PhD, University of Arizona Christina McSherry (2014) Stephanie Lynch (2014) Associate Professor of Nursing Specialist Professor, Physician Assistant Golam Mathbor (1999) BSN, Wagner College; MA, PhD, New Program Professor of Social Work; Chair York University BS, Arizona University; MS, George of Philosophy, Religion, and Washington University Interdisciplinary Studies Tiffany Medley (2013) BSS, MSS, Bachelor of Law (L.L.B.), Lecturer of Biology James P. Mack (1974) University of Dhaka, Bangladesh; MSW, PhD, City University of New York Professor of Biology McGill University; PhD, The University BS, Monmouth College; MS, William of Calgary Marie Mele (2015) Paterson College; EdD, Teachers Assistant Professor of Criminal Justice College, Columbia University Elena Mazza (2005) BS, College of New Jersey; MS, American Associate Professor of Social Work; BSW University; PhD, Rutgers University Alison Maginn (1997) Program Director Associate Professor of World Languages BSW, Monmouth University; MSW, Mary Beth Meszaros (2008) and Cultures Fordham University; PhD, New York Specialist Librarian BA, University of Ulster, Northern Ireland; University BA, Villanova University; MS, Drexel MA, PhD, University of Wisconsin University; PhD, University of Sheila McAllister (2007) Pennsylvania Associate Professor of Communication BA, MA, William Paterson University; PhD, Rutgers University

Monmouth University 157 Directories

Nancy Mezey (2002) Jaime Myers (2014) Michael Palladino (1999) Professor of Sociology Assistant Professor, Health and Physical Professor of Biology Associate Dean of the School of Education Interim Vice Provost of Graduate Studies Humanities and Social Sciences BA, MPH, Emory University; PhD, BS, The College of New Jersey (Trenton BA, Vassar College; MA, PhD, Michigan University of South Florida State College); PhD, University of State University Virginia Datta V. Naik (1977) Allen Milewski (2003) Professor of Chemistry and Emanuel Palsu-Andriescu (2010) Associate Professor of Software Interim Vice Provost of Academic and Lecturer of Mathematics Engineering Faculty Affairs BS, MS, Al.I, Cuza University, Romania; BA, University of Wisconsin; MA, PhD, BSc, St. Xavier’s College, University of PhD, Rutgers University Brown University Bombay, Goa, India; PhD, University of Notre Dame Wai Kong Pang (2008) Kenneth Mitchell (2006) Associate Professor of Mathematics Associate Professor of Political Science Roy L. Nersesian (1985) BS, Brigham Young University; MS, PhD, BA, University of California; MS, London Professor of Management Texas Tech University School of Economics; DPhi, Oxford BS, Rensselaer Polytechnic Institute; University, United Kingdom MBA, Harvard Business School Tina Paone (2006) Associate Professor of Speech Pathology, Elisabeth Mlawski (2013) Marta Neumann (2009) Educational Counseling and Leadership Assistant Professor of Speech-Language Lecturer of Nursing and Health Studies BA, University of Tampa; MA, PhD, Pathology BA, MA, College of Physical Education, University of Nevada MS, Northern Arizona University Wroclaw, Poland; PhD, Academy of Physical Education, Wroclaw, Poland Katherine Parkin (2003) Gregory Moehring (2011) Associate Professor of History Associate Professor of Chemistry Eleanor M. Novek (1996) BA, Lake Forest College; PhD, Temple PhD, Purdue University Professor of Communication University BA, Georgia State University; MA, PhD, Donald M. Moliver (1982) University of Pennsylvania Abha Sood Patel (2005) Professor of Economics and Lecturer of English Dean of the Leon Hess Business School Judith L. Nye (1988) BA, MA, University of Delhi; PhD, Indian Pozycki Endowed Professor of Real Associate Professor of Psychology; Institute of Technology Estate Associate Vice Provost for Academic BA, Fairleigh Dickinson University; MA, Foundations/General Education Joseph N. Patten (2002) PhD, Virginia Polytechnic Institute BS, MS, PhD, Virginia Commonwealth Associate Professor of Political Science, University Chair of the Department of Political John Morano (1988) Science Professor of Communication Guy B. Oakes (1968) Director of the Washington Semester BA, Clark University; MA, Pennsylvania Professor of Philosophy and Corporate BA, Kean University; MA, PhD, West State University Values Virginia University Kvernland Endowed Chair in Philosophy Joseph Mosca (1987) and Corporate Social Policy David P. Paul III (1998) Associate Professor of Management; AB, University of Chicago; PhD, Cornell Professor of Marketing Chair, Department of Management and University BS, Hampden-Sydney College; DDS, Decision Sciences Medical College of Virginia; MBA, PhD, BA, MA, Montclair State College; EdD, Mohammad S. Obaidat (1996) Old Dominion University New York University Professor of Computer Science BSEE, Aleppo University; MSEE, PhD, David E. Payne (1986) Mihaela Moscaliuc (2011) Ohio State University Associate Professor of Psychology Assistant Professor of English BA, University of Mississippi; MA, MPhil, BA, MA, Al.l.Cuza University; MA, Cynthia O’Connell (2012) PhD, Columbia University Salisbury University; MFA, New Specialist Professor of Education England College; PhD, University of BS, Douglas College; MEd, The College Thomas Pearson (1978) Maryland of New Jersey Professor of History BA, Santa Clara University; MA, PhD, John Muldoon (2015) Patrick O’Halloran (2003) University of North Carolina at Chapel Specialist Professor of Psychological Associate Professor of Economics Hill Counseling BA, MA, PhD, University of Wisconsin BS, West Chester State University; MA, Karen Pesce (2008) University of Florida; PhD, University of Jonathan Ouellet (2012) Lecturer of Biology South Carolina Assistant Professor of Chemistry BA, BS, MS, Seton Hall University; PhD, PhD, University of Sherbrooke Rutgers University

158 Monmouth University Directories

Michael Phillips (2007) Dennis Rhoads (1995) Saliba Sarsar (1985) Associate Professor of Communication Professor of Biology Professor of Political Science BA, George Mason University; MA, St. BA, University of Delaware; PhD, BA, Monmouth University (Monmouth John’s College; PhD, University of University of Cincinnati College); PhD, Rutgers University Maryland Michael Richison Pietro Sasso (2012) Sue E. Polito (2004) Specialist Professor of Art and Design Assistant Professor of Education Specialist Professor of Nursing and Health BFA, Calvin College; MFA, Cranbrook PhD, Old Dominion University Studies Academy of Art BA, Providence College; MSN, Monmouth Paul G. Savoth (1986) University Julia Riordan-Goncalves (2007) Associate Professor of Accounting and Assistant Professor of World Languages Business Law Nicole Pulliam (2014) and Cultures BA, Middlebury College; JD, Seton Hall Assistant Professor, Speech Pathology, BA, Dickinson College; MA, PhD, University; CPA, New Jersey Educational Counseling and Leadership University of North Carolina at Chapel BA, Ramapo College of New Jersey; MA, Hill Julie Schaaff (2011) PhD, Montclair State University Lecturer of Health Studies; Chair of the Joseph Rocereto (2006) Department of Health and Physical Sanjana Ragudaran (2014) Associate Professor of Management and Education Specialist Professor, Social Work Marketing BA, Bucknell University, MA, University of BS, MSW, Flinders University, Australia; BA, Dickinson College; MBA, PhD, Drexel Delaware PhD, University of New York University Richard Scherl (2002) Erik Raj (2015) Janice Rohn (2012) Associate Professor of Computer Science Assistant Professor of Speech Pathology, Specialist Professor of Computer Science BA, Columbia University; MA, University of Educational Counseling and Leadership and Software Engineering Chicago; PhD, University of Illinois BS, Stockton University; MS, Misericordia BA, Thomas Edison State College; MS, University; PhD, Wayne University National Technological University Karen Schmelzkopf (1998) Associate Professor of Geography Joseph Rapolla (2013) Alex Romagnoli (2014) BA, MA, Florida Atlantic University; PhD, Specialist Professor and Chair of Music Assistant Professor, Curriculum and Pennsylvania State University and Theatre Arts Instruction MBA, Monmouth University BS, MEd, East Stroudsburg University; Laura Schmuldt (2013) PhD, Indiana University of Pennsylvania Specialist Professor, Psychological Peter Reinhart, Esq. (2011) Counseling Specialist Professor Daniela Rosca (1998) BA, University of Illinois, MA, Northeastern Director of the Kislak Real Estate Institute Associate Professor of Software Illinois University; PhD, University of Arthur and Dorothy Greenbaum and Engineering Central Florida Robert Ferguson/NJAA Endowed Chair MS, Polytechnic University of Bucharest; in Real Estate Policy PhD, Old Dominion University William Schreiber (2006) BA, Franklin and Marshall; JD, Rutgers Lecturer of Chemistry and Physics; Chair University, Camden Stuart Rosenberg (2010) of Chemistry and Physics Associate Professor of Management and Coordinator, Clinical Laboratory Sciences Ronald L. Reisner (1995) Marketing and Medical Laboratory Science Associate Professor of Criminal Justice BA, Marquette University, MA, University Programs BA, Brooklyn College; PhD, Columbia of Wisconsin-Madison; MBA, PhD, BS, Massachusetts Institute of University; JD, Rutgers University Fordham University Technology; PhD, University of School of Law Rochester Gloria Rotella (2006) Patricia Remshifski (2013) Specialist Professor of Music and Theatre Solomon Z. Schuck (1966) Assistant Professor of Speech Language Arts Associate Professor of Psychological Pathology BA, MA, New Jersey City University; MS, Counseling PhD, Seton Hall University Monmouth University; EdD, Rutgers BS, City College of New York; PhD, New University York University Benedicte Reyes (2002) Associate Professor of Economics Beth Sanders (2015) Alan Schwerin (1996) BA, Ecole Superieure de Commerce Associate Professor of Criminal Justice Associate Professor of Philosophy de Reims, France; MBA, Temple BA, Otterbein College; MS, PhD, BA, MA, Rhodes University; PhD, Rice University; PhD, Columbia University University of Cincinnati University

Maryanne Rhett (2008) Rebecca Sanford (2004) Patricia Sciscione (2010) Associate Professor of History and Associate Professor of Communication Specialist Professor of Nursing Anthropology and Assistant Chair of Communication MSN, Kean University BA, University of South Carolina; MA, BA, University of Pittsburgh; MA, University of Arizona; PhD, Washington Monmouth University; PhD, Temple State University University

Monmouth University 159 Directories

Michelle Ann Scott (2008) Janice Stapley (1990) Mary Ann Troiano (2001) Associate Professor of Social Work Associate Professor of Psychology Associate Professor of Nursing and Health BA, Clark University; MSW, PhD, BA, Russell Sage College; MS, PhD, Studies University of California, Berkeley Rutgers University BSN, Long Island University; MSN, Wagner College; DNP, Waynesburg Robert E. Scott (2005) Sue Starke (2000) University Specialist Professor of Communication Associate Professor of English BA, Monmouth University; MFA, University BA, Wellesley College; PhD, Rutgers Nancy Uddin (1999) of Miami University Associate Professor of Accounting Chair of the Accounting Department Robert Scott, III (2005) Lilly Steiner (2010) BA, William Paterson University; PhD, Associate Professor of Economics Assistant Professor of Speech Pathology, Rutgers University BA, Western State College of Colorado; Educational Counseling and Leadership MA, PhD, University of Missouri BA, University of Wisconsin; MA, Paul Urbanski (2013) University of North Dakota; EdD, Boston Assistant Professor, Social Work Kathryn Servilio (2015) University BFA, University of Michigan; MSW, Assistant Professor of Education Columbia University; PhD, University of EdD, West Virginia University Mary Stern (2013) Albany at New York Specialist Professor, Physician’s Assistant Jennifer Shamrock (2004) Program Michelle Van Volkom (2007) Lecturer of Communication MEd, Rutgers University Lecturer of Psychology BA, LaSalle University; MA, University of BA, Seton Hall University, MA; PhD, State Maine; PhD, Arizona State University Douglas Stives (2006) University of New York at Albany Specialist Professor of Accounting Deanna Shoemaker (2005) BS, MBA, Lehigh University Dorothy Varygiannes (2007) Associate Professor of Communication Lecturer of Education BFA, Webster University; MA, PhD, David Strohmetz (1996) BA, New Jersey City University; MA, University of Texas at Austin Professor of Psychology Montclair State University; EdD, Seton BA, Dickinson College; MA, PhD, Temple Hall University Kathryn Servillio (2015) University Assistant Professor of Curriculum and Richard Veit (2000) Instruction Don R. Swanson (1995) Professor of Anthropology and Chair BS, MA, EdD, West Virginia University Professor of Communication of the History and Anthropology BA, Augustana College; MA, University of Department Eugene S. Simko (1978) Montana; EdD, University of Northern BA, Drew University; MA, College of Associate Professor of Management Colorado William and Mary; PhD, University of BBA, MBA, Temple University; PhD, Pennsylvania Baruch College of the City University of Danuta Szwajkajzer (2004) New York Lecturer of Chemistry Lisa Vetere (2005) MS, Technical University of Warsaw; MS, Associate Professor of English Kristine Simoes (2001) University of Rochester; PhD, Rutgers BA, Siena College; MA, St. Bonaventure Specialist Professor of Communication University University; PhD, Lehigh University BA, MA Rowan University William M. Tepfenhart (1999) Marina Vujnovic (2008) Maria Simonelli (2007) Professor of Software Engineering Associate Professor of Communication Lecturer of Foreign Language Studies BS, MS, PhD, University of Texas at BA, University of Zagreb, MA, University MA, Licio Statale Nola, Italy; PhD, Dallas of Northern Iowa; PhD, University of Universita di Napoli, Italy Iowa David J. Tietge (2002) Michaeline Skiba (2003) Associate Professor of English Jiacun Wang (2004) Associate Professor of Management BA, University of North Iowa; MA, Indiana Professor of Software Engineering BS, MS, Loyola University; MS, Boston State University; PhD, South Illinois BS, Jiangsu University of Science College; EdD, Columbia University University at Carbondale and Technology; MS, PhD, Nanjing University of Science and Technology Donald R. Smith (2002) Tsanangurayi Tongesayi (2006) Associate Professor of Management Associate Professor of Chemistry and Kelly Ward (1999) BA, Cornell University; MS, Columbia Physics Professor of Social Work and University; PhD, University of California BS, MS, University of Zimbabwe; PhD, Director, MSW Program at Berkeley West Virginia University BS, Eastern Michigan University; BSW, Rutgers University; PhD, Fordham Nora Smith (2000) David Tripold (2002) University Associate Professor of Social Work Associate Professor BS, MS, PhD, State University of New BM, MM, Westminster Choir College of York at Albany Rider University; PhD, Drew University

160 Monmouth University Directories

Michael Waters (2008) Charles Willow (2004) Minna Yu (2010) Professor of English Associate Professor of Management Associate Professor of Accounting BA, MA, State University of New York; BS, MS, Hanyang University; MS, Texas BA, M.S., Dongbei University, China; PhD, MFA, University of Iowa; PhD, Ohio A&M University; PhD, University of Kent State University University Houston Joelle Zabotka (2014) Jeffrey Weisburg (2014) Kenneth Womack (2015) Assistant Professor, Social Work Specialist Professor of Biology Professor of English BA, Drew University; MSW, Columbia BA, Biology; PhD, Cornell University Dean of the School of Humanities and University; PhD, Rutgers University Medical College Social Sciences BA, Texas A&M University; MA, Texas Ronald Zhao (2002) Courtney Werner (2015) A&M University/Moscow Institute Associate Professor of Accounting Assistant Professor of English of Communication, U.S.S.R.; PhD, BA, Fudan University, China; MA, BA, Moravian College and Theological Northern Illinois University Shanghai Foreign Language Seminary; MA, Texas State University; Institute, China; MBA, Yale School PhD, Kent State University Chiu-Yin (Cathy) Wong (2011) of Management; PhD, Texas Tech Assistant Professor of Curriculum and University Laura West (2015) Instruction Assistant Professor of Art and Design BA, Brigham Young University; MA, PhD, Jing Zhou (2004) BFA, Southern Illinois University; MFA, Texas Tech University Associate Professor of Art Idaho State University BA, Sichuan Fine Arts Institute; MFA, George Wurzbach (2009) Georgia Southern University Sherry Wien (2001) Specialist Professor of Music and Theatre Associate Professor of Communication Arts BA, Lynchburg College; MA, Penn State BA, Brooklyn College CUNY; MA, Hunter University; PhD, Rutgers University College CUNY

Hettie Williams (2007) Cui Yu (2002) Lecturer of History Associate Professor of Computer Science BA, Rowan University; MA, Monmouth BS, Nanjing University of Aeronautics & University Astronautics; PhD, National University of Singapore, Singapore

Monmouth University 161 162 Monmouth University Appendix A: Undergraduate Course Descriptions

The course descriptions for undergradu- undergraduate freshmen and sophomores. Those ate and graduate courses offered by Monmouth numbered 300 to 499 are for undergraduate juniors University are listed alphabetically by subject and in and seniors. numerical order within the discipline in this section. Each discipline is identified by a subject code, e.g., Graduate Courses: Anthropology is “AN”, and English is “EN”. This The graduate courses are numbered 500 code precedes the course number in course listings to 799. The number by which a course is designat- and class schedules, e.g., “AN 103”, “EN 101”. ed usually indicates the relative level of the course. Please refer to the page index provided Prerequisites for all courses must be met below in order to quickly locate a specific group of unless waived by the chair of the department courses. offering the course, or for graduate students, by Course Descriptions Courses with odd numbers are usually the program director. Registration for courses for offered in the fall semester, while courses bearing which the prerequisites have been waived must be even numbers are usually offered in the spring done by the academic department that waived the semester. prerequisite.

Undergraduate Courses: Please note that this list was created in The number by which a course is desig- June 2015. Monmouth University maintains the nated indicates the relative level of the course. most current course descriptions on the Web site Those numbered “050” (undergraduate develop- Webadvisor menu, https://webadvisor.monmouth. mental) are not eligible for credit toward graduation edu/datatel/openweb/st/stmenu.html. requirements. Those numbered 100 to 299 are for

Monmouth University A1 Appendix A: Course Descriptions

Course Index: FA: Foreign Language, Arabic ...... A85

AA: Africana Studies...... A4 FC: Foreign Language, Chinese...... A85-A86

AN: Anthropology...... A4-A10 FF: Foreign Language, French...... A86-A87

AR: Art...... A10-A20 FG: Foreign Language, German...... A87

BA: Business Accounting...... A20-A22 FH: Foreign Language, Hebrew...... A87

BE: Business Economics...... A23-A25 FI: Foreign Language, Italian...... A87-A89

BF: Business Finance...... A25-A27 FIR: Foreign Language, Irish...... A89

BH: Business Healthcare...... A27 FL: Foreign Language, Latin...... A89

BI: Business International...... A27-A28 FO: Foreign Language...... A89-A90

BK: Business Marketing...... A28-A30 FP: Foreign Language, Portuguese...... A90

BL: Business Law...... A30 FS: Foreign Language, Spanish...... A90-A95

BM: Business Management...... A30-A33 FY: First Year...... A95

BR: Business Real Estate...... A33-A34 GIS: Geographic Information Systems...... A95-A96

BY: Biology...... A34-A43 GL: Geology...... A96

CE: Chemistry...... A43-A47 GO: Geography...... A96-A98

CJ: Criminal Justice...... A47-A52 GS: Gender Studies...... A98

CO: Communication...... A52-A63 HE: Health...... A99-A102

CS: Computer Science...... A63-A68 HLS: Homeland Security...... A102-A105

DA: Dance...... A68-A69 HO: Honors...... A105-A106

ED: Education...... A69-A74 HS: History...... A106-A115

EDL: Educational Leadership...... A74-A76 HU: Humanities...... A115

EDS: Education Special Education...... A76-A77 IS: Interdisciplinary Studies...... A115-A116

EN: English...... A77-A85 IT: Information Technology...... A116-A118

EX: Experiential Education...... A85 LC: Life, Career Services...... A118

A2 Monmouth University Appendix A: Course Descriptions

MA: Mathematics...... A118-A124 PR: Perspectives...... A145-A154

ML: Medical Laboratory Science...... A124-A125 PS: Political Science...... A154-A161

MM: Monmouth Medical...... A125 PY: Psychology...... A161-A168

MS: Marine Science...... A125 RS: Religious Studies...... A168-A169

MU: Music...... A125-A132 SC: Science...... A169-A170

NU: Nursing...... A132-A137 SE: Software Engineering...... A170-A172

PE: Physical Education...... A137-A140 SO: Sociology...... A172-A178

PH: Physics...... A140-A142 SW: Social Work...... A178-A182

PL: Philosophy...... A142-A145 TH: Theatre...... A182-A186

PO: Public Policy...... A145

Monmouth University A3 Appendix A: Course Descriptions

AA 246 Cr. 3.0 dence for human evolution and genetic diversity; unique Introduction to African-American Studies influence of culture on human biology; human evolution in Introduction to a broad range of themes in their historical the present and future. context, from the African origin to the formation of African- Course Type(s): SS.SV American societies and cultures in the African Diaspora. Other themes include the rise and fall of slavocracy, the AN 107 Cr. 3.0 era of Civil Rights struggles, and the establishment of Introduction to Archaeology space for African-Americans to tell their stories as well as Introduction to archaeological techniques, concepts, study their experiences and cultures. and principles; recovery and interpretation of evidence; Course Type(s): none examples from the prehistoric cultures of the Americas, Europe, Africa, and Asia. AA 298 Cr. 3.0 Course Type(s): SS.SV Special Topics in Africana Studies An intensive study of a particular subject or problem in AN 113 Cr. 3.0 Africana Studies to be announced prior to registration. Cultures of the World The course may be conducted on either a lecture-discus- Common and distinctive features of culture in each of sion or a seminar basis. several broad zones around the world, including native Prerequisite: As announced in the course schedule. North America, native South America, northern Asia, Course Type(s): none southern Asia, and sub-Saharan Africa; descriptive overview with emphasis on the variety of human experience AA 302 Cr. 3.0 and achievement. African-American Seminar Course Type(s): BI.EL, GU, SS.SV The culture, history, experiences, and artistic and literary expression of African-Americans illuminated by an exam- AN 198 Cr. 1.0 – 3.0 ination of several academic disciplines that are reviewed Special Topics in Anthropology (100 Level) for biases and new paradigms suggested. An intensive study of a particular subject or problem in Prerequisite: Nine credits in African-American Studies anthropology to be announced prior to registration. The elective courses. course may be conducted on either a lecture-discussion Course Type(s): none or a seminar basis. Prerequisite: As announced in the course schedule. AA 499 Cr. 3.0 Course Type(s): none Independent Study in African-American Studies An intensive study of a particular subject or problem in AN 220 Cr. 3.0 Africana Studies to be announced prior to registration. History of Advertising Course Type(s): none Designed to develop a critical understanding of the historical evolution of advertising in the United States, with AN 103 Cr. 3.0 critical attention to race, class, gender, and sexuality. We Cultural Anthropology will explore the economic, political, and cultural factors Introduction to comparative study of human beliefs and that have contributed to the development of advertising, behavior. Emphasis on the concepts used in studying and which have been affected by advertising. Some of human culture; analysis of non-Western societies with the topics to be discussed include: the rise of national respect to ecology, economy, social and political organi- advertising; the relation of advertising to consumption; zation, religion, and art; implications for American society. advertising to children; political advertising, the relation- Course Type(s): SS.SV ship between advertisers and the medium in which they appear (magazines, television, radio, etc.), and broadcast and internet advertising. Also listed as History 220 and AN 104 Cr. 3.0 Gender Studies 220. Human Evolution and Racial Variation Course Type(s): GS, HSUS Introduction to physical anthropology; racial variation and the evolutionary origins of the human species; concepts and principles used in the study of living and fossil evi-

A4 Monmouth University Appendix A: Course Descriptions

AN 251 Cr. 3.0 AN 268 Cr. 3.0 Primate Behavior and Human Evolution Urbanization Around the World Behavior of the human species’ closest relatives with An introduction to urbanization on a global scale. emphasis on chimpanzees, other apes, and Old World Historical and contemporary development of the world’s monkeys; social life, ecological adaptations, psychological cities using geographical approaches to urban analysis. mechanisms; evolutionary origins of human behavior. Includes examination of urban forms and the local global, Prerequisite: Anthropology 103. social, cultural, economic, political, and physical process- Course Type(s): none es that shape and are shaped by cities, and the large and rapidly growing cities of the developing world that AN 263 Cr. 3.0 dominate and control the global economy. Also listed as Peoples and Cultures of South America Geography 268. A social and cultural survey of representative peoples in Course Type(s): CD, SUS South America and the Caribbean, emphasizing the comparative study of economic, political, social, and religious AN 272 Cr. 3.0 organization. Magic, Witchcraft, and Religion Prerequisite: Anthropology 103 or 113. Explores motivation of human behavior within the realm of Course Type(s): none religion and the supernatural with an emphasis on the role of gods and goddesses. A cross-cultural approach will AN 264 Cr. 3.0 be used while exploring cultures both past and present North American Indians across the globe. Also listed as Religious Studies 272. A survey of the cultural, social, and linguistic diversity of Prerequisite: English 101 and 102 or permission of the Pre-Columbian North American societies; problems of instructor. contemporary Indian groups. Also listed as History 264. Course Type(s): WT Course Type(s): GU AN 274 Cr. 3.0 AN 266 Cr. 3.0 Anthropology of Sex and Gender Historical Archaeology Anthropological perspectives on sexuality and gender; An introduction to historical archaeology, the archaeology emergence of human sexuality and gender differentiation of the modern world (c. 1492+). It focuses on archae- in the context of species evolution; cross-cultural survey ological sites in the United States. Students are intro- of social and ideological aspects of sexuality and gender. duced to the various written and material sources that Prerequisite: Anthropology 103. historical archaeologists use to interpret the recent past, Course Type(s): GS including artifacts, vernacular architecture, grave markers, documents, photographs, and other visual sources. AN 275 Cr. 3.0 Archaeological field methods are also introduced with a Global Environmental Problems minimum of one class period spent excavating an archae- Focus on the complex relationship between human ological site. Also listed as History 266. beings and their environments in an effort to build an eco- Prerequisites: Anthropology 103 or History 201; and logical perspective in a global framework. Discussion of English 101 and 102 or permission of the instructor. basic issues of ecological science in terms of impact on Course Type(s): WT both the Western and non-Western worlds. Also listed as Geography 275. AN 267 Cr. 3.0 Course Type(s): GU, SUS, CC Tourism Around the World Introductory examination of the various factors that impact AN 279 Cr. 3.0 tourism in different parts of the world. Students will con- Culture, Health, and Illness sider political, social, economic, cultural, and environmen- A cross-cultural examination of health and healing from tal factors that affect tourists, local populations, and the the view of applied medical anthropology. Explores biophysical destinations. Also listed as Geography 267. logical, sociocultural, political, economic, and structural Course Type(s): BI.EL, GU, SUS factors that affect health, illness, and disease both now and in the past. Cultural areas of study include: populations in the United States, Africa, Latin America, the

Monmouth University A5 Appendix A: Course Descriptions

Caribbean, and Southeast Asia. AN 290 Cr. 3.0 Prerequisites: English 101 and 102. Popular Culture and the Middle East Course Type(s): CD, HE.EL, HEPE, WT Examines recent events, traditional cultural practices, and the perceptions of the Middle East through the lens AN 280 Cr. 3.0 of popular media (film, graphic novels, journalism, etc.). Anthropology and Education Topics to be covered may include but are not limited to: The Anthropology of Education has a long and rich histo- religion, the Arab Spring (2011), the Iranian Revolution, ry of exploring intersections of learning and culture. This the Arab-Israeli Conflict, women’s rights/roles, Orientalism course is an introduction to the issues and approaches and racism, and common governing structures. Also listed central to the study of education within the discipline of as History 290. anthropology. Over the course of the semester, students Course Type(s): GU, HSNW will engage with classic and contemporary methods and readings in the field, including cross-cultural approaches AN 296 Cr. 3.0 to schooling and key issues in educational policy. This Cultures and Societies of Africa course is founded in anthropological approaches to edu- Examines the history, cultures, and societies of Africa cation and how anthropologists address topics related to from the precolonial to the contemporary period. learning. Discusses the cultural, political, and economic changes Prerequisites: English 101 and 102; or approval of the that have taken place in Africa as a result of Western instructor. influence. Also listed as History 296. Course Type(s): WT Prerequisites: English 101 and 102 or permission of the instructor. AN 282 Cr. 3.0 Course Type(s): CD, WT Life’s a Beach A majority of the world’s population lives along shore- AN 298 Cr. 1.0 – 3.0 lines. In some places, the shore is necessary for survival, Special Topics in Anthropology (200 Level) a place where people depend on their interactions with An intensive study of a particular subject or problem in the natural environment to provide for their daily needs. Anthropology to be announced prior to registration. The Elsewhere, the beach is a location for leisure, a destina- course may be conducted on either a lecture-discussion tion for tourists. This class examines life at the shore from or a seminar basis. the different perspectives of those who utilize the beach- Prerequisite: As announced in the course schedule. es in different ways. Approximately one-third of the class Course Type(s): none will take place in situ, meaning off campus and on site of some local beach location. Applying anthropological theories and methods to the topic, this course will exam- AN 299 Cr. 3.0 ine concepts such as identity, political economy, cultural Independent Study in Anthropology ecology, and development, using New Jersey beaches as Guided readings on a topic not otherwise covered in the locus. curriculum. Course Type(s): CD Prerequisites: Student must be an Anthropology major and have at least a 2.50 GPA. Prior permission of the directing professor and department required. AN 288 Cr. 3.0 Course Type(s): none Cooperative Education: Anthropology Concentration Provides students with an opportunity to apply classroom theory in practice through actual work experience. AN 303 Cr. 3.0 Placements are selected to forward the student’s career Archaeology of the Southeastern United States interest through experiential education. This course is This course offers an overview of the archaeology of repeatable for credit. the American Southeast. The course will focus on the Prerequisites: Anthropology 103 and Junior or Senior region’s prehistoric and contact periods, which is one of standing. the richest in the U.S. Students will develop an under- Course Type(s): EX standing of the area’s primary archaeological cultures and their geographic and temporal extents. Course Type(s): GU

A6 Monmouth University Appendix A: Course Descriptions

AN 304 Cr. 3.0 through actual work experience. Includes both academic Monuments and Commemoration: Loss and and experiential learning. Eight to twelve hours per week Remembrance in a public history or field work setting. Open only to Examines the evolution of American attitudes towards anthropology majors. Also listed as History 311. commemoration and remembrance from the colonial peri- Course Type(s): EX od to the present. Focuses on the analysis of landscapes and artifacts, e.g., monuments, grave markers, ceme- AN 315 Cr. 3.0 teries, and historic sites. Topics discussed include: the Field Research in Archaeology evolution of American burial grounds from colonial burial Archaeological field methods, analysis of data, and grounds to the rural cemeteries of the Victorians and anthropological interpretation; students will do supervised modern memorial parks. Changing grave marker designs work on local sites. May be repeated for a maximum of and iconography are examined. Distinct ethnic, regional, six credits. Also listed as History 315. and national memorial practices are also studied. Public Prerequisite: Anthropology 103 or 107 or permission of memorials in the form of statuary, commemorative institu- the instructor. tions, and historic sites will also be discussed. There will Course Type(s): EX be field trips to select sites. Also listed as History 304. Course Type(s): HSUS AN 321 Cr. 4.0 Qualitative Research Methods AN 305 Cr. 3.0 An interdisciplinary overview of qualitative research Caribbean Archaeology methods employed in the social sciences and education. Students are introduced to the archaeology and ethnohis- Qualitative methods are offered as an alternative way of tory of the Caribbean Islands, the region where the Old knowing about individuals and groups. Topics covered World violently encountered the New World in AD 1492. include: theory, fieldwork, interviewing, observational The general approach is historical and chronological. This studies, time sampling, writing field notes, questionnaires course is divided into two broad sections covering the (survey research), archival research, and conducting qual- prehistoric and historic periods of the region. The encoun- itative research in various settings. Emphasis also placed ter between Europe and the region’s native inhabitants upon the factors that affect the fieldwork process (e.g., proved catastrophic for the later. The region then became gender, emotions, etc.). Also listed as Psychology 321. central to the world economy through slave labor and the Prerequisite: Psychology 103. production of luxury for world markets. Course Type(s): WT Course Type(s): GU AN 322 Cr. 3.0 AN 306 Cr. 3.0 Ethnographic Methods Food and Culture An overview of ethnographic research design and meth- Augments the anthropology program’s offerings in both ods employed in anthropology. Students will practice archaeology and socio-cultural anthropology, and demon- research design and methods, data analysis, and write- strates the synergy of these approaches in the topical up techniques. Students will engage questions of ethics study of food. Through a combination of lecture, discus- through research practice and theoretical discussion. sion, hands-on learning, and readings, students are intro- Prerequisites: English 101 and 102. duced to the basic modes of human subsistence identified Course Type(s): WT by the anthropological tradition. They also will explore the material and social challenges connected with these dif- AN 335 Cr. 3.0 ferent subsistence strategies, and finish up by looking at A History of the Ancient Near East current food-based problems facing the world today. A survey of the history and culture of ancient Prerequisites: English 101 and 102 or permission of the Mesopotamia, Egypt and their Near Eastern neigh- instructor. bors from the rise of the first literate urban societies Course Type(s): GU, WT through the conquests of Alexander the Great and the Successors. The focus will be on an examination of the AN 311 Cr. 3.0 preserved material culture, including texts, art, and archi- Anthropology Internship Seminar tecture as revealed through archaeology. Also listed as Application of theory learned in the classroom in practice History 335.

Monmouth University A7 Appendix A: Course Descriptions

Prerequisite: History 101. AN 367 Cr. 3.0 Course Type(s): HSAS, HSNW, HSPRE Civilizations of the Andes A survey of the anthropological history of the Andes from AN 342 Cr. 3.0 the beginning of civilization through the Inca Empire to Children’s Play and Culture contemporary Quechua and Aymara speakers: pre-Inca An intensive examination of children’s play. Theoretical societies, social and political organization of peasant cul- and empirical contributions from psychology and anthro- ture, and the role of rural migration in transforming con- pology as a developmental and cross-cultural foundation temporary Andean cities. Also listed as History 367. for the following topics: the historical development of the Prerequisites: Three credits in Anthropology or Sociology; concept of childhood; theories of play; conceptions of play and English 101 and 102 or permission of the instructor. and work; the functions of play; play and child develop- Course Type(s): BI.EL, GU, WT ment; gender differences; cross-cultural forms of play; and children’s peer cultures. Also listed as Psychology 342. AN 371 Cr. 3.0 Prerequisite: Psychology 203. International Service Seminar Course Type(s): none Students will learn to unite theory and practice by studying theories and policies based on human security, and AN 342L Cr. 1.0 learning about their applications through service-learning Children’s Play Thesis Laboratory projects. Students will enhance their understanding of Research strategies used in the study of children’s play. human security by volunteering in international communi- Projects include: methods of interviewing and survey ty organizations and reflecting on the social, political, and techniques, naturalistic observation, participant observa- economic factors and policies that affect them. Also listed tion, and time sampling. Students also design and under- as Social Work 371, Political Science 371, and Sociology take their own research projects and prepare written and 371. oral reports of their findings. Prerequisite: Political Science 101. Prerequisites: Psychology 311, 320, and 321, passed with Course Type(s): EX, PSIP a grade of C or higher. Corequisite: Anthropology 342. Course Type(s): EX AN 377 Cr. 3.0 Archaeology of African-American Life AN 343 Cr. 3.0 Explores the rapidly growing subfield of historical archae- Anthropology and Children ology which deals with the life and history of African An overview of the anthropological study of children. Americans. The history and modern challenges facing Addresses anthropology’s inquiry into children’s behavior, this group is conditioned by the historical experience of activities, artifacts, and their relationships with adults both individuals and communities of African descent with the past and present. Topics covered include: archaeolo- United States. Unlike many European groups, the his- gy and children, childbirth, attachment, parenting, play, torical evidence documenting the experience of African education, socialization, and child labor and welfare. Americans through time is sparse and incomplete. Geographical areas include: the Middle East, Asia, and Archaeological investigations offer a primary method for Central and South America. Europe and the United States recovering the everyday life experiences of this group. are mentioned marginally. In addition, African American archaeology provides an Prerequisite: Anthropology 103. important intersection for engaging the deep connection Course Type(s): GU between the past and the present in socially meaningful ways. This course will review important case studies, AN 363 Cr. 3.0 key figure, major issues, and the overall development of The Amazon African American archaeology. Course Type(s): CD An anthropological seminar focused on the Amazon region, with emphasis on how expert and lay knowledge about the Amazon has been produced and circulated. AN 379 Cr. 3.0 Course Type(s): GU Globalization, Health and Healing Explores globalization through the lens of health and transnational movements. Through lectures, interactive seminar discussions, films, reflective analysis, and

A8 Monmouth University Appendix A: Course Descriptions

research projects, students will examine globalization pro- sentation, reflexivity, and positioning in visual ethnograph- cesses through the movement of disease and treatments, ic methods. We will start with exploring the role of image patients, and healthcare workers. in anthropology by considering the relationship between Course Type(s): GU, HE.EL, HEPE photography and ethnography, and continue to study ethnographic filmmaking, from Robert Flaherty’s Nanook AN 380 Cr. 3.0 of the North, (considered to be the first ethnographic American Cultural Diversity documentary), to the development of Cinema Verite, to Explores the historical, social, and cultural backgrounds the emergence of indigenous media. Students will gain a of immigrant groups found within the United States. nuanced understanding of the subject through weekly writ- Through lectures, readings, case studies, and discussions ing exercises, presentations, and in-class discussion. For incorporated with service learning as fieldwork, students a final project, students will write a long-form paper that will be introduced to the complexity and diversity of will combine original research and visual analysis. American society. Course Type(s): CD, COSS Course Type(s): EX AN 388 Cr. 3.0 AN 382 Cr. 3.0 Cooperative Education: Anthropology Concentration Applied Anthropology Provides students with an opportunity to apply class- This course is anthropology put to use - meaning using room theory in practice through actual work experience. anthropological research and methods to solve practical Placements are selected to forward the student’s career problems. This is an upper-level survey course that pays interest through experiential education. attention to cultural viewpoints, methods and results. Prerequisites: Anthropology 103 and Junior or Senior While exploring different areas of applied anthropology standing. through the history of the discipline and contemporary Course Type(s): EX research projects, we will study methods unique to this subfield. Practical information, advice and resources on AN 389 Cr. 3.0 career preparation and development will be offered. By Anthropological Field Study the end of the course, students should be able to answer Supervised field experience in various branches of the following question: How can I use anthropology in my anthropology, e.g., archaeological excavation, museum future career? work, ethnography, and primate behavior. Course Type(s): EX Prerequisite: Six credits in Anthropology. Course Type(s): EX AN 383 Cr. 3.0 Old World Prehistory AN 390 Cr. 3.0 An intensive survey of the prehistoric cultures of Europe, Archaeology Field Study Africa, and Asia, focusing on the period between the ori- An introduction to the practice of archaeology with a focus gins of modern humans to the rise of the first civilizations. on fieldwork and limited laboratory analysis. This is a res- Particular attention is paid to the development of art, idential field school, meaning that students will live at or religious belief systems, agriculture, urbanism, metallur- near the site for the majority of the semester. This might gy, and writing. Early civilizations in Egypt, sub-Saharan include living nearby during the week or for several weeks Africa, Mesopotamia, Western Europe, and China are at a time, as in the case of an international archaeological examined. field project. Students will learn traditional and advanced Course Type(s): none surveying methods, how to conduct pedestrian surveys, standard archaeological excavation techniques, and how AN 387 Cr. 3.0 to identify, catalogue, and analyze artifacts. There will be Visual Anthropology weekly lectures on the archaeology, history, and culture Deals with aspects of visuality in culture and anthropolo- of the chosen archaeological site by project staff and vis- gy. A significant part of the course will be devoted to visu- iting experts. al anthropology. We will learn about the development of Course Type(s): EX visual anthropology as a discipline, the particular problems and challenges involved in practicing this type of ethnography, the evolution of ideas about accountability, repre-

Monmouth University A9 Appendix A: Course Descriptions

AN 398 Cr. 1.0 – 3.0 and one-on-one meetings with the instructor. (It will also Special Topics in Archaeology (300 Level) include a meeting with a librarian or bibliographer from An intensive study of a particular subject or problem in the Monmouth University Library.) anthropology to be announced prior to registration. The Prerequisite: Senior standing. course may be conducted on either a lecture-discussion Course Type(s): RD or a seminar basis. Prerequisite: As announced in the course schedule. AN 488 Cr. 3.0 Course Type(s): none Cooperative Education: Anthropology Provides students with an opportunity to apply class- AN 401 Cr. 3.0 room theory in practice through actual work experience. Anthropological Theory Placements are selected to forward the student’s career A survey of the major theories in anthropology from the interest through experiential education. Repeatable for nineteenth century to the present, focusing on contribu- credit. Prerequisites: Anthropology 103 and Junior or tions to our understanding of human society by some of Senior standing. the major figures of anthropology. Course Type(s): EX Prerequisite: Anthropology 103 or permission of the instructor. AN 489 Cr. 3.0 Course Type(s): none Anthropological Field Study Supervised field experience in various branches of AN 408 Cr. 3.0 anthropology, e.g., archaeological excavation, museum Cultural Psychology work, ethnography, and primate behavior. This course An interdisciplinary course that utilizes theoretical, empir- may be repeated once for credit. ical, and methodological contributions from psychology Prerequisites: Six credits in Anthropology and permission and anthropology to discuss the position of culture in of the instructor. understanding human behavior and thought. Culture is Course Type(s): EX viewed as a cognitive construct that is learned, lived, shared, and performed. A sample of topics includes: the AN 498 Cr. 1.0 – 3.0 history of cultural and cross-cultural psychology, meth- Special Topics in Anthropology (400 Level) odological approaches, aggression, education, develop- An intensive study of a particular subject or problem in ment, play, language, social relationships, intelligence, anthropology to be announced prior to registration. The emotion, motivation, and mental health issues. Also listed course may be conducted on either a lecture-discussion as Psychology 408. or a seminar basis. Course Type(s): none Prerequisite: As announced in the course schedule. Course Type(s): none AN 425 Cr. 3.0 Latin American Seminar AN 499 Cr. 3.0 An in-depth analysis of select groups in Native Latin Independent Study in Anthropology America, through lectures, readings, case studies, film, Guided readings on a topic not otherwise covered and interactive panel discussions. in the curriculum. Prerequisites: Student must be an Prerequisites: Anthropology 103 or permission of the Anthropology major and have at least a 2.50 GPA. Prior instructor and English 101 and 102 or permission of the permission of the directing professor and department is instructor. required. Course Type(s): WT Course Types(s): none

AN 426 Cr. 3.0 AR 101 Cr. 3.0 Research Seminar in Anthropology Art Appreciation The development, research, and writing of a BA paper A global survey of the cross-cultural evolution of art from on any aspect of anthropology, with special emphasis on the prehistoric period through the twentieth century. scrupulous documentation, use of appropriate sources, Emphasis will be placed on understanding the basic ele- clear expository writing, and oral presentation of research ments of art, the creative process, and the significance of results. The course will be taught as a mixture of seminar art within the context of the social, political, religious, and

A10 Monmouth University Appendix A: Course Descriptions

economic climate of its time. AR 177 Cr. 3.0 Course Type(s): AT Introduction to Digital Design for Non-Art majors Designed for students with little or no experience in com- AR 113 Cr. 3.0 puter graphics. Combines basic visual problem solving Basic Design and Composition with hands-on, computer-based digital training. Projects Drawing and design disciplines pertaining to a solid and are designed with the non-art/design major in mind and basic understanding of composition, figure-ground rela- would be appropriate for students majoring in journalism, tionships, and the organization of marks and shapes on communications, marketing, and music industry. flat surfaces. Some beginning aspects of color and an Course Type(s): AT experience relating to relief forms. Course Type(s): AT AR 178 Cr. 3.0 Web Studio AR 114 Cr. 3.0 An introduction to the visual aesthetics and fundamental Basic Design and Color skills required to create web graphics, digital publication, A continuation of material covered in Basic Design and and Web layout design. Covers the use of current graph- Composition (AR 113) with emphasis on the study of ics software in addition to training in graphic production color and its relationship to various aspects of drawing and composition needed for the Web. and design. Color will be studied in two specific ways: the Course Type(s): AT, IM physicality of color and the illusionistic possibilities inherent in color. To put it simply, physicality pertains to color AR 181 Cr. 3.0 mixing or painting, and illusion relates to the interaction of Digital Photography I color. Light and lens are the fundamental elements of photo- Prerequisites: Art 113 and 191. graphic and video media. This foundation-level course Course Type(s): AT introduces students to the formal characteristics of light and lenses by surveying a variety of image-making AR 116 Cr. 3.0 practices, from primitive photographic devices to digital Three-Dimensional Design photography and video. Through a combination of class- Three-dimensional design as it relates to sculpture, from room talks and hands-on-projects, students will encounter visual involvements and illusions on a flat surface to the principles of black and white and color photography as physical reality of three-dimensional objects in space, well as elementary video. Learning camera controls in this including environmental possibilities. Studio hours to be manner opens up a wide range of expressive possibilities. arranged. Course Type(s): AT, IM Prerequisites: Art 113 and 191. Course Type(s): AT AR 183 Cr. 3.0 Black and White Photography I AR 172 Cr. 3.0 Technical proficiency in basic black and white photogra- Introduction to Digital Design phy, including exposure, developing, printing, and presen- An introduction to basic graphic design and visual com- tation. Photography is presented as a tool to understand munication concepts. Builds on the skills learned in the world and as a means of expression and communica- foundation courses in basic design and complements the tion. Students will learn how to interpret and discuss the introduction to the field in Graphic Design Studio I, Art visual language of photography. 269. Students will become proficient in design concepts Course Type(s): AT and computer skills later used in the Graphic Design field, including page layout, illustration, photography, and AR 191 Cr. 3.0 Web design. They will continue to develop creative prob- Drawing I lem-solving skills and the foundation theory of Graphic Explore fundamentals of drawing in order to accurately Design. describe nonfigurative volumetric objects. Students are Prerequisite: Art 113. expected to develop a solid understanding of basic draw- Course Type(s): AT, TL ing elements such as line, value, mass, and space and learn to comprehend the understanding of space, shape, proportion, form, volume, light, and rhythm. Drawing I is

Monmouth University A11 Appendix A: Course Descriptions

a basic hands-on course that introduces the student to AR 218 Cr. 3.0 various traditional drawing techniques and materials for Sculpture II expression. Working with a basic drawing medium, we A direct continuation of AR 217, Sculpture I, along with will explore fundamental rendering techniques. Six hours some assemblage, construction, and alternate casting per week. methods. Six hours per week. Course Type(s): AT Prerequisite: Art 217. Course Type(s): AT AR 192 Cr. 3.0 Drawing II AR 221 Cr. 3.0 A studio course that continues to develop the skills cov- Painting I ered in Drawing I, Art 191. Students will be introduced Techniques and craftsmanship to facilitate expression in to both traditional and nontraditional concepts and tech- acrylic or oil painting; still-life and landscape subjects. Art niques of interpretive and subjective drawing and render- and Art Education students must have prerequisite. Six ing. Drawing techniques and materials pertaining to the hours of studio work per week. expression of both figurative and nonfigurative subject Prerequisites: Art 113, 114, 191, and 192 for art majors. matter will be explored. The human figure will serve as Department chair approval is required for non-art majors. the primary subject of study with an emphasis placed on Course Type(s): AT the rendering skills. The complex nature of the figure provides students with problems that require serious attention to observational skills in order to correctly render the AR 222 Cr. 3.0 form. Drawing II utilizes the live, nude model. Six hours Painting II per week. A continuation of Art 221, Painting I, with emphasis on Prerequisite: Art 191. the further development of painterly ideas and creative Course Type(s): AT thinking. Art and Art Education majors must have prerequisites. Six hours of studio work per week. Prerequisite: Art 221. AR 198 Cr. 1.0 – 3.0 Course Types(s): AT Special Topics in Art (100 Level) An intensive study of a particular subject or problem in art to be announced prior to registration. The course may AR 241 Cr. 3.0 be conducted on either a lecture-discussion or a seminar History of Western Art I basis. Survey of the significant styles and periods in Western Prerequisite: As announced in the course schedule. art and architecture from Prehistoric to Gothic periods. Course Type(s): AT Weekly lectures and discussions assist students with developing their visual literacy and a critical understanding of the past. AR 199 Cr. 1.0 – 3.0 Course Type(s): ARHIS, AT Independent Study in Art Guided research - A studio project or art history topic. Weekly consultation. May be elected for a total of six AR 242 Cr. 3.0 credits. History of Western Art II Course Type(s): AT Survey of the significant styles and periods in Western art and architecture from the Renaissance to the present. Weekly lecture and discussions assist students with AR 217 Cr. 3.0 developing their visual literacy and a critical understand- Sculpture I ing of the past. Sculpture for beginners as well as intermediate students, Course Type(s): ARHIS, AT including modeling from life, direct sculpture in plaster, clay modeling, and simple casting procedures. Six hours per week. AR 243 Cr. 3.0 Prerequisites: Art 116, 191, and 192 for art majors. History of Graphic Design Department chair approval is required for non-art majors. A survey of the history of graphic design in the twentieth Course Type(s): AT and twenty-first centuries. The course is an overview of design and instructs students in researching areas

A12 Monmouth University Appendix A: Course Descriptions

of interest to broaden their knowledge of contemporary curriculum. issues in graphic design. Course Type(s): AT Prerequisites: English 101 and 102 or permission of the instructor. AR 269 Cr. 3.0 Course Type(s): ARHIS, AT, TL, WT Graphic Design Studio I An introduction to graphic design, including conceptual AR 244 Cr. 3.0 thinking, letterform design, layout, and design techniques. History of Photography Students will also be introduced to design history and A topically arranged survey of world photography, this current issues regarding the profession. Department chair course takes as its central concern the multiple purposes approval is required for non-art majors. to which photography has been adapted since its discov- Prerequisite: Art 113 for Art majors only. Corequisite: Art ery in the early nineteenth century. Although the relation- 114. ship between photography and fine art is considered, the Course Type(s): AT many non-art uses of the medium are also discussed in an attempt to better understand the cultural contexts in AR 270 Cr. 3.0 which photography has been employed. Graphic Design Studio II Prerequisites: English 101 and 102; or permission of the Introduces more advanced visual communications and instructor. typographic problem solving. Projects strategically test Course Type(s): ARHIS, AT, CD, WT the students’ understanding of design theory and thinking. Individual projects mimic those in a professional design AR 253 Cr. 3.0 environment and are developed following the traditional Digital Photography II creative process. Projects focus on three-dimensional Students develop knowledge of image development, principles as they relate to the area of packaging. construction, retouching, and collage techniques using Prerequisites: Art 172 or 177, and 269. traditional film, digital images, and drawing as source Course Type(s): AT material. Students will learn a variety of camera skills, including shooting in RAW format. A critical examination AR 273 Cr. 3.0 of intent is stressed along with output options and color Digital Illustration management. Introduces programs such as Aperture and/ A continuation of Computer Graphics with primary empha- or Lightroom to further expand digital workflow skills. sis on more advanced illustration software. Assignments Prerequisites: Art 181 and 183. build on previously learned software and concepts. Course Type(s): AT Projects may include illustrative posters, booklets, and interiors. Prerequisite: Art 172 or 177. AR 265 Cr. 3.0 Course Type(s): AT Hand Built Ceramics An introduction to clay as a creative material for making AR 278 Cr. 3.0 both functional and sculptural 3-D forms using various Computer Graphics 2 for the Non-Art Major hand-building techniques, including coils, slabs, carving, A continuation of Art 177, Computer Graphics I for the incising, and their combination. Basic glazing and firing Non-Art major, with primary emphasis on more advanced methods will be covered. Slide presentations, group and computer applications as they apply to graphic design individual critiques will be part of the curriculum. and desktop publishing. Software will be used to learn Course Type(s): AT more advanced concepts in visual communication and design. AR 266 Cr. 3.0 Prerequisite: Art 177. Wheel Thrown Ceramics Course Type(s): AT An introduction to the potter’s wheel as a tool for creating both functional and sculptural clay forms. In addition to AR 283 Cr. 3.0 throwing forms on the wheel, students will gain knowl- Black and White Photography II edge about glazing and firing techniques. Slide presen- Focuses on advanced technical skills as a means of tations, group and individual critiques will be part of the gaining greater personal and aesthetic understanding.

Monmouth University A13 Appendix A: Course Descriptions

Advanced 35mm camera and printing techniques, basic AR 290 Cr. 3.0 studio lighting, and exploring different photographic for- Motion Graphics for Non-BFA Candidates mats including medium, large, and toy cameras, as well An introduction to the art of time-based, graphic storytell- as experimental techniques of image making and printing. ing for non-art/design majors. Emphasis will be placed on Prerequisite: Art 183. the creation of engaging digital environments through the Course Type(s): AT thoughtful integration, manipulation, and orchestration of audio, video, still, and three-dimensional imagery. Meets AR 284 Cr. 3.0 six hours a week. Not available to Fine Arts majors. Web Design Dynamic for Non-BFA Candidates Prerequisites: Art 178, Art 181 or Communication 145, Integrates previously learned Web design and devel- and Art 284. opment concepts. Allows students to focus on the Web Course Type(s): AT, IM interactively and 2D animation using Adobe Flash and audio/video files on the Internet. Besides Adobe Flash, a AR 298 Cr. 1.0 – 3.0 variety of software tools including Photoshop, Illustrator, Special Topics in Art (200 Level) and sound editing tools are used to develop design con- An intensive study of a particular subject or problem in cepts, Web graphics, animation, and interactive Web art to be announced prior to registration. The course may sites/applications after a careful planning process. This be conducted on either a lecture-discussion or a seminar course meets six hours per week. Not available to Fine basis. Arts majors. Prerequisite: As announced in the course schedule. Prerequisite: Art 178. Course Type(s): AT Course Type(s): AT, IM AR 299 Cr. 1.0 – 3.0 AR 286 Cr. 3.0 Independent Study in Art Maya Animation for Non-BFA Candidates Guided research - A studio project or art history topic. Students will learn basic techniques of building three-di- Weekly consultation. May be elected for a total of six mensional, digital objects along with the basic theories credits. and principles of animation using the software Maya. Course Type(s): AT Skills needed to construct 3D objects in Maya will be introduced with hands-on experiences on the Macintosh platform. Meets six hours per week. Not available to AR 311 Cr. 3.0 Fine Art majors. Prerequisites: Art 178, Art 181 or Drawing 3 Communication 145, and Art 284. Seeing the figure, objects, and the environment; explor- Course Type(s): AT, IM ing all possible avenues of expression resulting from the experience of seeing; drawing experiences in various media. Six hours per week. AR 287 Cr. 3.0 Prerequisites: Art 113, 114, 191 and 192. Typography Course Type(s): AT An introduction to the theory, function, history, and impact of typography in graphic design. This course is an analysis of the shape and form of letters. Investigation and AR 313 Cr. 3.0 comparison of existing typefaces, type specification, and Lighting Techniques layout in relation to graphic design and the printed piece. A studio course that explores the photograph in contem- Prerequisites: Art 113, 114, 172 or 177, and 269. porary art. Photography’s integral tie to light serves as the Course Type(s): AT backbone of this course as it investigates the alternative and contemporary spaces used by photographic artists. Digital and analog tools and skills blur as students are AR 288 Cr. 3.0 encouraged to experiment and challenge their ideas of Cooperative Education: Art or Graphic Design what defines a photograph. Teaches studio lighting as it An on-site graphic design cooperative work placement. applies to fine art and commercial photography. Includes This course may be repeated for credit. technical instruction in the lighting studio as well as on Course Type(s): AT, EX location with both portable lights and natural light. Defined by critiques and continues technical and conceptual advancement.

A14 Monmouth University Appendix A: Course Descriptions

Prerequisites: Art 183, and Art 253 or 374. AR 335 Cr. 3.0 Course Type(s): AT BFA Internship/Seminar Internship experience with the development of occu- AR 317 Cr. 3.0 pational or professional competence in the career set- Sculpture III ting. Combines both internship work experience at an Volume, balance, movement, and structure in met- approved work location with a structured seminar class. als, stone, wood, found objects, cast stone, and wire. The seminar component of this course will also guide stu- Students may work in the round, relief, or medallic direc- dents through the process of résumé writing, interviewing tion. Six hours per week. techniques, and best business practice. On-site graphic Prerequisites: Art 217 and 218. design work internship (fifteen to twenty hours per week) Course Type(s): AT plus one-hour weekly seminar with faculty. This course may be repeated once for credit. AR 321 Cr. 3.0 Prerequisites: Art 270 and 273. Painting III Course Type(s): AT, EX The development of the student as a painter, with emphasis on the philosophy of painting. Six hours of studio per AR 337 Cr. 2.0 week. Prerequisites: Art 221 and 222. Art/Design Internship Seminar Course Types(s): AT Internship experience with the development of occupational or professional competence in the career set- AR 323 Cr. 3.0 ting. Combines both internship work experience at an Documentary Photography and Video approved work location with a structured seminar class. The seminar component of this course will also guide stu- By investigating documentary-style photography and dents through the process of resume writing, interviewing video, this course concentrates on using images to tell techniques, and best business practice. On-site graphic stories. Working both independently and in small groups design work internship (ten to fifteen hours per week) plus producing documentary photography and video, students one-hour weekly seminar with faculty. This course may be explore the role of documentary photography and video in repeated once for credit. society. Course Type(s): AT, EX Prerequisite: Art 181. Course Types(s): AT AR 343 Cr. 3.0 AR 325 Cr. 1.0 Renaissance, Mannerist, and Baroque Art Writing Supplement for Art and Design Painting, sculpture, and architecture in Europe from 1400s-1800s. Museum visits required. The writing component for co-registered studio classes, Prerequisite: Art 242. which integrates a fifteen-page research paper. Emphasis Course Type(s): ARHIS, AT is placed on the quality of writing and research. Prerequisites: English 101 and 102 or permission of the instructor. Corequisite: A 200-, 300-, or 400-level studio AR 345 Cr. 3.0 course. Early to Late Modern Art Course Type(s): AT, WT A critical analysis of various meanings of Modernism in art. This course studies academic art to art of the pres- AR 326 Cr. 1.0 ent through U.S., European, and global case studies. Writing Supplement for Art and Design Museum visits required. Prerequisites: English 101 and 102 or permission of the The writing component for co-registered studio classes instructor. which integrates a fifteen-page research paper. Emphasis Course Type(s): ARHIS, AT, WT is placed on the quality of writing and research. Prerequisites: English 101 and 102 or permission of the instructor. Corequisite: A 200-, 300-, or 400-level studio AR 348 Cr. 3.0 course. Art of India Course Type(s): AT, WT The visual art of India: how to look at it and how it might be best understood. The larger cultural context in which this art was produced, drawing upon history, religion,

Monmouth University A15 Appendix A: Course Descriptions

mythology, and literature will be discussed. Essentially, AR 353 Cr. 3.0 pre-modern Indian art is religious art. After studying the Digital Photography III major monuments associated with Buddhism and Hindu A strong foundation in the technical and aesthetic aspects art, the themes common to both traditions will be con- of color photography through projects utilizing digital RAW sidered. The temple as an artistic expression and as a files and analog negatives with instruction in color printing religious center will be explored. Because of the vastness and studio lighting as it pertains to the nuances of color. of India art, this course will not include Mughal and later Discussions and critical writings focus on the history and monuments. theory of color photography. Combines analog and digital Course Type(s): ARHIS, AT, BI.EL, GU techniques and focuses on more advanced file managing and color control both on the monitor and in print. AR 349 Cr. 3.0 Prerequisites: Art 253 and 313. Asian Art Survey Course Types(s): AT Important artistic monuments from India, China and Japan. Since Buddhism is a connecting link for Asian cul- AR 360 Cr. 3.0 tures, emphasis is placed on Buddhist art. Intermediate Ceramics Prerequisites: English 101 and 102 or permission of the As a continuation of introductory-level ceramics classes, instructor. personal experimentation and development of students’ Course Type(s): ARHIS, AT, BI.EL, GUGU, WT personal expression is encouraged. Emphasis on individual instruction and discussions based on the students’ AR 350 Cr. 3.0 interests. Ceramics technology and history of ceramic art World Art Nineteenth-Twentieth Century through individual research will be part of the curriculum. A global investigation of the cross-cultural evolution of art Prerequisite: Art 265 or 266. in the nineteenth to mid-twentieth century. Non-Western Course Types(s): AT art will be studied from the point of discovery through its influence on modern, Western, visual expression. AR 368 Cr. 3.0 Emphasis will be placed on the significance of the art- Gender, Art, and Society work within the context of the social, political, religious, A critical survey about the role of gender in the arts and economic climate of its time. through a study of representational subjects, artists, and Course Type(s): ARHIS, AT patronage. This course considers art’s role in the construction of gender as a social structure by drawing from AR 351 Cr. 3.0 fields that include art history, gender studies, critical race Methods of Teaching Art I studies, and queer theory. The history and philosophy of art education; the construc- Prerequisites: English 101 and 102 or permission of the tion of art curricula and the exploration of teaching meth- instructor. ods; media and tools appropriate for the educational level. Course Type(s): ARHIS, AT, GS Methods I deals with the needs of the elementary school child. Open to Art majors only. Also listed as Education AR 370 Cr. 3.0 351. Advanced Typography Prerequisites: Art 114, 116, and 192. Revisits the history, anatomy, classification, construction, Course Types(s): AT and use of type discussed in Art 287, Typography, but with greater emphasis on theory. Advanced Typography AR 352 Cr. 3.0 will also consider the emotional, expressive, and connota- Methods of Teaching Art II tive aspects of letterforms and their organization. Possible The history and philosophy of art education; the con- applications could include environmental signage, sculp- struction of art curricula and the exploration of teaching tural installations, and/or film. methods; media and tools appropriate for the educational Prerequisite: Art 287. level. Methods II deals with the needs of the adolescent. Course Types(s): AT Open to Art and Education majors only. Also listed as Education 352. AR 371 Cr. 3.0 Prerequisite: Art 351 or Education 351. Graphic Design Studio III Course Types(s): AT Marks the transition from graphic design fundamentals to

A16 Monmouth University Appendix A: Course Descriptions

more complex visual problem solving. Projects focus on AR 383 Cr. 3.0 corporate identity and branding, including client research, Web Design/Interactive I design briefs, creative exploration, and implementation. An introduction to Web design and production. The Other projects include multi-page magazine and poster course covers an overview of the creation of Web sites design. Professional preparation of work for commercial and the use of Web graphics, animation, and multimedia use is an integral part of this course. through Web-based software programs. Fundamentals of Prerequisites: Art 269 and 270. graphic production, layout design principles, animation, Course Types(s): AT navigation, and the engineering principles of multimedia are included. AR 374 Cr. 3.0 Prerequisite: Art 253 or 374. Digital Imaging Course Types(s): AT Advanced concepts and creative techniques in digital imaging using Adobe Photoshop. Projects build on all pre- AR 384 Cr. 3.0 viously learned software, specifically the Adobe Creative Web Design/Interactive II Suite. Assignments will include aspects of fine art and An advanced class in Web design and production. It large format printing along with issues relating to the pro- extends the design principles of the previous Web devel- fessional printing industry. opment class, Web Design: Static. Students will focus Prerequisite: Art 273. on interactive, dynamic Web content using Macromedia Course Types(s): AT Flash and streaming audio/video files on the Internet. Prerequisite: Art 383. AR 375 Cr. 3.0 Course Types(s): AT Illustration for Gaming Introduction and application of illustration as a means AR 385 Cr. 3.0 toward effective visual communication in the gaming 2D Animation and animation industry. Emphasis on the development Students will be exposed to the fundamental terminology, of the creative visual concept and its relationship to concepts, and techniques of creating 2D animations to style, media, technique, and methods of reproduction. broaden their skills as animators and enhance their over- Introduction to a variety of traditional and non-traditional all creative ability. Using pencil and paper in conjunction techniques. with computer-based techniques, students will gain expe- Prerequisites: Art 114, 172, and 192. rience in basic principles of animation including timing, Course Types(s): AT expression of emotion, straight ahead action and pose to pose, key frames and in-betweens. In the assigned AR 381 Cr. 3.0 projects for this course, students are responsible for con- Print: Intaglio/Relief trolling and manipulating a subject’s perceived volume, Introduction to the printmaking techniques of relief print- weight, proportion, and movement, thus gaining a more ing; linocut, woodcut, and etching; hard and soft ground, thorough understanding of the animation process. and aquatint. Six hours per week. Department chair Prerequisite: Art 374. approval is required for non-art majors. Course Types(s): AT Prerequisites: Art 191 and 192. Course Types(s): AT AR 386 Cr. 3.0 Principles of 3-D Animation AR 382 Cr. 3.0 Students will learn the basic theories and principles of Print: Lithography and Silkscreening 3-D computer animation and advances techniques of Introduction to the printmaking techniques of aluminum object building using Maya. Students will gain experience plate lithography and Photo Silkscreen, with an emphasis with basic animating, texturing, rendering, and construct- on multiple color and combination Litho/Silkscreen hybrid ing complex 3-D objects in Maya. prints. Six hours per week. Department Chair approval for Prerequisite: Art 172 or 181. non-art majors is required. Course Types(s): AT Prerequisites: Art 191 and 192. Course Types(s): AT

Monmouth University A17 Appendix A: Course Descriptions

AR 387 Cr. 3.0 keen awareness of syntactic elements that constitute the 3-D Character Rigging and Animation grammar of motion (scale, position, color, and tempo), Students will learn advanced techniques of 3-D computer which sheds light upon how audiences interpret moving animation along with the theories and principles of motion images. Study and application of literary theory provides using Autodesk Maya. Students will rig a character and a substantive framework from which to create and critique manipulate hierarchical character animation, time curves, projects. Concept development through research, writing, and motion paths. Students will animate walks and runs storyboarding, and editing are absolutely essential. with characters. Students will utilize Maya’s cameras and Prerequisite: Art 390. lights while gaining further experience with texturing and Course Types(s): AT rendering techniques. Comprehensive critiques will be conducted regularly to encourage good design for time- AR 393 Cr. 3.0 based animation. 3-D Animation Production Prerequisite: Art 386. Concepts, tools, and techniques employed in animat- Course Types(s): AT ed storytelling. Students will pre-visualize their projects through storyboarding, planning, and assembling shots in AR 388 Cr. 1.0 – 3.0 sequence. Students will learn how to combine sound with Cooperative Education: Art or Graphic Design advanced 3-D computer animation. Audio/visual synchro- An on-site graphic design cooperative work placement. nization as well as character lip syncing with phonemes This course may be repeated once for credit. will be explored. Students will construct complex 3-D Prerequisite: Art 335 or 337. animated stories in Maya and complete a fully animated Course Type(s): AT, EX piece. Prerequisite: Art 387. AR 389 Cr. 1.0 – 3.0 Course Types(s): AT Art and Photography Internship An internship in Studio Art or Photography at an off-cam- AR 394 Cr. 3.0 pus work site. The placement must enhance the student’s 3-D Environments and Effects understanding of professional practice in studio art or Concepts, tools, and techniques for creating realistic photography. Students are required to complete from five natural environments and phenomena (such as moving to fifteen hours per week, or 70 to 210 hours per semes- clouds, fire, and flowing water). Students will sculpt com- ter, depending on the required credit hours of the degree plex polygonal geometry into various terrains including program. landscapes and foliage. Students will learn to create Prerequisites: Junior status and permission of the instruc- realistic backgrounds incorporating natural light. Creating tor. realistic shadows will be explored as well. Students will Course Type(s): EX learn how to use particle emitters in order to simulate phenomena such as flowing water, flames, and snow. Prerequisite: Art 393. AR 390 Cr. 3.0 Course Types(s): AT Animation/Motion Graphics I An introduction to the art of time-based, graphic storytelling. Emphasis will be placed on the creation of engaging AR 398 Cr. 1.0 – 3.0 digital environments through the thoughtful integration, Special Topics in Art (300 Level) manipulation, and orchestration of audio, video, still, and An intensive study of a particular subject or problem in three-dimensional imagery. art to be announced prior to registration. The course may Prerequisite: Art 181 or 374. be conducted on either a lecture-discussion or a seminar Course Types(s): AT basis. Prerequisite: As announced in the course schedule. AR 391 Cr. 3.0 Course Types(s): AT Animation/Motion Graphics 2 Explores the commercial and experiential nature of AR 399 Cr. 1.0 – 3.0 motion graphics. Projects for this advanced course Independent Study in Art expand upon established time-based narrative structures Guided research - a studio project or art history topic. for film, video and television. Emphasis is placed on a Weekly consultation. May be elected for a total of six

A18 Monmouth University Appendix A: Course Descriptions

credits. AR 406 Cr. 3.0 Course Types(s): AT Creative Book Arts An introduction to bookbinding and papermaking. AR 401 Cr. 3.0 Traditional Western-style papermaking and several Senior Portfolio non-adhesive binding structures will be covered. The stu- A seminar class that chronologically analyzes and refines dent will produce a final bound book of sequential images graphic design and computer projects, which have been (pages) in any media relevant to her/his discipline. The done throughout the student’s coursework. Meetings with print lab will be available but not required. Department instructor to discuss and critique reworked and new proj- Chair permission for non-Art majors is required. ects that have been specifically assigned. Prerequisite for Art majors: Art 381 or 382. Course Types(s): AT Course Types(s): AT

AR 402 Cr. 3.0 AR 410 Cr. 1.0 – 3.0 Photography Portfolio Advanced Project I Equal parts seminar and studio in its approach, this Research, art making, and writing for Honors Project may Senior-level course incorporates discussions and read- be conducted for photography, painting, sculpture, print- ings focused on contemporary photo-based artworks making, graphic design, Web design, or motion graphics and the theoretical and critical developments in recent and is determined by a student’s particular discipline and photographic art practices. In addition, this course helps medium of choice. The art to be made is informed by the prepare students to enter the professional art world and/ student’s research and is articulated in full through a final or graduate school. Students develop a cohesive portfolio eighteen- to twenty-page research paper. The topic of of photographic imagery and create a strategy for the pre- research may include but is not limited to identity, gender sentation of their work. roles in culture, feminism, religion, the occult, consumer- Prerequisite: Art 353. ism, politics, cultural diversity, war, personal experience, Course Types(s): AT Renaissance vs. contemporary art, Greek vs. contemporary sculpture, etc. Alternatively, the student may also AR 403 Cr. 3.0 conduct a thorough exploration of the characteristics of a Advanced Digital Imaging and Illustration particular medium. Art and Design faculty must approve the topic. This is the first part of a two-semester class. For student designers and fine artists with intermediate Prerequisites: Junior status, permission of the department computer skills who are interested in more advanced chair, a GPA of 3.00, a major GPA of 3.50, and the stu- concepts and creative techniques in digital illustration, dent must be an art or fine arts major. photography, digital collage, printmaking and handmade Course Types(s): AT techniques, digital book publishing, and large-format printing. Programs to be explored are Adobe Photoshop and Painter. AR 411 Cr. 1.0 – 3.0 Prerequisite: Art 253 or 374. Advanced Project 2 Course Types(s): AT Research, art making, and writing for Honors Project may be conducted for photography, painting, sculpture, print- AR 404 Cr. 3.0 making, graphic design, Web design, or motion graphics Responsive Media and is determined by a student’s particular discipline and medium of choice. The art to be made is informed by the Students learn how to make interfaces for smart phones student’s research and is articulated in full through a final and tablets to create interactive audio and video. In eighteen- to twenty-page research paper. The topic of addition, students produce creative projects using data research may include but is not limited to identity, gender mapping and generative art and work collaboratively on a roles in culture, feminism, religion, the occult, consumer- site-specific media project. Also listed as Communication ism, politics, cultural diversity, war, personal experience, 404. Renaissance vs. contemporary art, Greek vs. contem- Prerequisite: Communication 145 or Art 181. porary sculpture, etc. Alternatively, the student may also Course Type(s): AT, CORTP, IM conduct a thorough exploration of the characteristics of a particular medium. Art and Design faculty must approve the topic. This is the second part of a two-semester class.

Monmouth University A19 Appendix A: Course Descriptions

Prerequisites: Art 410, a GPA of 3.00, a major GPA of Prerequisite: Art 335 or 337. 3.50, Junior status, English 101 and 102 or permission of Course Type(s): AT, EX the instructor, and the student must be an Art or Fine Arts major and have permission of the department chair. AR 489 Cr. 1.0 – 3.0 Course Type(s): AT, WT Internship Art and Design An internship in either graphic design or fine arts at an AR 414 Cr. 3.0 off-campus work site. The placement must enhance a Group Project in 3-D Animation student’s working knowledge of his or her chosen field of Students will learn how to work on a production team for study. Students are required to complete a minimum of a 3-D project. Students will work in a team environment ten hours per week for a total minimum of 150 hours. to brainstorm, communicate effectively, develop project Prerequisites: Junior standing and permission of the goals, and delegate responsibilities. Students will learn department. how to meet deadlines both individually and collectively. Course Type(s): AT, EX Student groups are expected to produce a 3-D animated piece with an estimated three-minute duration. AR 498 Cr. 1.0 – 3.0 Prerequisite: Art 394. Special Topics in Art (400 Level) Course Types(s): AT An intensive study of a particular subject or problem in art to be announced prior to registration. May be conducted AR 415 Cr. 3.0 on either a lecture-discussion or a seminar basis. Senior Animation Reel Prerequisite: As announced in the course schedule. Students will create a reel between two to three minutes Course Types(s): AT in duration of their animation work from previous animation projects and new animation projects. Includes lec- AR 499 Cr. 1.0 – 3.0 ture, discussion, demonstration, critiques and individual Independent Study in Art meetings with students to support the development of Guided research - a studio project or art history topic. students’ work. Students will research self-promotional Weekly consultation. May be elected for a total of six opportunities such as competitions and festivals. Students credits. Prerequisites: Senior standing and prior permis- will revise their résumés to respond to their career inter- sion of the directing professor and department chair. ests. Emphasis will be placed on the development of a Course Types(s): AT personal point of view. Prerequisite: Art 414. Course Types(s): AT AR REV Cr. 0.0 Art and Design Student Portfolio Review AR 460 Cr. 3.0 Required student portfolio review usually completed during the fourth semester. Transfer students need to Advanced Ceramics schedule with an advisor. This is a pass/fail course. Focuses on advanced hand-building and/or wheel-throw- Course Types(s): AT ing techniques in order to strengthen a student’s personal expression and challenge development of his or her personal style. The course will have emphasis on indi- AR SHO Cr. 0.0 vidual instruction and discussions based on the student’s Senior Show interests. Individual research of innovative construction This is a pass/fail course. and firing methods, as well as ceramics technology and Course Types(s): AT history of ceramic art, will be part of the curriculum. Prerequisite: Art 265. BA 200 Cr. 3.0 Course Types(s): AT Survey of Accounting An introductory class in accounting designed for non-busi- AR 488 Cr. 3.0 ness students, which focuses on accounting as a tool for Cooperative Education: Art or Graphic Design communicating financial information about business orga- An on-site graphic design cooperative work placement. nizations to people outside the business and to internal This course may be repeated for credit. users to help them plan, control, or make decisions about

A20 Monmouth University Appendix A: Course Descriptions

operations. Not open to Business majors and only can be BA 320 Cr. 3.0 used toward the Business minors. Managerial Cost Analysis Prerequisite: Management 200. Offers the student a fairly detailed knowledge of cost Course Types(s): none accounting principles and practices. A working knowledge of cost accounting is an essential element of the account- BA 251 Cr. 3.0 ing student’s education due to the importance of cost Principles of Financial Accounting accounting in every organizational setting. Also, the infor- Introduction to the theory and practice of accounting, mation presented in the course is essential for successful including the balance sheet, income statement, cash completion of professional examinations such as the CPA flows, and related decision making. and the CMA. Course Types(s): none Prerequisite: Accounting 252, passed with a grade of C or higher. BA 252 Cr. 3.0 Course Types(s): none Principles of Managerial Accounting Use of accounting concepts, analyses, and financial data BA 345 Cr. 3.0 to aid in the evaluation of the business enterprise and Forensic and Investigative Accounting management in its planning, organizing, and controlling Identifying, recording, settling, extracting, sorting, report- functions. ing, and verifying past financial data or other accounting Prerequisite: Accounting 251. activities for settling current or prospective legal disputes Course Types(s): none or using such past financial data for projecting future financial data to settle legal disputes. BA 311 Cr. 3.0 Prerequisite: Accounting 251 and 252; both passed with a Intermediate Accounting I grade of C or higher. Course Types(s): none Financial accounting measurement, including asset valuation and determination of periodic income. Prerequisites: Accounting 251 and 252, both passed with BA 388 Cr. 3.0 a grade of C or higher. Cooperative Education: Accounting Concentration Course Types(s): none An opportunity to apply classroom theory in practice through actual work experience; includes both academ- BA 312 Cr. 3.0 ic and experiential education. Experiential education Intermediate Accounting II involves fifteen- to twenty-hours of work per week for three credit hours. Academic aspects include reading Liability recognition and corporation equity measurement. assignments and a term paper. Prerequisite: Accounting 311 passed with a grade of C or Prerequisites: Accounting 252; Management 250; mini- higher. mum GPA of 2.00; sixty or more earned credits: eighteen Course Types(s): none or more credits in Business Administration courses; twelve or more credits in accounting courses taken at BA 316 Cr. 3.0 Monmouth University. This course may be repeated for Individual Income Tax credit. This is the first of two semesters of a study of Federal Course Type(s): EX Income Taxation. It covers taxation of individuals and small businesses. Emphasis will be on tax research and BA 401 Cr. 3.0 planning for individuals. The purpose is to introduce Advanced Accounting undergraduate accounting students to a broad range of Advanced issues in financial accounting, including busi- income tax topics. Because of the complexity and breadth ness combinations, consolidated financial reports, govern- of coverage, many topics will not be covered in great mental and not-for-profit accounting, and other relevant depth. areas. Prerequisite: Accounting 251, passed with a grade of C or Prerequisite: Accounting 312 passed with a grade of C or higher. higher. Course Types(s): none Course Types(s): none

Monmouth University A21 Appendix A: Course Descriptions

BA 413 Cr. 3.0 department chair, and the Associate Dean or the Dean. Auditing Theory Course Types(s): none Auditing standards and procedures associated with the examination of financial statements; the role and methods BA 488 Cr. 3.0 of the independent auditor; legal and ethical responsibili- Cooperative Education: Accounting Concentration ties. An opportunity to apply classroom theory in practice Prerequisite: Accounting 312 passed with a grade of C or through actual work experience; includes both academ- higher. ic and experiential education. Experiential education Course Types(s): none involves fifteen to twenty hours of work per week for three credit hours. Academic aspects include reading assign- BA 417 Cr. 3.0 ments and a term paper. Business Income Taxation Prerequisites: Accounting 252; Management 250; mini- The second of two income tax courses, which covers the mum GPA of 2.00; sixty or more earned credits; eighteen taxation of corporations, partnerships, estates and trusts. or more credits in Business Administration courses; twelve Tax and estate planning are emphasized with the study of or more credits in Accounting courses taken at Monmouth various techniques, case studies, and research projects. University. This course may be repeated for credit. Retirement plans and international taxes are also Course Type(s): EX included. Prerequisite: Accounting 316, passed with a grade of C or BA 489 Cr. 3.0 higher. Internship in Accounting Course Types(s): none An opportunity to apply classroom theory in practice through actual work experience; includes both academic BA 425 Cr. 3.0 and experiential learning. Experiential part involves fifteen International Accounting to twenty hours of work experience per week for three Basic concepts of accounting principles, auditing envi- credit hours; academic aspect includes reading assign- ronments, managerial objectives, and financial reporting ments and a term paper. Students are limited to nine requirements, applicable to multi-national corporations. credits of internship electives. This course is repeatable Emphasis on corporations with headquarters domiciled twice for credit. in the United States, with limited attention to specialized Prerequisites: Junior standing and a minimum GPA of offshore locations. 2.00. Prerequisites: Accounting 311, passed with a grade of C Course Type(s): EX or higher; and English 101 and 102. Course Type(s): WT BA 498 Cr. 1.0 – 3.0 Special Topics in Accounting BA 430 Cr. 3.0 An intensive study of a particular subject or problem in Accounting Information Systems accounting to be announced prior to registration. The Accounting systems analysis and design. Emphasis on course may be conducted on either a lecture-discussion database information structures, integrating accounting, or a seminar basis. and controls. Prerequisite: As announced in the course schedule. Prerequisite: Accounting 311 passed with a grade of C or Course Types(s): none higher. Course Types(s): none BA 499 Cr. 3.0 Independent Study in Accounting BA 480 Cr. 3.0 Independent study on a Business Administration topic not Business Research: Accounting substantially treated in a regular course; work will include Active participation in a research project chosen by and scheduled conferences with sponsoring professor and currently being pursued by the faculty sponsor. Student written reports. activities may include but are not limited to: literature Prerequisite: Prior permission of the directing professor search, data collection, data analysis, preparation of a and department chair. manuscript, and delivery of a manuscript. Course Types(s): none Prerequisites: Junior standing; approval of the instructor,

A22 Monmouth University Appendix A: Course Descriptions

BE 200 Cr. 3.0 BE 301 Cr. 3.0 Economics for Social Science Labor Economics Students are introduced to core economic concepts Economic and social effects of the modern industrial in four areas: (i) Introductory concepts include: deci- structure: labor groups, attitudes, problems, tactics, sion-making under scarcity, the operation of markets and labor legislation, the development of industrial society of the price mechanism, and government’s role in the econ- American Unionism, and the labor movement throughout omy. (ii) Microeconomics covers the economic analysis the world. of consumption, production in the context of competitive Prerequisites: Economics 201 and 202. and monopolistic markets, operation of labor markets, Course Type(s): GS and poverty and income distribution. (iii) Macroeconomics introduces students to national product and income BE 304 Cr. 3.0 accounts; business cycles, inflation, and unemployment; Money, Credit, and Financial Institutions and monetary and fiscal policies. (iv) Global topics Monetary economics and its institutions; the nature and include: comparative advantage, trade, and finance. Real- function of money; commercial and central banking; the world applications are emphasized in all areas. For Non- money markets; financial intermediaries; and international Business majors. monetary institutions. Also listed as Finance 304. Prerequisite: Any Math course with a level higher than Prerequisite: Economics 202. 100. Course Types(s): none Course Types(s): none BE 305 Cr. 3.0 BE 201 Cr. 3.0 Intermediate Macroeconomics Microeconomics A study of the measurement of aggregate output and the Introduction to the operation of the price mechanism; determination of the level of aggregate income; price level examination of the individual economic units, laws of movements and factors underlying rates of economic supply and demand, market structure, and cost analysis; growth; influence of applicable public policies. contemporary problems examined. Prerequisite: Economics 202. Prerequisite: Mathematics 100 or higher-level mathemat- Course Types(s): none ics course. Course Type(s): SS.SV BE 307 Cr. 3.0 BE 202 Cr. 3.0 Managerial Economics Application of contemporary economic theory to manage- Macroeconomics rial decisions and to public policy affecting such decisions. Determination of the components and level of national Prerequisites: Mathematics 118 or 125, and Economics income; applications to the problems of inflation, unem- 201. ployment, and economic stabilization; financial institutions Course Types(s): none in relation to their role in public policies. Prerequisite: Mathematics 100 or higher-level mathematics course. BE 388 Cr. 3.0 Course Type(s): SS.SV Cooperative Education: Economics Concentration An opportunity to apply classroom theory in practice BE 251 Cr. 3.0 through actual work experience; includes both academic and experiential education. Experiential education involves Business Statistics fifteen to twenty hours of work per week for three credit Descriptive statistics, tables and charts, probability distri- hours. Academic aspects include reading assignments butions, confidence intervals and hypothesis tests, linear and a term paper. This course may be repeated for credit. and multiple regression, and analysis of variance. Prerequisites: Junior standing or BF 301; a minimum GPA Prerequisites: Information Technology 100 or Information of 2.00, and completion of thirty credits, fifteen of which Technology 150; and Mathematics 117. are earned from Monmouth University. Course Types(s): none Course Type(s): EX

Monmouth University A23 Appendix A: Course Descriptions

BE 401 Cr. 3.0 Prerequisites: Economics 201, 202, 251 and Mathematics Development of Economic Thought 118 or 125. Economic ideas from the beginning of Western civilization Course Types(s): none to the present, including mercantilist writers Adam Smith, Malthus, Ricardo, Marx, and Keynes. BE 480 Cr. 3.0 Prerequisites: Economics 201 and 202. Business Research: Economics Course Types(s): none Active participation in a research project chosen by and currently being pursued by the faculty sponsor. Student BE 403 Cr. 3.0 activities may include but are not limited to: literature Economic Growth and Development search, data collection, data analysis, preparation of a The principal theories, factors, and problems of econom- manuscript, and delivery of a manuscript. ic development. Empirical case studies emphasize the Prerequisites: Junior standing; approval of the instructor, growth patterns in several countries, the impediments to department chair, and the Associate Dean or the Dean. economic growth in the underdeveloped countries, and Course Types(s): none the need to sustain growth rates in highly developed countries. BE 488 Cr. 3.0 Prerequisites: Economics 201 and 202; and English 101 Cooperative Education: Economics Concentration and 102 or permission of the instructor. An opportunity to apply classroom theory in practice Course Type(s): WT through actual experience; includes both academic and experiential education. Experiential education involves BE 440 Cr. 3.0 fifteen to twenty hours of work per week for three credit Bond Markets hours. Academic aspects include reading assignments A comprehensive review and analysis of the U.S. Bond and a term paper. This course may be repeated for credit. Markets with emphasis on traditional fixed income secu- Prerequisites: Junior standing or BF 301; minimum GPA rities and their derivative products and applications. The of 2.00, and completion of thirty credits, fifteen of which course will explore these studies from both a theoretical are earned at Monmouth University. as well as practical perspective. Also listed as Finance Course Type(s): EX 440. Prerequisites: Economics 251 and Finance 301. BE 489 Cr. 3.0 Course Types(s): none Internship in Economics An opportunity to apply classroom theory in practice BE 451 Cr. 3.0 through actual work experience; includes both academic Public Finance and experiential learning. Experiential part involves fifteen An analysis of the revenue, expenditure, and debt activ- to twenty hours of work experience per week for three ities of government and their effects on resource alloca- credit hours; academic aspect includes reading assign- tion, income distribution, price stabilization, and economic ments and a term paper. Students are limited to nine growth. Also listed as Finance 451. credits of internship electives. This course is repeatable Prerequisites: Economics 202 and Accounting 252. twice for credit. Course Types(s): none Prerequisites: Junior standing and a minimum GPA of 2.00. BE 455 Cr. 3.0 Course Type(s): EX Business Forecasting Use of statistical models to study historical data and BE 498 Cr. 1.0 – 3.0 discover their underlying tendencies and patterns. Special Topics in Economics (400 Level) Extrapolation of the current estimates from the first step An intensive study of a particular subject or problem in into the future. Attention given to the traditional exponen- economics to be announced prior to registration, conduct- tial Smoothing and Box-Jenkins forecasting techniques, ed on either a lecture-discussion or a seminar basis. as well as the more recent techniques of ARCH-GARCH, Prerequisite: As announced in the course schedule. which deal with heteroskedastic variance over time. Course Type(s): SUS Substantial use of statistics and computer applications. Also listed as Finance 455.

A24 Monmouth University Appendix A: Course Descriptions

BE 499 Cr. 3.0 BF 310 Cr. 3.0 Independent Study in Economics Real Estate Appraisal Independent study on a Business Administration topic not Principles and processes of real estate valuation. The substantially treated in a regular course; work will include sales comparison, cost, and income approaches to value scheduled conferences with sponsoring professor and will be examined in depth. written reports. Prerequisite: Finance 301 passed with a grade of C- or Prerequisite: Prior permission of the directing professor higher. Corequisite: Mathematics 118. and department chair. Course Types(s): none Course Types(s): none BF 322 Cr. 3.0 BF 200 Cr. 3.0 Investments Survey of Finance Basic investment principles: investment objectives, deter- Introduction to business and personal finance, including minants of value of investment media, range of invest- forms of businesses, financial statements and cash flows, ments available, relative values of securities, and person- time value of money, elements of risk and return, and val- al investment administration. uation of stocks and bonds. This course is for non-busi- Prerequisite: Finance 301 passed with a grade of C or ness majors. higher. Prerequisite: Any math course with a level higher than Course Types(s): none 100. Course Types(s): none BF 323 Cr. 3.0 Analysis of Financial Statements BF 301 Cr. 3.0 Reading, analysis, and interpretation of financial state- Principles of Finance ments of industrial and commercial business enterprises Introduction to financial management and operations of and of utilities and transportation. business corporations, including: concepts of time-value Prerequisite: Finance 301 passed with a grade of C or of money, valuation and rate of return, risk management, higher. financial statement analysis, asset valuation models, capi- Course Types(s): none tal budgeting, and international financial management. Prerequisites: Accounting 251, Economics 201, and BF 324 Cr. 3.0 Mathematics 117 or 126. Principles of Working Capital Management Course Types(s): none Exposure to major corporate decisions in restructuring and managing working capital and assessing the risks BF 303 Cr. 3.0 and returns of corporate decisions. Real Estate Investment and Taxation Prerequisite: Finance 301 passed with a grade of C or Designed to introduce students to the world of real estate higher. finance, including debt and equity issues, securitization, Course Types(s): none and taxation. Also listed as Real Estate 303. Prerequisite: Real Estate 302 or Finance 310. BF 341 Cr. 3.0 Course Types(s): none Insurance and Risk Management Principles and practices of insurance; the basic legal BF 304 Cr. 3.0 obligations and rights of the insurer and the insured in Money, Credit, and Financial Institutions various types of contracts; types of carriers; internal and Monetary economics and its institutions; the nature of and field organizations; government regulations and related function of money; commercial and central banking; the subjects. money markets; financial intermediaries; and international Prerequisite: Finance 301 passed with a grade of C or monetary institutions. Also listed as Economics 304. higher. Prerequisite: Economics 202. Course Types(s): none Course Types(s): none

Monmouth University A25 Appendix A: Course Descriptions

BF 388 Cr. 3.0 course explores these studies from both a theoretical as Cooperative Education: Finance Concentration well as practical perspective. Also listed as Economics An opportunity to apply classroom theory in practice 440. through actual work experience; includes both academic Prerequisites: Economics 251 and Finance 301. and experiential education. Experiential education involves Course Types(s): none fifteen to twenty hours of work per week for three credit hours. Academic aspects include reading assignments BF 451 Cr. 3.0 and a term paper. This course may be repeated for credit. Public Finance Prerequisites: Junior standing or BF 301; a minimum GPA An analysis of the revenue, expenditure, and debt activ- of 2.00, and completion of thirty credits, fifteen of which ities of government and their effects on resource alloca- are earned from Monmouth University. tion, income distribution, price stabilization, and economic Course Type(s): EX growth. Also listed as Economics 451. Prerequisites: Economics 202 and Accounting 252. BF 421 Cr. 3.0 Course Types(s): none International Finance A study of the organization and operations of internation- BF 455 Cr. 3.0 al monetary relations. Analyzes the alternative methods Business Forecasting of short- and long-run payment adjustments; foreign Use of statistical models to study historical data and exchange markets and international flow of funds; and discover their underlying tendencies and patterns. theories of international liquidity. Extrapolation of the current estimates from the first step Prerequisites: Economics 202 and Finance 301, both into the future. Attention given to the traditional, exponen- passed with a grade of C or higher; and English 101 and tial Smoothing and Box-Jenkins forecasting techniques, 102 or permission of the instructor. as well as the more recent techniques of ARCH-GARCH, Course Type(s): WT which deal with heteroskedastic variance over time. Substantial use of statistics and computer applications. BF 431 Cr. 3.0 Also listed as Economics 455. Managerial Finance Prerequisites: Economics 201, 202, 251 and Mathematics Financial analysis, techniques, and principles as applied 118 or 125. to short- and long-range planning and control; capital Course Types(s): none budgeting for long-term projects; valuation; determination of the firm’s cost of capital; and the trade-off between risk BF 480 Cr. 3.0 and profitability. Business Research: Finance Prerequisites: Accounting 252 and Finance 301, both Active participation in a research project chosen by and passed with a grade of C or higher. currently being pursued by the faculty sponsor. Student Course Types(s): none activities may include but are not limited to: literature search, data collection, data analysis, preparation of a BF 435 Cr. 3.0 manuscript, and delivery of a manuscript. Derivatives Prerequisites: Junior standing; approval of the instructor, Introduction to the complex subject of financial deriva- department chair, and the Associate Dean or the Dean. tives. Emphasis on the Black-Scholes and the Binomial Course Types(s): none Option pricing models, option strategies, and the use of options and futures to hedge risk. BF 488 Cr. 3.0 Prerequisites: Mathematics 118 or 125 and Finance 301, Cooperative Education: Finance Concentration each passed with a grade of C or higher. An opportunity to apply classroom theory in practice Course Types(s): none through actual work experience; includes both academic and experiential education. Experiential education involves BF 440 Cr. 3.0 fifteen to twenty hours of work per week for three credit Bond Markets hours. Academic aspects include reading assignments A comprehensive review and analysis of the U.S. Bond and a term paper. This course may be repeated for credit. Markets with emphasis on traditional fixed income secu- Prerequisites: Junior standing or BF 301; minimum GPA rities and their derivative products and applications. The of 2.00, and completion of thirty credits, fifteen of which

A26 Monmouth University Appendix A: Course Descriptions

are earned at Monmouth University. explored. Alternative health care systems and health care Course Type(s): EX reforms are also evaluated. The application of economics to the establishment of public policy is emphasized. BF 489 Cr. 3.0 Prerequisites: Accounting 200, Economics 200, and Internship in Finance Business Health 385, or with instructor and department An opportunity to apply classroom theory in practice chair permission in Nursing Studies. through actual work experience; includes both academic Course Types(s): none and experiential learning. Experiential part involves fifteen to twenty hours of work experience per week for three BH 480 Cr. 3.0 credit hours; academic aspect includes reading assign- Business Research: Business Health ments and a term paper. Students are limited to nine Active participation in a research project chosen by and credits of internship electives. This course is repeatable currently being pursued by the faculty sponsor. Student twice for credit. activities may include but are not limited to: literature Prerequisites: Junior standing and a minimum GPA of search, data collection, data analysis, preparation of a 2.00 manuscript, and delivery of a manuscript. This course Course Type(s): EX may be used as an elective course in the Management and Marketing concentration. BF 498 Cr. 1.0 – 3.0 Prerequisites: Junior standing; approval of the instructor, Special Topics in Finance (400 Level) department chair, and the Associate Dean or the Dean. An intensive study of a particular subject or problem in Course Types(s): none finance to be announced prior to registration. The course may be conducted on either a lecture-discussion or a BI 388 Cr. 3.0 seminar basis. Cooperative Education: International Business Prerequisite: As announced in the course schedule. Concentration Course Types(s): none An opportunity to apply classroom theory in practice through actual work experience: includes both academic BF 499 Cr. 3.0 and experiential education. Experiential education involves Independent Study in Finance fifteen to twenty hours of work per week for three credit Independent study on a Business Administration topic not hours. Academic aspects include reading assignments substantially treated in a regular course; work will include and a term paper. This course may be repeated for credit. scheduled conferences with sponsoring professor and Prerequisites: Successful completion of thirty credits and written reports. a minimum GPA of 2.00. Prerequisite: Prior permission of the directing professor Course Type(s): EX and department chair. BI 399 Cr. 3.0 Course Types(s): none Independent Study in International Business Independent Study on a Business Administration topic not BH 385 Cr. 3.0 substantially treated in a regular course; work will include scheduled conferences with sponsoring professor and American Health Care Delivery System written reports. Examines the fundamental concepts of health care orga- Course Types(s): none nization, finance, agencies, organizations, and various professional and paraprofessional employees in their roles as health care providers, and determine ways that BI 488 Cr. 3.0 these relationships can be improved. Cooperative Education: International Business Prerequisite: Sophomore status. Concentration Course Types(s): none An opportunity to apply classroom theory in practice through actual work experience; includes both academic BH 386 Cr. 3.0 and experiential education. Experiential education involves fifteen to twenty hours of work per week for three credit Health Care Economics hours. Academic aspects include reading assignments Health policy is examined from an economic perspective. and a term paper. This course may be repeated for credit. Basic economic theories and their relationships to the Prerequisites: Successful completion of thirty credits and structure and function of the U.S. health care system are

Monmouth University A27 Appendix A: Course Descriptions

a minimum GPA of 2.00. through actual work experience; includes both academic Course Type(s): EX and experiential education. Experiential education involves fifteen to twenty hours of work per week for three credit BI 489 Cr. 3.0 hours. Academic aspects include reading assignments Internship in International Business and a term paper. This course may be repeated for credit. An opportunity to apply classroom theory in practice Prerequisites: Marketing 250, a minimum GPA of 2.00, through actual work experience; includes both academ- and completion of thirty credits, fifteen of which are ic and experiential education. Experiential education earned at Monmouth University. involves fifteen to twenty hours of work per week for Course Type(s): EX three credit hours; academic aspect includes reading assignments and a term paper. Students are limited to BK 389 Cr. 1.0 – 3.0 nine internship free elective credits. This course may be Internship in Marketing repeated for credit. An opportunity to apply classroom theory in practice Prerequisites: Junior standing; Management 250, through actual work experience; includes both academic Marketing 250, Management 471, Marketing 453 and a and experiential learning. Experiential part involves fifteen minimum GPA of 2.10. to twenty hours of work experience per week for three Course Type(s): EX credit hours; academic aspect includes reading assignments and a term paper. Students are limited to nine BI 498 Cr. 1.0 – 3.0 internship free elective credits. Special Topics in International Business Prerequisites: Junior standing; Management 250, (400 Level) Marketing 250, and a minimum GPA of 2.00. Course Type(s): EX An intensive study of a particular subject or problem in international business to be announced prior to registration. May be conducted on either a lecture-discussion or a BK 399 Cr. 3.0 seminar basis. Independent Study in Marketing Prerequisite: As announced in the course schedule. Independent study on a Business Administration topic not Course Types(s): none substantially treated in a regular course; work will include scheduled conferences with sponsoring professor and BI 499 Cr. 3.0 written reports. Independent Study in International Business Course Types(s): none Independent study on a Business Administration topic not substantially treated in a regular course; work will include BK 401 Cr. 3.0 scheduled conferences with sponsoring professor and Marketing Research written reports. Methods, tools, and reasons for marketing research in Prerequisite: Prior permission of the directing professor support of distribution planning and policy formulation by and department chair. top management; basic planning, questionnaire design, Course Types(s): none preliminary testing, field interviewing, sampling, data processing, and analysis. BK 250 Cr. 3.0 Prerequisites: Marketing 250, Management 250, and Principles of Marketing Computer Science 102 or Information Technology 100 or Information Technology 102 or Information Technology Fundamental concepts involved in satisfying consumer 150. Prerequisite or Corequisite: Economics 251. objectives through goods and services; consumer char- Course Types(s): none acteristics; marketing system environments; middlemen; analysis of consumer and industrial goods; and physical distribution. BK 404 Cr. 3.0 Prerequisite: Sophomore status. Consumer Behavior Course Types(s): none A marketing strategy approach evaluating consumer attitudes and buying patterns; motivational and cognitive BK 388 Cr. 3.0 aspects of buying behavior; target market identification; Cooperative Education: Marketing Concentration and social class relationships. Prerequisite: Marketing 250. An opportunity to apply classroom theory in practice Course Types(s): none

A28 Monmouth University Appendix A: Course Descriptions

BK 411 Cr. 3.0 goods; focus on product, market, and channel analyses. Principles of Advertising Prerequisite: Marketing 250. Current practices in advertising, including its purpose and Course Types(s): none place, preparation and appeal, techniques, layout, and copywriting through visualized layouts and current media. BK 453 Cr. 3.0 Prerequisite: Marketing 250. International Marketing Course Types(s): none Analysis of the policy, managerial, and implementation considerations involved in seeking multinational business BK 420 Cr. 3.0 opportunities with emphasis on the role of environmental Health Care Management and Marketing and cultural differences in developing strategies for for- An introductory overview of the U.S. healthcare sys- eign market penetration. tem and its overall management and marketing issues, Prerequisites: Management 250, Marketing 250, English including coverage of its past and present political, orga- 101 and 102 or permission of the instructor. nizational, socioeconomic, behavioral, human resource, Course Type(s): WT educational, and utilization dimensions. Prerequisites: Management 250 and Marketing 250. BK 459 Cr. 3.0 Course Types(s): none Managerial Marketing Application of management principles to the integrated BK 421 Cr. 3.0 marketing function, both internally within the various units Marketing of Services of the marketing division and externally in coordination Examines the applications of the conceptual framework with the other major divisions of the company. of marketing within the service business context. Focuses Prerequisites: Marketing 401 and nine credits of on the characteristics of the service environment, as well Marketing courses. as important considerations in the services marketing-mix Course Types(s): none strategies. Prerequisite: Marketing 250. BK 480 Cr. 3.0 Course Types(s): none Business Research: Marketing Active participation in a research project chosen by and BK 422 Cr. 3.0 currently being pursued by the faculty sponsor. Student Principles of Personal Selling activities may include but are not limited to: literature Theory and practice of personal selling; qualifications and search, data collection, data analysis, preparation of a preparation of the salesperson, the psychology of selling, manuscript, and delivery of a manuscript. and the various steps that enter into the sale itself. Prerequisites: Junior standing; approval of the instructor, Prerequisite: Marketing 250. department chair, and the Associate Dean or the Dean. Course Types(s): none Course Types(s): none

BK 431 Cr. 3.0 BK 488 Cr. 3.0 Sports Marketing Cooperative Education: Marketing Concentration Classroom lectures and readings will illuminate the the- An opportunity to apply classroom theory in practice oretical underpinnings and practical applications of mar- through actual work experience; includes both academic keting strategies to the collegiate and professional sport, and experiential education. Experiential education involves special events, international sport, broadcasting, facility fifteen to twenty hours of work per week for three credit management, and sporting goods industries. hours. Academic aspects include reading assignments Prerequisite: Marketing 250. and a term paper. This course may be repeated for credit. Course Types(s): none Prerequisites: Marketing 250, a minimum GPA of 2.00, and completion of thirty credits, fifteen of which are earned at Monmouth University. BK 452 Cr. 3.0 Course Type(s): EX Business Marketing Aspects of marketing raw and semi-manufactured materials; industrial equipment of all kinds and other production

Monmouth University A29 Appendix A: Course Descriptions

BK 489 Cr. 3.0 BL 202 Cr. 3.0 Internship in Marketing Legal Environment of Business II An opportunity to apply classroom theory in practice Sales contracts, advanced topics in business organiza- through actual work experience; includes both academic tions, bankruptcy, commercial paper, leases, estates and and experiential learning. Experiential part involves fifteen trusts, and miscellaneous. to twenty hours of work experience per week for three Prerequisite: Business Law 201. credit hours; academic aspect includes reading assign- Course Types(s): none ments and a term paper. Students are limited to nine internship free elective credits. BL 480 Cr. 3.0 Prerequisites: Junior standing; Management 250, Business Research: Business Law Marketing 250, and a minimum GPA of 2.00. Active participation in a research project chosen by and Course Type(s): EX currently being pursued by the faculty sponsor. Student activities may include but are not limited to: literature BK 498 Cr. 1.0 – 3.0 search, data collection, data analysis, preparation of a Special Topics in Marketing (400 Level) manuscript, and delivery of a manuscript. May be used as An intensive study of a particular subject or problem in an elective course in the Accounting concentration. marketing to be announced prior to registration. May be Prerequisites: Junior standing, approval of the instructor, conducted on either a lecture-discussion or a seminar department chair, and the Associate Dean or the Dean. basis. Course Types(s): none Prerequisite: As announced in the course schedule. Course Types(s): none BL 488 Cr. 3.0 Cooperative Education: Business Law BK 499 Cr. 3.0 Concentration Independent Study in Marketing An opportunity to apply classroom theory in practice Independent study on a Business Administration topic not through actual work experience; includes both academ- substantially treated in a regular course; work will include ic and experiential education. Experiential education scheduled conferences with sponsoring professor and involves fifteen to twenty hours of work per week for three written reports. credit hours. Prerequisite: Prior permission of the directing professor Course Type(s): EX and department chair. Course Types(s): none BL 498 Cr. 1.0 – 3.0 Special Topics in Business Law (400 Level) BL 200 Cr. 3.0 An intensive study of a particular subject or problem in The Law and Your Life business law to be announced prior to registration. May Introduces students to the fundamental laws relating to be conducted on either a lecture-discussion or a seminar the expected major events in their personal lives from basis. graduation until death including constitutional rights, con- Prerequisite: As announced in the course schedule. tracts, crimes, torts, buying a home, marital rights and Course Types(s): none obligations, borrowing and investing, taxes, employment, insurance, consumer rights and estate administration. Not BM 198 Cr. 1.0 – 3.0 open to Business majors. Special Topics in Management Prerequisite: Management 200. An intensive study of a particular subject or problem in Course Types(s): none management to be announced prior to registration. May be conducted on either a lecture-discussion or a seminar BL 201 Cr. 3.0 basis. Legal Environment of Business I Prerequisite: As announced in the course schedule. Fundamentals of contracts, constitutional, criminal, torts, Course Types(s): none business organization, agency, employment, anti-trust, property, and international law. Course Types(s): none

A30 Monmouth University Appendix A: Course Descriptions

BM 200 Cr. 3.0 BM 327 Cr. 3.0 Introduction to Business Ethics, Diversity, and Social Responsibility An interdisciplinary view of the theory and practices of the Explores and applies alternative ethical and justice view- components in business functions as they are contingent points to economic, political, and social problems inherent for the owner’s success to seek out opportunities and in contemporary business practice. Presents a focus on avoid pitfalls. For non-Business majors only. management with an increasingly diverse workforce and Course Types(s): none increasingly complex criteria for measuring organizational performance. BM 201 Cr. 3.0 Prerequisites: Management 250, Marketing 250, Business Survey of Management and Marketing Law 201, Junior standing; and English 101 and 102 or An overview of the theories and practices of Management permission of the instructor. Corequisite: Finance 301. and Marketing and how they relate to businesses, the Course Type(s): SJL, WT business environment, customers, employees, the global village, and compliance with rules, regulations, and the BM 350 Cr. 3.0 law. For non-Business majors only. Operations Management Prerequisite: Management 200. Production functions with emphasis on the systems model Course Types(s): none to include product mix decision analysis, inventory control, materials requirements planning, forecasting, break BM 210 Cr. 3.0 even models, transportation analysis, linear programming, A Survey of Entrepreneurship economics order quantity decisions, and other current An overview of the theories and practices that focus on production maintenance techniques; focus on improved the tasks and activities of the small-business owner, from productivity. the concept to the reality of researching venture feasibil- Prerequisites: Management 250 and Economics 251. ity, financing the business, launching the business, and Course Types(s): none managing growth. For non-Business majors only. Prerequisites: Accounting 200, Economics 200, Finance BM 388 Cr. 3.0 200, Business Law 200, and Management 200. Cooperative Education: Management Concentration Course Types(s): none An opportunity to apply classroom theory in practice through actual work experience; includes both academ- BM 250 Cr. 3.0 ic and experiential education. Experiential education Principles of Management and Organizational involves fifteen to twenty hours of work per week for three Behavior credit hours. Academic aspects include reading assignments and a term paper. May be repeated for credit. Management functions, including planning, organizing, Prerequisites: Management 250, a minimum GPA of staffing, directing, and controlling; the theory and practice 2.00, and completion of thirty credits, fifteen of which are as they are contingent on the behavior of people in orga- earned at Monmouth University. nizations and on the organizational environment. Course Type(s): EX Prerequisite: Sophomore standing. Course Types(s): none BM 402 Cr. 3.0 BM 311 Cr. 3.0 Business Modeling and Analysis Management Information Systems Decision-making within a business/management science framework; modeling of business systems/problems and Computer-based information systems for management; the application of quantitative, statistical, and computer retrieval and processing of information for operational analyses. planning and control; organizational subsystems. Prerequisites: Management 250 and 350. Prerequisites: Management 250; Information Technology Course Types(s): none 100 or Information Technology 150 or Computer Science 102. Course Types(s): none BM 403 Cr. 3.0 Management of Technology The application of management to technology, response to technological organizational structure, and manage-

Monmouth University A31 Appendix A: Course Descriptions

ment’s role to assess innovations and conflicts of change BM 423 Cr. 3.0 that affect society and business. Analysis of technical Human Relations in Management systems and understanding uses of technology. Study of human relations in organizations with particular Prerequisite: Management 250. emphasis on leadership, changing work values, cross-cul- Course Types(s): none tural relations, legal compliance for conflict resolution, labor legislation. BM 404 Cr. 3.0 Prerequisite: Management 250. Human Resources Management Course Types(s): none Employment planning; job analyses, job descriptions, employee evaluations, and legal compliance; staffing BM 429 Cr. 3.0 and selection process; performance ratings; training and Project Management development; compensation and benefits; equal rights; Project management is introduced from an applied man- and labor relations and topics relative to the management agerial perspective with an emphasis on the behaviors, of human resources. tools, and topics that managers will encounter throughout Prerequisite: Management 250. the life cycle of a project. The overall project phases of Course Types(s): none initiating, planning and design, executing, monitoring and controlling, and closing projects will be covered. BM 405 Cr. 3.0 Prerequisite: Management 250. Leadership and Team Development Course Types(s): none Designed to help students understand the basics of team functioning, when to use group and individual decision BM 432 Cr. 3.0 making, and how to manage teams effectively as an influ- Hospitality Management and Marketing ential leader. The goal of this course is to provide the student with an Prerequisite: Management 250. introduction into the hospitality industry and the basics of Course Types(s): none its many components. We will examine industry trends, the corporate profiles of industry leaders, and the various BM 408 Cr. 3.0 and diverse schools of thought that exist in the strate- Logistics and Supply Management gic management of hospitality, and, finally, detail all the Logistics is an integrative activity uniting suppliers, pro- opportunities that the hospitality industry affords graduates viders of goods and services, and customers. It is also of secondary institutions. Also listed as Marketing 432. a global activity where the suppliers, providers, and Prerequisites: Management 250 and Marketing 250. customers may be located all over the world. In order to Course Types(s): none emphasize the global aspects of logistics and the impact of geopolitics on logistical systems, the course will focus BM 434 Cr. 3.0 on the logistics of energy transportation: primarily oil plus Small Business Management/Marketing liquefied petroleum gases. This course will cover the dif- Examines the various approaches to running a busi- fering perspectives of users (oil companies) and providers ness that has either been started previously by the (tanker owning companies) and financial institutions that Entrepreneurship class or been submitted to us for devel- support providers. International efforts to deal with oil opment and council. pollution and other forms of pollution from ships will be Prerequisites: Management 250 and Marketing 250. Also investigated. The role of trucks, railroads, airlines, and listed as Marketing 434. pipelines in domestic logistics will be described along with Course Types(s): none the role of containerization and intermodalism in global logistics. Supply chain management as practiced by a number of different companies will be covered via lecture BM 451 Cr. 3.0 and student presentations. Entrepreneurship Prerequisites: Marketing 250 and Management 350. Focuses on the actual tasks and activities of the entre- Corequisite: Management 402. preneur, from the excitement of the original concept, the Course Types(s): none reality of researching venture feasibility, financing the venture, and launching the venture, to managing growth. Prerequisites: Management 250 and Marketing 250. Course Type(s): EX

A32 Monmouth University Appendix A: Course Descriptions

BM 471 Cr. 3.0 enterprise; capstone approach to executive development. Global Management Prerequisites: Accounting 252, Economics 202, Finance Management activities, processes, and procedures in 301, and Management 311 or Accounting 430, and directing an enterprise on a global basis, including the Management 350. Corequisite: Management 327. interplay of diverse, cultural environments. Course Type(s): EX Prerequisite: Management 250, Marketing 250, English 101 and 102; or permission of the instructor. BM 498 Cr. 1.0 – 3.0 Course Type(s): WT Special Topics in Management (400 Level) An intensive study of a particular subject or problem in BM 480 Cr. 3.0 management to be announced prior to registration. May Business Research: Management be conducted on either a lecture-discussion or a seminar Active participation in a research project chosen by and basis. currently being pursued by the faculty sponsor. Student Prerequisite: As announced in the course schedule. activities may include but are not limited to: literature Course Types(s): none search, data collection, data analysis, preparation of a manuscript, and delivery of a manuscript. BM 499 Cr. 3.0 Prerequisites: Junior status; approval of the instructor, Independent Study in Management department chair, and the Associate Dean or the Dean. Independent study on a Business Administration topic not Course Types(s): none substantially treated in a regular course; work will include scheduled conferences with sponsoring professor and BM 488 Cr. 3.0 written reports. Cooperative Education: Management Concentration Prerequisite: Prior permission of the directing professor An opportunity to apply classroom theory in practice and department chair. through actual work experience; includes both academic Course Types(s): none and experiential education. Experiential education involves fifteen to twenty hours of work per week for three credit BR 301 Cr. 3.0 hours. Academic aspects include reading assignments Real Estate Law and a term paper. This course may be repeated for credit. Legal issues as they apply to the acquisition, financing, Prerequisites: Management 250, a minimum GPA of and sale of real estate. 2.00, and completion of thirty credits, fifteen of which are Prerequisite: Business Law 201. earned at Monmouth University. Course Types(s): none Course Type(s): EX BR 303 Cr. 3.0 BM 489 Cr. 3.0 Real Estate Finance Investment and Taxation Internship in Management Designed to introduce students to the world of real estate An opportunity to apply classroom theory in practice finance, including debt and equity issues, securitization, through actual work experience; includes both academic and taxation. and experiential learning. Experiential part involves fifteen Prerequisite: Real Estate 302 or Finance 310. to twenty hours of work experience per week for three Course Types(s): none credit hours; academic aspect includes reading assignments and a term paper. Students are limited to nine BR 304 Cr. 3.0 credits of internship electives. Repeatable twice for credit. Real Estate Lease Analysis Prerequisites: Junior standing, Management 250, Examines concerned leasehold transactions, including Marketing 250, and a minimum GPA of 2.00. office, industrial, retail, and general leases, while focusing Course Type(s): EX on the respective roles of all relevant parties to the lease. Prerequisite: Real Estate 301. BM 490 Cr. 3.0 Course Types(s): none Strategic Management Integrates all disciplines of undergraduate study in busi- BR 310 Cr. 3.0 ness administration; emphasizes analysis of real-world Real Estate Appraisal organizational problems and opportunities in the total Principles and processes of real estate valuation. The

Monmouth University A33 Appendix A: Course Descriptions

sales comparison, cost, and income approaches to value Prerequisite: As announced in the course schedule. will be examined in depth. Course Types(s): none Prerequisite: Finance 301 passed with a grade of C or higher. Corequisite: Mathematics 118. BR 499 Cr. 1.0 – 3.0 Course Types(s): none Independent Study in Real Estate Independent study on a Business Administration topic not BR 389 Cr. 1.0 – 3.0 substantially treated in a regular course; work will include Internship in Real Estate scheduled conferences with sponsoring professor and An opportunity to apply classroom theory in practice written reports. through actual work experience, including both aca- Prerequisite: Prior permission of the directing professor demic and experiential learning. The experiential por- and department chair. tion involves fifteen to twenty hours of work experience Course Types(s): none per week for three credit hours, and the academic aspect includes reading assignments and a term paper. BY 101 Cr. 3.0 Students are limited to nine credits of internship electives. Issues and Methods of Biology Repeatable twice for credit. Major concepts in biological science and their importance Prerequisites: Junior standing, a minimum GPA of 2.0, in current society. Methods and approaches to questions and instructor consent are required. in biology. Cannot be used in satisfaction of a major Course Type(s): EX requirement in the Biology program. Prerequisite: Science 100. BR 405 Cr. 3.0 Course Type(s): NS Real Estate Development Designed to introduce students to the world of real estate BY 102 Cr. 3.0 development, including the regulatory environment, which Applications in Biotechnology must be navigated to successfully gain municipal and Introduction for non-science majors. The focus is on basic other governmental approvals for a land use project. principles of biotechnology along with an exploration of Prerequisites: Real Estate 301, 302 or Finance 310, and associated bioethical issues. The laboratory component three credits in Real Estate. serves to familiarize students with scientific practice. Course Type(s): SUS Course Type(s): NS

BR 489 Cr. 3.0 BY 103 Cr. 3.0 Internship in Real Estate Environmental Science An opportunity to apply classroom theory in practice Examines society’s effects on the natural environment through actual work experience, including both aca- and current efforts to address environmental issues in a demic and experiential learning. The experiential por- sustainable manner. Stresses the interdisciplinary nature tion involves fifteen to twenty hours of work experience of environmental issues, and that resolution of environ- per week for three credit hours, and the academic mental problems sustainably involves the application of aspect includes reading assignments and a term paper. sound scientific information, but at the same time involves Students are limited to nine credits of internship electives. social, political, cultural, and economic values as well. Repeatable twice for credit. Course Type(s): NS Prerequisites: Junior standing, a minimum GPA of 2.0, and instructor consent are required. Course Type(s): EX BY 104 Cr. 3.0 Human Biology BR 498 Cr. 1.0 – 3.0 Introductory course for non-science majors. Focus is on basic structure and function of human body systems and Special Topics in Real Estate diseases of these systems. The laboratory component An intensive study of a particular subject or problem in serves to familiarize students with scientific practice. real estate to be announced prior to registration. May be Course Type(s): NS conducted on either a lecture-discussion or a seminar basis.

A34 Monmouth University Appendix A: Course Descriptions

BY 105 Cr. 3.0 organisms will be compared and reviewed. Introductory Biology and Human Development Course Type(s): NS An introductory-level survey of biology with an emphasis on human biology that includes human development, BY 109 Cr. 4.0 aging, genetics, and other topics selected to support the Introduction to Biodiversity and Evolution social work program. An introduction to neurobiology will An introductory course for biology majors. Focus is on be provided with applications in mental health. Not for evolution, phylogeny, taxonomy, origin and diversity of credit toward a major in biology. For Social Work majors life, physiology of plant and animal systems, and ecolog- only. ical principles. Three hours of lecture and two hours of Course Type(s): NS laboratory per week. Limited to students who are majors in Biology, Chemistry, Mathematics, Computer Science, BY 106 Cr. 3.0 and Software Engineering. The Brain - Highs and Lows Course Type(s): NS An introductory neurobiology course designed for non-science majors. The focus is the study of the human brain BY 110 Cr. 4.0 from the highs of intelligence and creativity to the lows Introduction to Cell and Molecular Biology of depression. The brain will also be examined for its For biology majors and other students needing an intro- roles in drug use, from the highs of euphoria to the lows duction to the cellular and molecular levels of biology. of dependence. Topics will include the interplay between Includes an introduction to cell structure and function, genetic and environmental influences that shape the biochemistry and metabolism, bioenergetics, genetics brain and its responses. Not for credit towards a major in and cell division, and molecular biology. Three hours of Biology. lecture and two hours of laboratory per week. Limited to Course Type(s): NS majors in Biology, Chemistry, Clinical Science, Medical Laboratory Science, Mathematics, Computer Science, BY 107 Cr. 4.0 Software Engineering, Criminal Justice, Health Studies, Microbiology in Health and Disease and Health and Physical Education. Microorganisms pathogenic for man; emphasizing eti- Course Type(s): NS ology, modes of transmission and control. Laboratory includes proper collection of specimens, aseptic tech- BY 111 Cr. 4.0 nique, cultivation, identification, and disposal of microbes. Anatomy and Physiology I Three hours of class, two hours of laboratory per week. Study of human systems: structure, function, and integra- Course Type(s): NS tion. Semester I: Chemical and cellular base, integumen- tary, skeletal, muscular, cardiovascular, and lymphatic BY 108 Cr. 3.0 systems. Semester II: Respiratory, nervous, endocrine, Evolution and the History of Life on Earth urinary, reproductive, and digestive systems. Laboratory Examines evolution both as a process and as a phenom- covers gross mammalian anatomy, microscopy of tissues enon. Students will examine how evolutionary processes and organs, and physiological study of living organisms. occur in time, both very short and geological time scales, Three hours of lecture, two hours of laboratory per week. and how both are studied. Students will review the history Open to Health majors, Health and Physical Education of life on earth with emphasis on major lineages such majors, Health and Physical Education and Education as vertebrates, mollusks, insects, and plants, as well as majors, and Nursing majors only. basic geological processes and continental drift during Course Type(s): NS these time periods. Bacterial evolution will be examined in the context of the importance of understanding natural BY 112 Cr. 4.0 selection and evolution and their impacts on society and Anatomy and Physiology II medicine. Emphasis will be placed on understanding evo- Study of human systems: structure, function, and integra- lution of groups and processes often cited in creationist tion. Semester I: Chemical and cellular base, integumen- arguments, to help students be prepared to enter civil tary, skeletal, muscular, cardiovascular, and lymphatic discourse as informed citizens. Evidence of evolutionary systems. Semester II: Respiratory, nervous, endocrine, change from the fossil record and DNA sequences of urinary, reproductive, and digestive systems. Laboratory

Monmouth University A35 Appendix A: Course Descriptions

covers gross mammalian anatomy, microscopy of tissues BY 205 Cr. 3.0 and organs, and physiological study of living organisms. Zoology Three hours of lecture, two hours of laboratory per week. Provides an introductory survey of vertebrate and inver- Open to Health majors, Health and Physical Education tebrate zoology. Topics covered include taxonomy and majors, Health and Physical Education and Education classification, anatomy and physiology, behavior and majors, and Nursing majors only. ecology, and evolutionary relationships of the major phyla Prerequisite: Biology 111; passed with a grade of C- or of the animal kingdom. higher. Prerequisite: Biology 109. Course Type(s): NS Course Type(s): NS

BY 116 Cr. 3.0 BY 210 Cr. 3.0 The Biology of Nutrition, Aging, and Anti-Aging Forensic Genetics and DNA Analysis Nutrition Focus on fundamental principles of DNA and genetic Discussions of the theories of aging and the role of analysis and their applications in forensics. Designed for nutrition in delaying aging and preventing degenerative criminal justice majors who have had an introduction to disease. Analysis of the scientifically sound, medically Mendelian and molecular genetics and to DNA structure, reliable evaluation of widely promoted nutritional sup- but who need more background in the underlying biolo- plements, including the anti-aging nutrients: vitamins, gy of forensic DNA analysis and interpretation. Sources minerals, amino acids, nucleic acid derivatives, lipids and of DNA will be presented along with methods for DNA derivatives, pharmaceuticals and chemicals (BHA, BHT, extraction, amplification of DNA by polymerase chain DMSO, etc.), and other supplements (L-Carnitine, gin- reaction, analysis of restriction fragment length polymor- seng, etc.). phisms and short tandem repeats. Open only to Criminal Course Type(s): NS Justice majors. Prerequisites: Biology 110 and Criminal Justice 211. BY 198 Cr. 1.0 – 3.0 Course Type(s): NS Special Topics in Biology (100 Level) An intensive study of a particular subject or problem in BY 211 Cr. 4.0 biology to be announced prior to registration. May be con- Physiology with Anatomy I ducted in a lecture, seminar, or laboratory format. Lecture and laboratory course Study of Human Systems: Prerequisite: As announced in the course schedule. Their structure, function, and integration. Laboratory cov- Course Type(s): MC, ME, NS ers gross human anatomy and physiology. Three hours of lecture and two hours of laboratory per week. Open only BY 201 Cr. 3.0 to Biology, Chemistry, Medical Lab Science, Clinical Lab Introduction to Biotechnology Science, Health, and Psychology majors. Introduction to recent advances in biotechnology: the use Prerequisites: Biology 110 and Chemistry 111 and 112. of living organisms to create products, applications, or Course Type(s): MC, NS processes that improve the quality of life for humans and other species. Presents historical and modern applications BY 212 Cr. 4.0 of biotechnology that impact our everyday lives. An over- Physiology with Anatomy II view of current developments and applications of microbi- Lecture and laboratory course Study of Human Systems: al, agricultural, animal, marine and forensic biotechnology, Their structure, function and integration. Laboratory cov- bioremediation, and medical biotechnology will be pre- ers gross human anatomy and physiology. Three hours of sented. Regulatory agencies and policies that govern the lecture and two hours of laboratory per week. Open only biotechnology industry will be discussed, and students will to Biology, Chemistry, Medical Lab Science, Clinical Lab also learn to formulate opinions about ethical, legal, and Science, Health, and Psychology majors. social issues associated with biotechnology. Prerequisites: Biology 110 and 211 and Chemistry 111 Prerequisite: Biology 110, passed with a minimum grade and 112. of C- or higher. Course Type(s): MC, NS Course Type(s): MC, ME, NS

A36 Monmouth University Appendix A: Course Descriptions

BY 214 Cr. 3.0 Students will be involved in the research process by Botany developing hypotheses, planning and carrying out exper- Characteristics of the major plant groups, principles of iments using modern lab techniques, analyzing data, plant taxonomy, considerations of evolutionary and eco- and evaluating resource information. Research may be logical relationships. Two hours of class, two hours of extended in detail in Biology 450. Limited to sophomore laboratory per week. Biology majors. Prerequisite: Biology 109 passed with a grade of C- or Prerequisite: Biology 110, passed with a minimum grade higher. of C- or higher. Course Type(s): NS Course Type(s): EX, MC, NS

BY 220 Cr. 3.0 BY 250A Cr. 3.0 Environmental Biology and Policy Research in Molecular Cell Physiology Focuses on human use of natural resources and the envi- Faculty-student collaborative research lab course ronment and the problems and impacts that result from designed to introduce students to the research process. those uses. By taking an interdisciplinary perspective, Students will work in small groups under faculty super- students will gain an understanding of the scientific, polit- vision to conduct research on a project in molecular cell ical, and socioeconomic factors that underlie resolution of physiology determined by the directing faculty member. these problems. Students will be involved in the research process by Prerequisite: Biology 109. developing hypotheses, planning and carrying out exper- Course Type(s): ME, MEBP, NS, SUS iments using modern lab techniques, analyzing data, and evaluating resource information. Research may be extended in detail in Biology 450. Limited to sophomore BY 221 Cr. 3.0 Biology majors. (Biology 250A is for students who do not Introduction to Global Sustainability need experiential education credit. Students who need Introduces students to the global, environmental, eco- experiential education credit should register for Biology nomic, and social foundations of sustainability and the 250.) policy and scientific challenges involved with accommo- Prerequisite: Biology 110. dating population growth, development, and resources Course Type(s): MC, NS used while assuring that future generations will have the natural and economic resources to support an enhanced quality of life. An emphasis will be placed on understand- BY 251 Cr. 3.0 ing of sustainability principles from multiple perspectives Field Research Methods in Marine Science and cross-disciplinary application of sustainable practices. Provides students with hands-on experience in marine Also listed as Political Science 223. and coastal research by working on board small research Course Type(s): MEBP, NS, SUS vessels under real field conditions. Students become familiar with the use and application of standard marine science instruments and sampling devices, as well as BY 223 Cr. 4.0 data handling, management, and analysis techniques. General Microbiology Prerequisites: Biology 109, Chemistry 111, 111L, 112, Morphology, taxonomy, physiology, genetics, and control and 112L; all passed with a grade of C- or higher. of microorganisms; history of microbiology. Three hours Course Type(s): MEBP, NS of class, three hours of laboratory per week. Prerequisite: Biology 110, passed with a grade of C- or higher. BY 290 Cr. 2.0 Course Type(s): MEBP, NS Open Water Scuba Certification Course The Open Water Scuba Certification course entails completion of the Professional Association of Diving BY 250 Cr. 3.0 Instructors (PADI) Open Water Diver course, the world’s Research in Molecular Cell Physiology most popular scuba course. Completion of this course Faculty-student collaborative research lab course leads to PADI scuba certification as an open water diver. designed to introduce students to the research process. Limited to eight students. This is a pass/fail course. Students will work in small groups under faculty super- Prerequisite: Permission of the instructor. vision to conduct research on a project in molecular cell Course Type(s): MEBP, NS physiology determined by the directing faculty member.

Monmouth University A37 Appendix A: Course Descriptions

BY 298 Cr. 1.0 – 3.0 BY 305 Cr. 3.0 Special Topics in Biology (200 Level) Ichthyology An intensive study of a particular subject or problem in A survey of all extant group of fishes, including sections biology to be announced prior to registration. May be con- on evolution, taxonomy, form and function, biogeography, ducted in a lecture, seminar, or laboratory format. Please behavior, and ecology. Laboratory component will include note: when Scuba is offered as BY 298 it does not carry a required dissections. Some field trips may be scheduled course type of MC. outside of class time. Two hours of lecture and two hours Prerequisite: As announced in the course schedule. of laboratory per week. Course Type(s): MC, ME, NS Prerequisites: Biology 109 and 205, and Mathematics 151; all passed with a grade of C- or higher. BY 299 Cr. 1.0 – 3.0 Course Type(s): MEBP, NS Independent Study in Biology Principles of independent study and research; critical BY 310 Cr. 4.0 review of published work on a designated topic in the Biochemistry and Lab biological sciences or original research; preparation of A survey of the major principles of biochemistry with a research paper or review article in publishable format attention to the structures and functions of proteins, car- or oral presentation of research results. Laboratory or bohydrates and fats; the major pathways for metabolism fieldwork arranged as needed. Requires submission and of proteins, carbohydrates, and fats; and the biochemical approval of an Application for Independent Study (an basis of DNA replication and gene expression. Laboratory e-form is available on WEBadvisor) with a faculty mentor. provides hands-on experience in selected biochemical Prerequisites: Prior permission of the directing professor techniques with an emphasis on protein characterization. and department chair; Sophomore standing in Biology Designed to provide practice and critique in effective writ- (total of all independent study credits to be counted ing and appropriate writing style and format. towards the degree may not exceed six, unless approved Prerequisite: Chemistry 242 passed with a grade of C- or by the Dean). higher; and English 101 and 102 or permission of the Course Type(s): NS instructor. Course Type(s): NS, WT BY 301 Cr. 3.0 Vertebrate Histology BY 312 Cr. 2.0 Microscopic structure of vertebrate cells, tissues, and Physical Biochemistry organs, emphasizing microscopic anatomy of the human Foundations of thermodynamics, spectroscopy, and body. Laboratory identification of vertebrate tissues. Two computational chemistry in the exploration of biochemical hours of class, three hours of laboratory per week. problems. Characterization and exploration of biochem- Prerequisite: Biology 205 passed with a minimum grade ical reactions and bio macromolecules. Also listed as of C- or higher. Chemistry 312. Course Type(s): MC, NS Prerequisites: Physics 105, 105L, 106, and 106L, or Physics 211, 211L, 212, and 212L, Mathematics 116 BY 303 Cr. 3.0 or 126, and Biology or Chemistry 310. Corequisite: Biological Oceanography Chemistry 371L. Biological Oceanography provides an introduction to Course Type(s): NS the biology of life in the sea. Biological Oceanography emphasizes the fundamental oceanographic process- BY 314 Cr. 3.0 es that control the distribution and abundance of living Topics in Horticulture organisms in the sea. Two hours of lecture and two hours Principles and practices of plant culture; practical expe- of lab per week. rience through greenhouse projects; the horticulture Prerequisites: Biology 109, 205, and 214; all passed with industry and career possibilities; field trips to places of a grade of C- or higher. horticultural interest. Two hours of class, three hours of Course Type(s): MEBP, NS laboratory per week. Field trips arranged. Prerequisite: Biology 213 passed with a minimum grade of C- or higher. Course Type(s): MC, ME, NS

A38 Monmouth University Appendix A: Course Descriptions

BY 317 Cr. 2.0 vide students with a strategic overview of the business of Tropical Island Ecology biotechnology, exploring the integration of science, tech- A field course focusing on investigations of plants, nology, the regulatory framework, financial requirements, animals, and natural ecosystems of the Bahamas and market forces that drive the industry. The course will with emphasis on marine ecosystems, island ecology, introduce students to basic aspects of molecular biology resource management, and sustainable development. Not related to product development in the biopharmaceutical open to students who have taken Biology 117. industry, and the regulatory and financial requirements for Prerequisite: Biology 109, passed with a grade of C- or drug development, placing emphasis on real-world appli- higher or permission of the instructor. cation and the challenges of bringing new biotechnology Course Type(s): EX, ME, MEBP, NS drugs to market for the treatment of human disease. Prerequisites: Limited to Junior or Senior biology majors or other students with approval by the course faculty. BY 324 Cr. 4.0 Biology 110 or 201 completed with a minimum grade of Applied Microbiology C- or higher. Business majors who have successfully Microorganisms of food, water, soil, dairy products, indus- completed Biology 102, 110, or 201, completed with a trial processes, disease, and genetic engineering. Three minimum grade of C- or higher. hours of class, three hours of laboratory per week. Course Type(s): MC, NS Prerequisite: Biology 223 passed with a grade of C- or higher. Course Type(s): MC, ME, MEBP, NS BY 370 Cr. 3.0 Cell Biology In-depth study of biology at the cellular and subcellular BY 340 Cr. 4.0 levels. Integrates principles of biochemistry into an under- Ecology standing of cell structure and physiology. Examines the basic concepts of ecology and evolutionary Prerequisite: Biology 310 passed with a grade of C- or biology, the interaction of organisms and their environ- higher. ment, population ecology, community ecology, and eco- Course Type(s): NS system dynamics. Three hours of lecture and three hours of lab/field work per week. Prerequisites: Biology 109, 205, 214, 220, Mathematics BY 375L Cr. 3.0 151 and 116; all passed with a grade of C- or higher. Laboratory in Molecular and Cellular Biology Course Type(s): NS Designed to introduce biology majors to basic laboratory techniques used in molecular and cellular biology. Students will develop proficiency in modern techniques BY 342 Cr. 3.0 in molecular and cellular biology including micro pipet- Coastal Zone Management ting, bacterial culturing and sterile technique, solution Focus on the impact of increased demand on the coastal preparation, DNA extraction, restriction digestion of DNA, environment based on the theme that management of DNA sub cloning, gel electrophoresis of nucleic acids and an environment for multiple purposes requires an under- proteins, nucleic acid blotting and analysis with molecu- standing of the effects of use and exploitation throughout lar probes, DNA sequencing, polymerase chain reaction that environmental system and how decisions can be (PCR), immunological techniques for analysis of pro- made in an effective, equitable manner. teins, mammalian cell culture and transfection, and DNA Prerequisites: Biology 109 and 220, both passed with a sequence analysis on the Internet. The use of traditional grade of C- or higher, and English 101 and 102. and Internet information resources for molecular and cel- Course Type(s): ME, NS, WT lular biology will also be emphasized. The presentation of data in both oral and written form will be emphasized. BY 360 Cr. 3.0 Partially fulfills the reasoned oral discourse requirement The Business of Biotechnology: From the Bench to for biology and biology/molecular cell physiology. the Market Prerequisites: Biology 310, passed with a grade of C- or Tomorrow’s biotechnology leaders require a breadth of higher; and English 101 and 102 or permission of the cross-functional knowledge to face the scientific, regu- instructor. latory, and financial challenges for developing biotech Course Type(s): RD, NS, WT companies in the twenty-first century. This course will pro-

Monmouth University A39 Appendix A: Course Descriptions

BY 388 Cr. 1.0 – 4.0 BY 404 Cr. 3.0 Cooperative Education: Biological Sciences Animal Behavior Provides an opportunity for students to fulfill the expe- Why and how animals (vertebrates and invertebrates) riential education requirement by pursuing a short-term do the things they do. Emphasizes rules governing the cooperative work experience in biology or for students evolution of behavior rather than mere description of how who are currently employed in a biological or medical field animals behave. Focus includes behavioral ecology, hab- to integrate the work with a related academic component. itat selection, feeding strategies, predator-prey tactics, May be repeated for credit. This is a pass/fail course. mating systems and strategies, social behavior (conflict Prerequisites: Overall GPA of 2.00; Junior standing with and cooperation), and population dynamics. The course at least six credits in biology courses. begins with an historical overview and ends with the evo- Course Type(s): EX, NS lution of human behavior. Also listed as Psychology 404. Prerequisite: Psychology 103; or Biology 103 or above, BY 389 Cr. 1.0 – 3.0 passed with a grade of C- or higher. Internship in Biological Science Course Type(s): NS Complements the practical experience gained by students at internship sites, such as hospitals, clinics, private BY 404L Cr. 1.0 practices, research laboratories, environmental agencies, Animal Behavior Laboratory museums, botanical gardens, and zoos, with a significant Methods in the study of animal behavior. Projects on set of academic goals. May be repeated once for credit. instinctive behavior, early experience, learning, domi- This is a pass/fail course. nance relationships, territoriality, behavioral ecology, and Prerequisites: Overall GPA of 2.00; Junior standing with sociobiology. One all-day field trip and an independent at least six credits in biology courses. project will be required. Course Type(s): EX, NS Prerequisites: Psychology 311 and 320 passed with a grade of C or higher. Corequisite: Biology 404 or BY 398 Cr. 1.0 – 3.0 Psychology 404. Special Topics in Biology (300 Level) Course Type(s): NS An intensive study of a particular subject or problem in biology to be announced prior to registration. May be con- BY 406 Cr. 3.0 ducted in a lecture, seminar, or laboratory format. Introduction to Neurosciences Prerequisite: As announced in course schedule. The organization of the nervous system in terms of its Course Type(s): MC, ME, NS anatomy, physiology, neurochemical correlates, and evolution; behavioral processes such as attention, sleep, BY 399 Cr. 1.0 – 3.0 motivation, instinct, learning, and languages. Independent Study in Biology Prerequisites: Six credits of biology or chemistry courses. Principles of independent study and research; critical Course Type(s): MC, ME, NS review of published work on a designated topic in the biological sciences or original research; preparation of BY 406L Cr. 1.0 a research paper or review article in publishable format Neurosciences Laboratory or oral presentation of research results. Laboratory or Human and animal neuroanatomy; surgical techniques, fieldwork arranged as needed. Requires submission and including lesion, stimulation, and perfusion; histology; approval of an Application for Independent Study (an drug and hormone administration; physiological recording e-form that is available on WEBadvisor) with a faculty techniques. Three hours per week. member. Corequisite: Biology 406. Prerequisites: Prior permission of the directing professor Course Type(s): MC, NS and department chair; Junior standing in Biology. (Total of all independent study credits to be counted towards BY 410 Cr. 3.0 the degree may not exceed six, unless approved by the Molecular Biology Dean.) Provides a detailed examination of the central dogma of Course Type(s): NS molecular biology DNA – replication, transcription, reverse transcription, and translation — in viruses, prokaryotes, and eukaryotes. Standard techniques of biotechnology

A40 Monmouth University Appendix A: Course Descriptions

used to study molecular biology will be emphasized. BY 425 Cr. 4.0 Additional topics, including eukaryotic chromosome Principles of Developmental Biology structure and regulation of gene expression, will also be The study of major morphological changes during devel- discussed. opment and the analysis of causative factors. Model Prerequisite: Biology 310 or 423, passed with a grade of organisms used in the study of development include: sea C- or higher, or Chemistry 331, passed with a grade of urchin, nematode worm, Drosophila, frog, and mouse. C- or higher. Topics include: fertilization, growth, differentiation, mor- Course Type(s): NS phogenesis, regeneration, and tissue interactions. The genetic control of development will be emphasized. BY 412 Cr. 3.0 Prerequisites: Biology 110 and 423. Vertebrate Physiology and Laboratory Course Type(s): NS Comparative vertebrate physiology, with emphasis on osmotic regulation, nutrition, circulation, respiration, and BY 431 Cr. 3.0 muscle physiology. One hour of class, four hours of labo- Immunology ratory per week. Components of the immune system; biological individu- Course Type(s): MC, NS ality and the recognition of foreignness; structure of anti- bodies; cellular immunity and graft rejection; blood group BY 420 Cr. 3.0 antigens; the immune system and cancer development; Ecosystems Analysis immunogenetics; clinical and experimental applications. Applied ecology course combining lectures, hands-on Two hours of class, two hours of laboratory per week. field and laboratory activities, and focused data collection Prerequisite: Biology 110 passed with a minimum grade and analysis to allow students to understand techniques of C- or higher. used by scientists and managers in order to provide infor- Course Type(s): NS mation necessary to perform key functions associated with ecosystem management. BY 441 Cr. 4.0 Prerequisites: Biology 205, 214, and 340, all passed with Marine Biology a grade of C- or higher, and Senior standing in the MEBP Biota of the oceans and inshore waters with emphasis major. on taxonomy, ecology, and distribution. Basic oceanog- Course Type(s): EX, MEBP, NS raphy included. A field course supported by lecture and laboratory. Field trips outside of assigned class time may BY 423 Cr. 4.0 be required. Prerequisites: Biology 205 and 214, both Genetics passed with a grade of C- or higher. Lecture of classical and molecular genetics; applications Course Type(s): NS, RD in human heredity; structure and function of genetic material and gene regulation, laboratory exercises using BY 442 Cr. 3.0 Drosophila, bacteria, and bacterial viruses as experimen- Natural Resource Conservation and Management tal material. Three hours of lecture, three hours of labora- The principles of ecology and resource management are tory per week. used to analyze contemporary environmental problems Prerequisites: Biology 110 passed with a minimum grade and highlight legislative, technological, and methodolog- of C- or higher and at least Junior status. ical solutions to environmental problems that move us Course Type(s): MEBP, NS toward a sustainable society. Prerequisites: Biology 109 and 220, both passed with a BY 424 Cr. 3.0 grade of C- or higher, and English 101 and 102. Evolution Course Type(s): ME, NS, SUS, WT Synthetic theory of evolution, including sources of genetic variability, Hardy-Weinberg, natural selection, genetic BY 450 Cr. 3.0 drift, balanced polymorphism, molecular evolution, specia- Research in Molecular Cell Physiology tion, and the origin of life. Three hours of class per week. A faculty-student collaborative research lab course. Prerequisite: Biology 423 passed with a grade of C- or Students will work in small groups under faculty super- higher. vision to conduct comprehensive research on a project Course Type(s): ME, NS in molecular cell physiology determined by the directing

Monmouth University A41 Appendix A: Course Descriptions

faculty member. Students will experience all aspects of BY 488 Cr. 1.0 – 3.0 the research process, from developing hypotheses, plan- Cooperative Education: Biological Sciences ning and carrying out experiments using modern lab tech- Provides an opportunity for students to fulfill the experien- niques, and analyzing data, to preparing research results tial education requirement by pursuing a short-term coop- for publication. May be taken to extend research initiated erative work experience in biology or who are currently in Biology 250. May be repeated for a maximum of six employed in a biological or medical field to integrate the credits. Limited to Junior or Senior biology majors. work with a related academic component. May be repeat- Prerequisite: Biology 310 passed with a minimum grade ed for credit. of C- or higher. Prerequisites: Overall GPA of 2.00; Junior standing with Course Type(s): EX, MC, NS at least six credits in biology courses. Course Type(s): EX, NS BY 450A Cr. 3.0 Research in Molecular Cell Physiology BY 495 Cr. 1.0 A faculty-student collaborative research lab course. Senior Seminar Students will work in small groups under faculty super- A seminar course with presentations by guest scientists vision to conduct comprehensive research on a project as well as students. Gauges students’ abilities to draw in molecular cell physiology determined by the directing upon a broad background of coursework and experience faculty member. Students will experience all aspects of to organize, present, discuss, and evaluate topics of cur- the research process, from developing hypotheses, plan- rent interest in biology. ning and carrying out experiments using modern lab tech- Prerequisite: Senior standing; open only to Biology majors. niques, and analyzing data, to preparing research results Course Type(s): NS, RD for publication. May be taken to extend research initiated by Biology 250A. (Students who do not need experiential education credit should register for Biology 450A. BY 498 Cr. 1.0 – 3.0 Students who need experiential education credit should Special Topics in Biology (400 Level) register for Biology 450.) Limited to Junior or Senior biol- An intensive study of a particular subject or problem in ogy majors. biology to be announced prior to registration. May be con- Prerequisite: Biology 310. ducted in a lecture, seminar, or laboratory format. Course Type(s): MC, NS Prerequisite: As announced in the course schedule. Course Type(s): MC, ME, NS BY 475 Cr. 3.0 Endocrinology BY 499 Cr. 1.0 – 3.0 Introduction to biochemical, molecular, and physiological Independent Study in Biology aspects of the vertebrate endocrine system and mech- Principles of independent study and research; critical anisms by which hormones maintain homeostasis in review of published work on a designated topic in the animals, including humans. Topics to be studied include: biological sciences or original research; preparation of molecular structures: biochemical properties and interac- a research paper or review article in publishable format tions of different categories of hormones and their recep- or oral presentation of research results. Laboratory or tors; major endocrine systems that regulate reproduction, fieldwork arranged as needed. Requires submission and growth, development, and metabolism; neuroendocri- approval of an Application for Independent Study (an nology; and pathophysiology of the endocrine system. e-form is available on WEBadvisor) with a faculty member. Hormones and organs that influence processes such as Prerequisites: Prior permission of the directing professor calcium homeostasis, digestion, salt balance, carbohy- and department chair; Senior standing in Biology. (Total drate metabolism, and sex differentiation and develop- of all independent study credits to be counted towards ment will be examined. Endocrine regulation of male and the degree may not exceed six, unless approved by the female reproductive organs and reproduction will also be Dean.) discussed, including the hormonal control of fertilization, Course Type(s): NS implantation, placental function, pregnancy, parturition, lactation, and contraception. BY 499T Cr. 1.0 Prerequisite: Biology 310 or twelve credits in Biology. Independent Study in Biology with Thesis Course Type(s): MC, ME, NS Preparation and submission of a thesis in science journal format. The thesis will contain results from the completion

A42 Monmouth University Appendix A: Course Descriptions

of independent study and research and will include appro- Corequisite: Chemistry 111. priate description of the background and methods for the Course Type(s): NS project and discussion of the results and its significance. It is designed specifically for students desiring Biology CE 112 Cr. 3.0 departmental honors. General Chemistry II Prerequisite: Permission of the course advisor, Senior The second of two lecture courses which, taken together, standing in Biology, Biology with a concentration in Cell provide preparation for subsequent courses in chemistry. and Molecular Physiology, or Marine and Environmental Properties of liquids and solutions, chemical kinetics and Biology and Policy. equilibrium, thermodynamics, electrochemistry, and nucle- Course Type(s): NS ar chemistry. Prerequisites: Chemistry 111, 111L, and a score of CE 101 Cr. 3.0 3 or higher on the Mathematics Placement Exam or Chemistry in Our Lives Mathematics 101, 109, or 115; all passed with a grade of Major concepts and methodologies in chemistry and their C- or higher. Corequisite: Chemistry 112L. relation to specific, important issues in today’s society. Course Type(s): NS Course Type(s): NS CE 112L Cr. 1.0 CE 109 Cr. 4.0 General Chemistry Laboratory II Introduction to General, Organic, and Biochemistry Laboratory work to complement the class work of Structure of matter, the mole concept, chemical bonds Chemistry 111 and 112; review of mathematical funda- and reactions, acids and bases, structure and reactions of mentals; experiments involving observation and interpre- organic compounds, chemistry and metabolism of amino tation of chemical and physical changes; experimental acids, carbohydrates, lipids, proteins, and nucleic acids. studies of gas laws, thermodynamics, kinetics, equilibri- Three hours of class, three hours of lab per week. um, acids and bases, qualitative analysis, and molecular Prerequisite: High School Chemistry. mass determination. Three hours per week. Course Type(s): NS Course Type(s): NS

CE 111 Cr. 3.0 CE 198 Cr. 1.0 – 3.0 General Chemistry I Special Topics in Chemistry (100 Level) The first of two lecture courses which, taken together, An intensive study of a particular subject or problem in provide a preparation for subsequent courses in chemis- chemistry to be announced prior to registration. May be try. Principles and theories of chemical problem solving, conducted on either a lecture-discussion or a seminar stoichiometry and chemical reactions, states of matter, basis. periodic properties of the elements, atomic and molecular Prerequisite: As announced in the course schedule. structure, introductory quantum mechanics, thermochem- Course Type(s): NS istry, and the properties of gases are covered. Prerequisite: Score of 2 or higher on the Mathematics CE 220 Cr. 3.0 Placement Exam or Mathematics 050 passed with a mini- Environmental Chemistry mum grade of C- or higher. Corequisite: Chemistry 111L. Soil, aquatic, and atmospheric chemistry; environmental Course Type(s): NS analytical chemistry; connections to environmental biology. Sources, reactions, mobility, effects, and fates of CE 111L Cr. 1.0 chemical species in the soil, water, and air environments General Chemistry Laboratory I and the effect of human activity on these. Gives the the- Laboratory work to complement the class work of oretical principles and techniques of both classical and Chemistry 111 and 112; review of mathematical funda- instrumental methods of chemical analysis. mentals; experiments involving observation and interpre- Prerequisites: Chemistry 112 and 112L, both passed with tation of chemical and physical changes; experimental a minimum grade of C- or higher. Corequisite: Chemistry studies of gas laws, thermodynamics, kinetics, equilibri- 220L. um, acids and bases, qualitative analysis, and molecular Course Type(s): MEBP, NS mass determination. Three hours per week.

Monmouth University A43 Appendix A: Course Descriptions

CE 220L Cr. 1.0 Corequisite: Chemistry 241. Environmental Chemistry Laboratory Course Type(s): NS Soil, aquatic, and atmospheric chemistry; environmental analytical chemistry; connections to environmental biol- CE 242 Cr. 3.0 ogy. Sources, reactions, mobility, effects, and fates of Organic Chemistry II chemical species in the soil, water and air environments Preparations and reactions of major classes of organic and the effect of human activity on these. Laboratory compounds with extensive discussion of reaction mecha- experiments and field trips will be used to address the nisms and stereo-chemistry; interpretation of mass, infra- needs for this course. Students will gain hands-on experi- red, and nuclear magnetic resonance spectra. ence in both classical and instrumental methods of chem- Prerequisites: Chemistry 241 and 241L, both passed with ical analysis. a grade of C- or higher. Corequisite: Chemistry 220. Course Type(s): NS Course Type(s): MEBP, NS CE 242L Cr. 2.0 CE 221 Cr. 3.0 Organic Chemistry Laboratory II Quantitative Analysis Laboratory work demonstrating the basic techniques of Theoretical principles and techniques of volumetric, gravi- organic chemistry; qualitative organic analysis; and use of metric, and potentiometric methods of analysis; treatment the gas chromatograph and infrared and nuclear magnet- of analytical data, equilibria involving acid-base, redox, ic resonance spectrometers to solve problems. Six hours complexometric, and precipitation reactions. per week. Prerequisites: Chemistry 112 and 112L, both passed with Prerequisite: Chemistry 241L. a grade of C- or higher. Corequisite: CE 221L. Course Type(s): NS Course Type(s): NS CE 298 Cr. 1.0 – 3.0 CE 221L Cr. 2.0 Special Topics in Chemistry (200 Level) Quantitative Analysis Laboratory An intensive study of a particular subject or problem in Laboratory techniques, procedures, and practice in quan- chemistry to be announced prior to registration. May be titative analysis of selected substances by volumetric, conducted in a lecture, seminar, or laboratory format. gravimetric, and potentiometric methods. Six hours per Prerequisites: Chemistry 111, 111L, 112, 112L, and oth- week. ers, as announced in the course schedule. Corequisite: Chemistry 221. Course Type(s): NS Course Type(s): NS CE 299 Cr. 3.0 CE 241 Cr. 3.0 Independent Study in Chemistry Organic Chemistry I Original research work planned and carried out with the Preparations and reactions of major classes of organic assistance of a faculty research advisor. The number of compounds with extensive discussion of reaction mecha- course credits will be arranged with the advisor. Three nisms and stereo-chemistry; interpretation of mass, infra- hours per credit. red, and nuclear magnetic resonance spectra. Course Type(s): NS Prerequisites: Chemistry 112 and 112L, both passed with a grade of C- or higher. Corequisite: Chemistry 241L. CE 311 Cr. 1.0 Course Type(s): NS Chemical Literature A study of the literature of chemistry and the techniques CE 241L Cr. 2.0 of making source searches; extensive use is made of the Organic Chemistry Laboratory I library. Laboratory work demonstrating the basic techniques of Prerequisite: Chemistry 241. organic chemistry; qualitative organic analysis; and use of Course Type(s): NS the gas chromatograph and infrared and nuclear magnetic resonance spectrometers to solve problems. Six hours per week.

A44 Monmouth University Appendix A: Course Descriptions

CE 322 Cr. 3.0 and their chemistry in living systems. It also includes the Instrumental Analysis principle of bioenergetics, metabolic pathways, protein-li- Basic components of instruments and their arrangements; gand interactions and enzyme kinetics. fundamental principles, applications, and limitations of Prerequisite: Chemistry 242. instrumental methods of chemical analysis; spectroscopic Course Type(s): NS methods (UV-Visible, Fourier transform infrared, Raman, Fluorescence, Phosphorescence, Atomic absorption, CE 332 Cr. 3.0 Atomic emission, and Mass spectrometry); electrochemi- Biochemistry II cal methods (Potentiometry and Voltammetry); separation A continuation of Biochemistry I (CE 331). Focus will be methods (High Performance liquid chromatography, Gas on metabolism, biological oxidation and reduction pro- chromatography, and Capillary Electrophoresis). cesses, and biosynthetic pathways in the cell. Also covers Prerequisites: Chemistry 221 and 221L, Mathematics 126, molecular aspects of DNA replication, transcription, and and Physics 212 and 212L, all passed with a grade of C- protein translation, and molecular basis of genetic reg- or higher; and English 101 and 102 or permission of the ulation. In addition, some diseases related to defects in instructor. Corequisite: Chemistry 322L. these metabolic pathways will be discussed. Course Type(s): NS, WT Prerequisite: Chemistry 221. Course Type(s): NS CE 322L Cr. 1.0 Instrumental Analysis Laboratory CE 341 Cr. 3.0 Basic components of instruments and their arrange- Physical Chemistry I ments; fundamental principles, applications, and lim- Basic principles of quantum mechanics essential for itations of instrumental methods of chemical analysis; understanding of atomic and molecular spectroscopy spectroscopic methods (UV-Visible, Fourier transform are covered. The specific topics included: Quantum infrared, Fluorescence, Atomic absorption and Atomic Mechanics: postulates and formulation of Schrodinger emission); electrochemical methods (Potentiometry and equation, uncertainty principle, particle in a box, simple Voltammetry); separation methods (High Performance liq- harmonic oscillator, rigid rotor, Hydrogen atom, hydrogen- uid chromatography, Gas chromatography — Mass spec- ic wave functions, Pauli principle, Helium atom, Hydrogen trometry). Laboratory experiments and an independent molecule, Molecular Orbital Theory; Introduction and research project will be used to address the needs of this applications of Computational Chemistry; Spectroscopy; course. Students will gain hands-on experience in instru- Light-matter interaction, term symbols, spectroscopic mental methods of chemical analysis for both qualitative selection rules, electronic spectra of atoms and mole- and quantitative work. cules, rotational and vibrational spectra, IR and Raman Corequisite: Chemistry 322. spectroscopy, Lasers. Course Type(s): NS Prerequisites: Chemistry 221 and 221L, Mathematics 126 and Physics 212, all passed with a grade of C- or higher. CE 325 Cr. 3.0 Corequisite: Chemistry 341L. NMR Spectroscopy Course Type(s): NS A treatment of the theories and applications of modern Fourier transform nuclear magnetic resonance (FT-NMR) CE 341L Cr. 1.0 spectroscopy. Applications of FT-NMR spectroscopy to Physical Chemistry I Laboratory the investigation and solution of chemical problems will This course is designed to be taken concurrently with be emphasized. CE 341, Physical Chemistry I. The experiments per- Prerequisite: Chemistry 242L. formed complement material studied in CE 341. Topics Course Type(s): NS covered include: UV-Vis, FT-IR, Raman, Laser Induced Fluorescence, and Flash Photolysis spectroscopies. This CE 331 Cr. 3.0 laboratory also requires the use of modern computer Biochemistry I platforms and quantum chemistry software for molecular An introduction to biochemistry with a molecular biology simulations and data analysis. and chemistry focus. It is centered on the relationships Prerequisites: English 101 and 102 or permission of the between structure and function of biological molecules instructor. Corequisite: Chemistry 341. such as proteins, carbohydrates, nucleic acids, and lipids Course Type(s): NS, WT

Monmouth University A45 Appendix A: Course Descriptions

CE 342 Cr. 3.0 CE 388 Cr. 1.0 – 3.0 Physical Chemistry II Cooperative Education: Chemistry Amplification of concepts in thermodynamics, chemical Application of chemical concepts and skills learned kinetics, and dynamics and application of these to gases, in lecture and laboratory to work-related experiences. liquids, and solutions to provide a solid background for Students and faculty sponsors maintain journals of their understanding the physical principles that govern behav- cooperative education opportunities with the assistance of ior of chemical and biological systems. The specific topics the Director of Cooperative Education. Students will work included: Thermodynamics: standard functions (enthal- forty hours per credit per semester at their jobs. Students py, entropy, etc.), ensembles, partition function, Gibbs will maintain journals of their cooperative education expe- chemical potential, phase equilibria, electrochemical cells; riences and write reports demonstrating how their experi- Kinetic Theory of Gases: Maxwell-Boltzmann distribution, ences helped them achieve their learning goals. This is a collision frequency, effusion rate, heat capacity, transport pass/fail course. processes (diffusion, viscosity, etc.); Chemical Kinetics: Prerequisites: Chemistry 221, 221L, 242, and 242L; over- differential and integral expressions for rate laws, reaction all GPA of 2.00 minimum; fifteen credits completed at mechanisms, Chemical Dynamics: collision theory, abso- Monmouth University; and approval of the Department of lute rate theory, transition state theory. Chemistry. Prerequisites: Chemistry 341 and 341L, Mathematics 126, Course Type(s): EX, NS and Physics 212, all passed with a grade of C- or higher. Course Type(s): NS CE 389 Cr. 1.0 – 3.0 Internship in Chemistry CE 342L Cr. 1.0 Provides an opportunity to apply chemical concepts and Physical Chemistry II Laboratory skills learned in lecture and laboratory to work-related This course is designed to be taken concurrently with CE experiences. Students and faculty sponsors will identify 342, Physical Chemistry II. The experiments performed internship opportunities. Students will work forty hours per complement material studied in CE 342. Topics covered credit per semester in their internship positions. Students include experimental investigation of gas laws, phase will maintain journals of their internship experiences and transitions, transport properties of gases (diffusion), elec- write reports demonstrating how their internship experienc- trochemistry (electrolysis, electroplating, and voltammetry, es helped them achieve the learning objectives identified and chemical kinetics (fluorescence quenching). This at the start of the internships. This is a pass/fail course. laboratory also requires the use of modern computer plat- Prerequisites: Chemistry 221, 221L, 242, 242L; an over- forms and quantum chemistry software for simulations of all GPA of 2.00 minimum; fifteen credits completed at chemical kinetics, dynamics and data analysis. Monmouth University; and approval by the Department of Prerequisites: English 101 and 102 or permission of the Chemistry. instructor. Corequisite: Chemistry 342. Course Type(s): EX, NS Course Type(s): NS, WT CE 398 Cr. 1.0 – 3.0 CE 350 Cr. 1.0 – 4.0 Special Topics in Chemistry (300 Level) Research in Chemistry An intensive study of a particular subject or problem in Original research work, associated with an external con- chemistry to be announced prior to registration. May be stituent and/or organization, planned and carried out with conducted in a lecture, seminar, or laboratory format. the assistance of a faculty research advisor. Research Prerequisites: Chemistry 241, 241L, 242, 242L, and oth- conducted by the students will be submitted for outside ers as announced in the course schedule. presentation, publication, or review. The number of Course Type(s): NS course credits will be arranged with the advisor. Forty hours per term. CE 401 Cr. 3.0 Prerequisites: Chemistry 221, 221L, 242, 242L, an overall Advanced Inorganic Chemistry GPA of 2.00, a minimum of fifteen credits completed at Modern theories of inorganic chemistry, including Monmouth University, and approval of the department. advanced considerations of atomic and molecular struc- Course Type(s): EX, NS ture, chemical bonding, complex ions, solid state chemistry, magnetic properties of ions, periodicity, and contemporary problems.

A46 Monmouth University Appendix A: Course Descriptions

Prerequisites: Chemistry 242 and 242L, both passed with CE 475 Cr. 3.0 a grade of C- or higher. Corequisites: Chemistry 341 and Computational Chemistry and Molecular Modeling 401L. Principal methods and techniques used to study organic Course Type(s): NS molecules and biomolecules by computational methods. Interpretation of chemical data with the aid of a comput- CE 401L Cr. 1.0 er. Atomic and molecular orbitals, force fields, molecular Advanced Inorganic Chemistry Laboratory dynamics, and molecular modeling and drug design. Inorganic synthetic techniques, including inert atmo- Prerequisites: Chemistry 372 and 372L; both passed with sphere, high temperature, and non-aqueous solvents; a grade of C- or higher. methods of characterization of inorganic compounds, Course Type(s): NS including use of spectroscopic and other instrumental methods. Three hours per week. CE 498 Cr. 1.0 – 3.0 Corequisite: Chemistry 401. Special Topics in Chemistry (400 Level) Course Type(s): NS An intensive study of a particular subject or problem in chemistry to be announced prior to registration. May be CE 405 Cr. 3.0 conducted in a lecture, seminar, or laboratory format. Methods of Inorganic Chemistry Prerequisite: Chemistry 242 or as announced. Coverage of important experimental methods in inorganic Course Type(s): NS structural determinations. Topics include symmetry and group theory, computational methods, mass spectrome- CE 499 Cr. 1.0 – 4.0 try, diffraction analysis and nuclear magnetic resonance, Independent Research in Chemistry electron paramagnetic resonance, rotational, Mossbauer, Original research work planned and carried out with the vibrational, electronic absorption, photoelectron spectros- assistance of a faculty research advisor. The number of copies. The application of these techniques to the char- course credits will be arranged with the advisor. Three acterization and determination of inorganic substances is hours per credit. the emphasis of the course. Course Type(s): NS Prerequisite: Chemistry 401. Course Type(s): NS CJ 101 Cr. 3.0 Introduction to Criminal Justice CE 410 Cr. 1.0 Basic constitutional limitations of criminal justice; the Seminar development of law enforcement from feudal times; law Oral presentation of reports and discussion of current and enforcement agencies; and the court system as it pertains review topics in chemistry. to criminal justice and corrections. Prerequisites: Chemistry 311 and 372. Course Types(s): none Course Type(s): NS, RD CJ 198 Cr. 1.0 – 3.0 CE 452 Cr. 3.0 Special Topics in Criminal Justice (100 Level) Advanced Organic Chemistry An intensive study of a particular subject or problem in Selected topics of modern, theoretical, organic chemistry. criminal justice to be announced prior to registration. May Prerequisites: Chemistry 242 and 242L, both passed with be conducted on either a lecture-discussion or a seminar a grade of C- or higher. basis. Course Type(s): NS Prerequisite: As announced in the course schedule. Course Types(s): none CE 460 Cr. 3.0 Electrochemical Methods CJ 201 Cr. 3.0 Theory and applications of electrochemical analysis: elec- Police Role in the Community trode processes, thermodynamics and kinetics of elec- Community perception of police, courts, and correction; trode reactions, controlled potential and controlled current concepts of community and public relations; community microelectrode techniques, and bulk electrolysis. control; and problems of justice associated with racial and Corequisite: Chemistry 372. ethnic groups. Course Type(s): NS

Monmouth University A47 Appendix A: Course Descriptions

Prerequisite: Criminal Justice 101 or Sociology 101. CJ 230 Cr. 3.0 Course Types(s): none Criminal Investigation Introduction to the principles of criminal investigations, the CJ 204 Cr. 3.0 rules and procedures of preliminary and follow-up investi- Administration and Organization in Criminal Justice gations, the art of interrogation, recording of statements, Criminal justice application of organizational theory and confessions, and the collection and preservation of physi- principles: administrative process; organizational factors; cal evidence at the crime scene. management techniques; and budgetary practices. Prerequisite: Criminal Justice 101. Course Types(s): none Course Types(s): none

CJ 205 Cr. 3.0 CJ 240 Cr. 3.0 Corrections Professional Writing in Criminal Justice Current correctional theories and practices; historical Designed to help students develop the writing skills nec- development of the correctional system. essary for a career in criminal justice. Completion and Course Types(s): none revision of various internal and external forms of communication that are commonly used by criminal justice CJ 210 Cr. 3.0 professionals are entailed. Students are also helped to Judicial Administration improve their outlining, proofreading, editing, and organizational skills to better communicate effectively in writing. Management of judicial processes; administrative rela- Prerequisites: Criminal Justice 101; and English 101 and tionships of courts with defendants, police, prosecutors, 102 or permission of the instructor. defense counsel, bail agencies, probation officers, and Course Type(s): WT correctional agencies; and grand and petit jury procedures. Prerequisite: Criminal Justice 101. CJ 241 Cr. 3.0 Course Types(s): none Criminology Explanations of the causes of property and violent offens- CJ 211 Cr. 3.0 es. Discussion of white collar, professional and organized Statistics for Criminal Justice crime, and the problem of criminal statistics. Prerequisites: Criminal Justice 101; and English 101 and Introduction to the basic methodological and statistical 102 or permission of the instructor. techniques used in criminal justice; introduction to statis- Course Type(s): WT tical terminology as variables, unit of analysis, statistical significance, measurement, correlation, causation, and hypothesis testing. CJ 280 Cr. 3.0 Prerequisite: Mathematics 105 or a higher-level math Introduction to Forensic Science class. Introduction to concepts of forensic science with empha- Course Types(s): none sis on the recognition, identification, individualization, and evaluation of physical evidence by applying the natural CJ 215 Cr. 3.0 sciences to law-science matters. Environmental Security Course Types(s): none The protection and security of personal, company, and public property; measures intended to safeguard against CJ 288 Cr. 3.0 theft, damage, assault, and sabotage. Cooperative Education: Criminal Justice Course Types(s): none Professional work experience in a criminal justice-related position. May be repeated for credit. CJ 225 Cr. 3.0 Prerequisites: Departmental approval, a minimum GPA of Law Enforcement 2.00, and completion of thirty credits. Course Type(s): EX The origin and development of law enforcement; police strategies, organizational factors, and problems. Prerequisite: Criminal Justice 101. Course Types(s): none

A48 Monmouth University Appendix A: Course Descriptions

CJ 298 Cr. 1.0 – 3.0 evaluation. Special attention is devoted to practical, eth- Special Topics in Criminal Justice (200 Level) ical, and political issues that can arise when conducting An intensive study of a particular subject or problem in research. Also listed as HLS 315. criminal justice to be announced prior to registration. May Prerequisites: Criminal Justice 211 or Mathematics 151, be conducted on either a lecture-discussion or a seminar Criminal Justice 241, and English 101 and 102. basis. Course Type(s): WT Prerequisite: As announced in the course schedule. Course Types(s): none CJ 317 Cr. 3.0 Law of Evidence CJ 299 Cr. 1.0 – 3.0 The history and development of the rules of evidence, Independent Study in Criminal Justice including relevancy and materiality, competency, burden Guided readings on a topic not otherwise covered in the of proof, direct and circumstantial, examination of wit- curriculum. nesses, hearsay rule, unconstitutionally obtained, and Course Types(s): none presenting and collecting. Course Types(s): none CJ 301 Cr. 3.0 Crime Control in the United States, Japan, and CJ 325 Cr. 3.0 China Criminal Procedure A comparative approach is used to examine formal, social Examination of the criminal justice process and underly- control mechanisms that include law, police, courts, cor- ing public policy considerations. rections, and informal, social control mechanisms that Course Types(s): none contain values, beliefs, family, workplace, school, neigh- borhood, and other social organizations in three societies: CJ 330 Cr. 3.0 the United States, Japan, and China. Crisis Intervention Course Type(s): BI.EL, GU Practical everyday handling techniques for intervention in such crises as suicide, emotional disturbance, and family CJ 305 Cr. 3.0 conflicts; theory and research pertaining to intervention in Criminal Law life-stress situations. Attempts to raise the student’s level The nature, purposes, principles, and doctrine of modern of empathy and interpersonal sensitivity via role playing criminal law; landmark cases; and important issues. and self-reflection. Course Types(s): none Course Types(s): none

CJ 313 Cr. 3.0 CJ 332 Cr. 3.0 The Pretrial Prosecution System Advanced Police Administration The pretrial prosecution process as a political system. Advanced supervisory and managerial practices, analysis The roles, attitudes, and strategies of those authorities of policy formulation, decision-making, budgeting, plan- who allocate values within the system are examined. Also ning, and innovative administrative procedures. listed as Political Science 313. Course Types(s): none Prerequisite: Political Science 101 or 103. Course Type(s): SJL CJ 335 Cr. 3.0 Juvenile Justice CJ 315 Cr. 3.0 Introduction to the area of juvenile justice; the juvenile Research Methods court; a review of juvenile justice procedures; the interac- Introduces students to the principles of scientific research tion of police and juveniles; dispositional alternatives; and in criminal justice and homeland security. It begins with delinquency prevention programs. a description of the importance of research by criminal Prerequisite: Criminal Justice 101 or a 100-level sociology justice and homeland security organizations and moves course. toward the tenets of sound research practices, includ- Course Types(s): none ing: the formulation of a research question, developing a hypothesis, collecting data, measurement, analysis, and

Monmouth University A49 Appendix A: Course Descriptions

CJ 340 Cr. 3.0 CJ 362 Cr. 3.0 The American Penal System Community-Based Corrections History, philosophy, and organizational structure of the Methods for dealing with the offender in the community; correctional system in the United States, including issues probation, parole, residential treatment, restitution, and of race, gender, and morality. the evaluation of each. Prerequisite: Criminal Justice 205. Prerequisites: Criminal Justice 101 or Social Work 101 Course Types(s): none and Criminal Justice 205. Course Types(s): none CJ 341 Cr. 3.0 Occupational Crime CJ 365 Cr. 3.0 Economic and fiscal implications of white-collar and Forensic Pathology blue-collar crime; definitions, explanations, control strate- Introduction to the concepts of forensic pathology with gies, enforcement techniques, and the role of the criminal an emphasis on the recognition and interpretation of dis- justice system. eases and injuries in the human body that is the basis for Course Types(s): none medico-legal investigations. Prerequisite: Criminal Justice 280. CJ 350 Cr. 3.0 Course Types(s): none Ethical Issues in Criminal Justice Explore various ethical issues inherent in policing, courts, CJ 370 Cr. 3.0 and correctional work. Address ethical standards in Institutional Treatment of the Offender social-science research and political correctness. Strategies employed in providing treatment and support Prerequisites: Criminal Justice 101; and English 101 and services to the inmate; physical, psychological, and social 102 or permission of the instructor. environmental factors. Course Types(s): none Prerequisites: Criminal Justice 101 or Social Work 101 and Criminal Justice 205. CJ 351 Cr. 3.0 Course Types(s): none Sentencing Practices History, philosophy, and rationale behind past and pres- CJ 375 Cr. 3.0 ent sentencing schemes: the indeterminate and deter- Internship in Criminal Justice minate sentences; the death penalty; and non-custodial Provides practical experiences in the administration of sentences. criminal justice and homeland security through assign- Prerequisites: Criminal Justice 101 and 205. ments to criminal justice and homeland security agen- Course Types(s): none cies under the joint supervision of agency officials and Monmouth University instructors. Course assignments CJ 359 Cr. 3.0 include a résumé and cover letter application for an Crime Prevention and Control internship; journaling of real-world professional experi- Problems in the definition of crime; crime prevention as ences; and the evaluation of criminal justice/homeland a social movement; and review and evaluation of major security policies and practices. Also listed as Homeland models of crime prevention and control. Security 375. Prerequisite: Six credits in sociology or criminal justice. Prerequisites: Criminal Justice 101, English 101 and 102, Course Types(s): none and permission of the instructor. Course Type(s): EX, WT CJ 360 Cr. 3.0 Comparative Criminal Justice Systems CJ 380 Cr. 3.0 Comparison of selected foreign justice systems with that Forensic Psychology of the United States. Criminal personalities in relationship to specific crimes; Prerequisite: Criminal Justice 101. exposure to techniques of interviewing and interrogating Course Types(s): none these criminals. Course Types(s): none

A50 Monmouth University Appendix A: Course Descriptions

CJ 384 Cr. 3.0 criminal justice to be announced prior to registration. May Crime Scene Investigation be conducted on either a lecture-discussion or a seminar Understanding the nature of crime scene investigation basis. and the basic principles necessary for a successful inves- Prerequisite: As announced in the course schedule. tigative outcome. Course Types(s): none Course Types(s): none CJ 401 Cr. 3.0 CJ 386 Cr. 3.0 Special Problems in Law Enforcement Technology Crime Special problems that are not encountered in normal daily Understanding the nature of technology crimes in terms activities of police departments, including riots and emer- of criminal investigation and collection of electronic evi- gency service functions, such as fire scenes, lost children, dence. and crime prevention. Course Types(s): none Prerequisite: Nine credits in Criminal Justice. Course Types(s): none CJ 387 Cr. 3.0 Arson and Bomb Investigation CJ 402 Cr. 3.0 Introduction to concepts of arson/bomb investigation with Field Research in Criminal Justice emphasis on reconstruction origin and cause analysis. Study, research, and specific projects in criminal justice Prerequisite: Criminal Justice 280. under the supervision of a Criminal Justice faculty mem- Course Types(s): none ber; a written report is required. Prerequisites: Eighteen credits in Criminal Justice and permission of the coordinator. CJ 388 Cr. 3.0 Course Types(s): none Cooperative Education: Criminal Justice Professional work experience in a criminal justice-related position. May be repeated for credit. CJ 480 Cr. 3.0 Prerequisites: Departmental approval, a minimum GPA of Criminal Justice Research Project 2.00, and completion of thirty credits. Active participation in a research project chosen by and Course Type(s): EX currently being pursued by the faculty sponsor. Student activities may include but are not limited to: literature search, data collection, data analysis, and preparation of CJ 390 Cr. 4.0 a manuscript. Forensic Science I Prerequisites: Criminal Justice 315, Junior or Senior Designed to explain the concepts of recognition, identi- standing, and permission of instructor and department fication, individualization, and evaluation of physical evi- chair. dence by application of basic scientific principles used in Course Types(s): none the practice of forensic science. Course Types(s): none CJ 488 Cr. 3.0 Cooperative Education: Criminal Justice CJ 391 Cr. 4.0 Professional work experience in a criminal justice-related Forensic Science II position. Designed to explain the concepts of recognition, iden- Prerequisites: Departmental approval, a minimum GPA of tification, individualization, and evaluation of physical 2.00, and completion of thirty credits. evidence, such as blood and semen, firearms, gunshot Course Type(s): EX residue, fire debris, and explosions, in the context of real- world situations. Prerequisite: Criminal Justice 390. CJ 489 Cr. 1.0 – 3.0 Course Types(s): none Internship in Criminal Justice Supervised practical experience in criminal justice. Repeatable for credit. CJ 398 Cr. 1.0 – 3.0 Prerequisites: Junior standing, departmental approval, Special Topics in Criminal Justice (300 Level) and placement. An intensive study of a particular subject or problem in Course Type(s): EX

Monmouth University A51 Appendix A: Course Descriptions

CJ 490 Cr. 4.0 CO 145 Cr. 3.0 Seminar in Criminal Justice Introduction to Television Production Selected topics in criminal justice; presentation and dis- Introduction to basic studio and field television production cussion of a research paper. equipment, production processes, and approaches to the Prerequisites: Senior standing in the major and Criminal creation of televised messages. Additional hours to be Justice 315. arranged. Course Types(s): none Course Type(s): IM

CJ 498 Cr. 1.0 – 3.0 CO 155 Cr. 3.0 Special Topics in Criminal Justice (400 Level) Media Literacy An intensive study of a particular subject or problem in Introduces students to a range of critical thinking skills for criminal justice to be announced prior to registration. May use when encountering media materials, including tele- be conducted on either a lecture-discussion or a seminar vision, radio, print, and Internet resources. Students will basis. develop an understanding of the complex functions of the Prerequisite: As announced in the course schedule. mass media industries and an understanding of the aes- Course Types(s): none thetic, emotional, cognitive, and moral choices involved in interpreting media messages. CJ 499 Cr. 1.0 – 3.0 Course Types(s): none Independent Study in Criminal Justice Guided readings on a topic not otherwise covered in the CO 198 Cr. 1.0 – 3.0 curriculum. Special Topics in Communication (100 Level) Prerequisites: Senior standing and a minimum GPA of An intensive study of a particular subject or problem in 2.50; prior permission of the directing professor and communication to be announced prior to registration. May department chair. be conducted on either a lecture-discussion or a seminar Course Types(s): none basis. Prerequisite: As announced in the course schedule. CO 100 Cr. 3.0 Course Types(s): none Introduction to Communication Theory, concepts, and practices of the production, trans- CO 203 Cr. 3.0 mission, and reception of messages. Examines elements, Philosophy of Language models, functions, and types of networks of communica- Primarily concerned with questions about the concepts of tion. language, meaning, and understanding. Considers some Course Types(s): none of the major contributions on these and related concepts. Also listed as Philosophy 203. CO 102 Cr. 3.0 Course Types(s): none Working with Audio Basis principles of radio broadcasting, with emphasis CO 205 Cr. 3.0 on pre-production, planning, and audio production tech- History of Sports and Media niques. Examines the development and evolution of selected Course Type(s): COSPT sports and fields of athletic endeavor primarily in the United States. Students will gain knowledge of various CO 120 Cr. 3.0 sports, how media has covered and influenced these Interpersonal Communication sports, and how those sports have impacted and influ- The principles and fundamentals of human oral communi- enced American culture and society. cation in person-to-person and small group environments; Course Type(s): COSPT the process of encoding and decoding messages, language usage, listening, and feedback. CO 206 Cr. 3.0 Course Types(s): none Issues in Sports Media Students examine the way that the media covers, analyzes, and critiques sports and sports issues. Media and

A52 Monmouth University Appendix A: Course Descriptions

sport have become two powerful and influential forces in career development, and professional training in the field society today. This class will demonstrate how the two of Communication. have become irrevocably intertwined. Course Types(s): none Course Type(s): COSPT CO 220 Cr. 3.0 CO 210 Cr. 3.0 Public Speaking Voice and Diction An introduction to the principles and practices of effective Individual voice and articulation problems; practice focus- public speaking, using traditional rhetorical principles as ing on improvement in quality, variety, flexibility, and applied in the composition and delivery of various types of range. speeches. Prerequisite: Communication 100. Course Types(s): none Course Type(s): COACM, COCSD, CORTA CO 221 Cr. 3.0 CO 211 Cr. 3.0 Introduction to Digital Media Introduction to Journalism Provides the skills and theoretical context to produce, Explore how concepts of news are changing and develop manage, and optimize digital media to create dynamic a hands-on understanding of the way news is created. and engaging Web sites, broadcast graphics, and imag- Course covers basic journalism techniques and standards ery for presentations. The course uses in-class lectures, and the history of newspapers. hands-on demonstrations, directed readings, and discus- Course Type(s): COSPT sions to help students understand the parameters of their digital tools and make high-quality, socially engaged work. CO 215 Cr. 3.0 Course Type(s): CORTP, IM, TL Newswriting Advanced theory and practicum involving municipal, CO 223 Cr. 3.0 sports, investigative, and court reporting. Argumentation and Debate Prerequisites: Communication 211; and English 101 and The principles of argumentation and their application in 102 or permission of the instructor. the debate situation; the nature and structure of reason- Course Type(s): WT ing, the types of evidence, the construction of briefs, and the researching of debate propositions. CO 216 Cr. 1.0 Prerequisite: Humanities 201 or permission of the instruc- Journalism/PR Career Preparation tor. Instructs Communication majors how to effectively pursue Course Type(s): COACM, COCSD opportunities for employment, professional training, and internships. It is designed specifically for Communication CO 224 Cr. 3.0 students emerging as professionals in the fields of Introduction to Mass Communication Journalism and Public Relations. The historical development and functions of mass media, Course Types(s): none such as radio, television, print, and film. Course Types(s): none CO 217 Cr. 1.0 Radio/Television Career Preparation CO 225 Cr. 3.0 Instructs Communication majors how to effectively pursue Business and Professional Communication opportunities for employment, professional training, and Principles and techniques for developing communication internships. It is designed specifically for Communication skills within the business and professional situations; students studying Radio and Television. emphasis on listening, interpersonal skills, interviewing, Course Types(s): none small group meetings, negotiations, informative training presentations, and persuasive sales presentations. CO 218 Cr. 1.0 Course Type(s): RD Communication Studies Career Preparation Prepares Communication Studies concentration students how to effectively pursue opportunities for employment,

Monmouth University A53 Appendix A: Course Descriptions

CO 226 Cr. 3.0 CO 241 Cr. 3.0 Intercultural Communication Introduction to Screen Studies The process of communication between people of differ- Introduction to the disciplined study of the Screen Arts ent cultures; the influences of culture on communicative — motion picture film, television, video, and digital mul- messages and meanings. timedia — with respect to the operation of the various Course Type(s): BI.EL, CD elements of sound and image as they operate within the text of the visual work screened. Includes screening and CO 228 Cr. 3.0 discussion of various representative works. Basic Sign Language Course Type(s): COSS, IM Prepares students to communicate basic wants and needs with those individuals who are hearing impaired, CO 242 Cr. 3.0 deaf, or with those who, for other reasons, use sign lan- Creating Good Radio guage as their primary mode of communication. Review Broadcasting as effective communication; practical expe- of the history of deaf education. Does not fulfill the foreign rience in writing, producing, directing, and performing in language requirement. radio programs; critical analysis of various professional Course Types(s): none broadcasts. Prerequisite: Communication 102. CO 231 Cr. 3.0 Course Type(s): CORTP Performance of Literature The fundamental principles of oral interpretation of litera- CO 243 Cr. 3.0 ture; opportunities for enhancing the understanding and History of the Motion Picture appreciation of prose, poetry, and drama through effective An introduction to the major phases of motion picture his- performance. tory from its origins to the present, including screenings Prerequisite: Communication 100. and discussions of major film movements, technological Course Type(s): COACM, COCSD, CORTA innovations, and landmark directors. Course Type(s): COSS CO 233 Cr. 3.0 Rhetoric and Persuasion CO 246 Cr. 3.0 Concepts and principles of communicative messages that Producing and Directing for Television (TV2) influence thoughts, attitudes, and behavior. Foundational The application of aesthetic theory and production prin- theories of persuasion, including rhetorical, critical, and ciples via studio television production assignments. social scientific perspectives. Emphasis is placed upon the roles of producer and direc- Course Types(s): none tor in live television production. Additional studio hours to be arranged. CO 235 Cr. 3.0 Prerequisite: Communication 145. Sports Broadcasting Course Type(s): CORTP Prepares students for an internship at a public or commercial radio station or an entry-level position. Students CO 250 Cr. 3.0 will learn how to gather, organize, write, report, and Global Communication broadcast radio sports. Introduces students to the various aspects of global com- Course Type(s): COSPT munication, primarily media communication, journalism, and public relations. Particular emphasis will be on the CO 236 Cr. 3.0 categories of difference such as gender, race, class, and Sports Reporting ethnicity. Global communication is reshaping economic, Introduction to the field of sports journalism, which social, cultural, and political aspects of our lives nationally includes standardized news-writing techniques as well as and internationally. Hence, in this course students will feature writing. explore essential components of global communication, Course Type(s): COSPT emphasizing shifts in national, regional, and international media patterns and trends including production, distribution, and consumption. Course Type(s): BI.EL, COPRT, GU

A54 Monmouth University Appendix A: Course Descriptions

CO 260 Cr. 3.0 active with PRSSA for at least one semester; students Contemporary News Design may also gain entry with previous experience on a public A working knowledge of type, art, and graphic elements, relations event/ project and provide tangible evidence to and the techniques for designing newspaper and maga- advisor. zine pages. Course Types(s): none Prerequisite: Communication 211 or 295. Course Types(s): none CO 266 Cr. 1.0 Co-Curricular Practicum in CommWorks CO 262 Cr. 1.0 Credit for specified performance assignments with Co-Curricular Practicum in Radio CommWorks (Students Committed to Performance) and, Credit for specified assignments at the University radio by extension, the University Communication Department station is awarded after a term-end evaluation by the is awarded after a term-end evaluation by the instructor of instructor of the project agreed upon with the student. the project agreed upon with the student. May not count May not count toward major requirements. May be toward major requirements. May be repeated for a total of repeated for a total of six credits; limited to students six credits; limited to students active in CommWorks for active at the radio station for at least one semester. at least one semester. Students may also gain entry with Prerequisite: Instructor permission. previous substantial experience in performance, theatre, Course Types(s): none and/or forensics; student must provide tangible evidence to the advisor. Prerequisite: Permission of the instructor is required. CO 263 Cr. 1.0 Course Types(s): none Co-Curricular Practicum in Television Credit for specified assignments at the University television station is awarded after a term-end evaluation CO 267 Cr. 1.0 by the instructor of the project agreed upon with the Co-Curricular Practicum in MOCC student. May not count toward major requirements. May One credit for specified assignments with the Monmouth be repeated for a total of six credits; limited to students Oral Communication Center (MOCC) and by extension active at Hawk TV for at least one semester. the University Communication Department is awarded Prerequisite: Instructor permission. after a term-end evaluation by the instructor of the project Course Types(s): none agreed upon with the student. The course may not count toward other major requirements. May be repeated for a total of six credits. CO 264 Cr. 1.0 Prerequisite: Consent of the instructor. Co-Curricular Practicum in Journalism Course Types(s): none Credit for specified assignments at the University newspaper is awarded after a term-end evaluation by the instructor of the project agreed upon with the student. May not CO 270 Cr. 3.0 count toward major requirements. May be repeated for The Business of Radio a total of six credits; limited to students active at The A study of the history of radio, including its golden age, Outlook for at least one semester. crisis, and new role in today’s society. Examining radio as Prerequisite: Instructor permission. a business and profession also will be analyzed. Course Types(s): none Prerequisite: Communication 102. Course Type(s): CORTT CO 265 Cr. 1.0 Co-Curricular Practicum in Public Relations CO 272 Cr. 3.0 Credit for specified public relations assignments for the Real People, Reel Stories Public Relations Student Society of America (PRSSA), Learning to tell a story through video testimonies/inter- University Clubs and Associations, and/or the University views. Socially conscious topics will be chosen from qual- Communication Department is awarded after a term-end ity-of-life issues being explored by our new on-campus evaluation by the instructor of the project agreed upon Polling Institute or those presented by community aid with the student. May not count toward major require- organizations. ments; may be repeated for a total of six credits. Prerequisite: Prior permission of the directing professor. Prerequisite: Instructor permission; limited to students Course Type(s): COACM, CORTP, EX

Monmouth University A55 Appendix A: Course Descriptions

CO 275 Cr. 3.0 ing area of study. Performance for Radio Prerequisite: Communication 295 or permission of the The fundamentals of radio announcing will be stressed instructor. along with station orientation. The student will develop Course Type(s): COPRT IM strong vocal skills for a variety of radio personalities over the air. CO 295 Cr. 3.0 Prerequisite: Communication 102. Introduction to Public Relations Course Type(s): CORTA A comprehensive survey of the field of public relations. Emphasis on the evolution, role, functions, and scope of CO 288 Cr. 3.0 public relations in American society. Cooperative Education: Communication Course Type(s): COSPT Professional work experience in a communication position. May be repeated for credit. CO 296 Cr. 3.0 Prerequisites: Junior or Senior standing and departmental Public Relations Fundraising approval. Designed to provide an introduction to the practice, pro- Course Type(s): EX grams, and publics of fundraising. Development of a fund raising campaign will be produced for a nonprofit client. CO 290 Cr. 3.0 Written and oral communication skills essential to the pro- Media Law fessional fundraiser will be practiced in class and through How the mass media is constrained and protected by the assignments. May be offered in a hybrid format (partially law and court interpretation. Overview will focus on libel, online). copyright, obscenity, free press, and other legal/illegal Prerequisite: Communication 295. aspects of mass communication. Only open to communi- Course Type(s): COPRT, COSPT cation majors. Also listed as Political Science 290. Course Type(s): COCST, COPRT, CORTT CO 297 Cr. 1.0 Contemporary Issues in Cinema CO 291 Cr. 3.0 Current topics in contemporary cinema, with an emphasis Media Ethics on engagement with current film and video makers, and Exposure to a range of ethical concerns, choices, and analysis and critique of cutting-edge work in the field of practices across various media forms through case stud- screen production. Note: Must be taken in sequence in ies, readings, and discussions. subsequent semesters. Prerequisites: English 101 and 102 or permission of the Prerequisites: Communication 241 and permission of the instructor. instructor. Course Type(s): COPRT CORTT, WT Course Type(s): COSS

CO 292 Cr. 3.0 CO 298 Cr. 1.0 – 3.0 Communication Research Methods Special Topics in Communication (200 Level) Introduction to the use of the scientific methods, various An intensive study of a particular subject or problem in research approaches, and application of both qualitative communication to be announced prior to registration. May and quantitative methods for application in the field of be conducted on either a lecture-discussion or a seminar communication. basis. Prerequisites: Communication 100, Mathematics 105; and Prerequisite: As announced in the course schedule. at least six credits in the major. Course Types(s): none Course Types(s): none CO 299 Cr. 3.0 CO 293 Cr. 3.0 Independent Study for the Minor in Writing Social Media in Public Relations For the Writing Minor, development of major writing proj- An interactive, intensive study of social media with regard ect under the guidance of a faculty member. Prerequisite: to the field of public relations. Students will be introduced Eighteen credits in the Writing Minor. to new contexts and forms of social media, an ever-grow- Course Types(s): none

A56 Monmouth University Appendix A: Course Descriptions

CO 301 Cr. 3.0 cultural studies. The topic changes each time the course Communication Theory is taught and may include a particular film director, genre, Introduces students to the study of communication theory or historical period. from interpersonal, small group, and organizational, to the Course Type(s): COCST, COPRT, CORTT, COSS mass media. Prerequisites: Junior standing; Communication 292 and CO 320 Cr. 3.0 English 102 passed with a grade of C or higher; eighteen Small Group Communication credits of communication courses completed; and English The process of group communication, leadership, deci- 101 or permission of the instructor. sion-making, and problem solving; participation in various Course Type(s): WT types of discussion situations and the development of effective communication within the group setting. Also list- CO 309 Cr. 3.0 ed as Sociology 320. Family Communication Prerequisite: Communication 100. Explores couple and family communication processes. Course Type(s): COACM, COCST Focuses on how individuals use interaction to establish, maintain, and change personal, romantic, and family rela- CO 321 Cr. 3.0 tionships. Nonverbal Communication Prerequisites: Communication 100 and 120. A study of the process and effects of the kinesic, paralin- Course Type(s): COACP, COCSP guistic, tactile, olfactory, artifactual, and proxemic aspects of nonverbal communication. CO 311 Cr. 3.0 Prerequisite: Communication 100 or 120. Communication Ethics Course Type(s): COACM, COCST An introduction to communication ethics and related contemporary issues intended to support students in the CO 323 Cr. 3.0 making of principled communication decisions. Persuasion Course Types(s): none Concepts and principles of communicative messages that influence thoughts, attitudes, and behavior; roles of CO 313 Cr. 3.0 source, message, channel, and receiver. Public Relations Writing Prerequisites: Communication 100; and Communication A study into the fundamentals of effective public relations 233 or permission of the instructor. writing, including production of media releases, position Course Type(s): COACP, COCSP, COPRT papers, and media kits. The course focuses on writing style and technique, along with form and distribution CO 324 Cr. 3.0 methods. Intercollegiate Forensics Prerequisite: Communication 295. Practical application of rhetorical, interpretative, and the- Course Types(s): none atrical principles to a competitive collegiate environment. Students will participate in a minimum of twenty-five CO 317 Cr. 3.0 rounds of tournament competition. Civic Journalism Course Types(s): none News with a community service attitude. Gain hands-on experience through speakers, field trips, interviews, and CO 327 Cr. 3.0 involvement with local issues. Students write civic jour- Civic Participation nalism news stories and host a community symposium to Explores how public communication shapes and reinvig- encourage dialogue among diverse community groups. orates civic participation, offering ways of understanding Prerequisite: Communication 211. and resolving civic problems in democratic societies. Course Type(s): COPRM, EX Prerequisites: Communication 100, 120, and 225. Course Type(s): COACP, COCSP, COCST, COPRT CO 318 Cr. 3.0 Topics in Film Explores in-depth a specialized topic relevant to film and

Monmouth University A57 Appendix A: Course Descriptions

CO 330 Cr. 3.0 work on individual projects with instructor guidance based News Editing on each student’s level of experience. Students learn field Copy-editing techniques for reviewing and improving production and AVID editing. news writing. Prerequisite: Communication 145. Prerequisite: Communication 211 or 295. Course Type(s): CORTP, IM Course Type(s): COPRM CO 340 Cr. 3.0 CO 333 Cr. 3.0 Writing the Review Online Journalism The process of writing newspaper opinion pieces on film Explore the world of electronic information from a jour- and theatre presentations. nalist’s perspective. Learn to use and evaluate electronic Prerequisites: Communication 211 or permission of the resources including search engines, e-mail, news groups, instructor; and English 101 and 102 or permission of the directories, and databases for reporting news. Covers instructor. reporting and composing news stories for online publica- Course Type(s): COPRM, COSS, WT tion and the legal and ethical questions raised by online news. CO 342 Cr. 3.0 Prerequisite: Communication 211. Editorial Writing Course Type(s): COPRM, IM Editorial writing is the style of persuasive writing found on a newspaper’s editorial pages, in online and print CO 334 Cr. 3.0 magazines, and in scripting some radio and television Advanced Performance of Literature talk shows. This writing style is based on mounting a bal- The analysis and performance of outstanding literary anced, credible argument and persuading others to share works in prose, poetry, and drama. Emphasis is placed a viewpoint. Exposes students to the work of famous on the development of the student’s performance skills op-ed writers and involves practice at writing a variety of and program building for public recital. opinion articles. Students will gain experience in doing Prerequisite: Communication 231. research into current trends and events, persuasive writ- Course Type(s): COACM ing, and exploring the multiple sides to an argument. Prerequisites: Communication 211 or permission of the instructor; and English 101 and 102 or permission of the CO 335 Cr. 3.0 instructor. Group Techniques in Performance of Literature Course Type(s): COPRM, WT Various theories and techniques used in group performances with a concentration on Readers Theatre and Chamber Theatre; selected literature is arranged, ana- CO 343 Cr. 3.0 lyzed, and performed. Also listed as Theatre 335. Performance and Social Activism Course Type(s): COACM, CORTA Students survey the recent history, theories, and methods of creative activist performance and produce original performances that function as embodied visions of social CO 337 Cr. 3.0 change and/or resistance to social norms. Emphasis is Performance Theory and Practice placed on representations of gender, race/ethnicity, sex- The study of performance offers students the opportunity uality, class, ability, etc. as well as structural inequalities to explore the power of performance in its diverse forms and social injustice. in both theory and practice. Students will experience a Course Type(s): COCSD wide variety of performance contexts, including performances of self in everyday life, performances of culture, performances of literature, and socially engaged, original CO 345 Cr. 3.0 performance art. Electronic Field Production and Editing (TV3) Course Type(s): COACM, COCST, CORTA Instruction and experience as independent producers of creative, feature, and documentary segments. Prerequisite: Communication 246. CO 338 Cr. 3.0 Course Type(s): CORTP Advanced Video Production and Editing A hands-on workshop allowing advanced students to

A58 Monmouth University Appendix A: Course Descriptions

CO 346 Cr. 3.0 CO 365 Cr. 3.0 Documentary Film and Video Screenwriting An introduction to the history and development of docu- Writing techniques for film and television, with an empha- mentary film and video, with screenings and discussions sis on the process of screenwriting, from concept to com- of examples of works from the major movements in pletion and revision, as well as marketing scripts written documentary, and small-group production of an original for the screen. documentary. Prerequisite: Communication 155 or permission of the Course Type(s): CORTW, COSS instructor. Course Type(s): CORTW, COSS CO 350 Cr. 3.0 Broadcast Newswriting and Reporting CO 367 Cr. 3.0 Writing and reporting techniques for broadcast news; Media Analysis the process of news preparation from leads or sources Literary, rhetorical, and informational analysis of the con- through copy preparation to on-air delivery. tent of mass media. Prerequisite: Communication 145. Prerequisites: Communication 155; and English 101 and Course Type(s): CORTW 102 or permission of the instructor. Course Type(s): COPRT, CORTT, WT CO 351 Cr. 3.0 Broadcast Copywriting CO 373 Cr. 3.0 Practical application of creative writing for radio and tele- The Music Industry vision. A critical examination of the inner workings and business Prerequisite: Communication 102 or 145. strategies that exist within the symbiotic relationship Course Type(s): CORTW between the radio and music industry. Topics of discussion include: payola, marketing, promotion, indecency/ CO 352 Cr. 3.0 obscenity, political economy theory, gate-keeping theory, Broadcast News Operation subculture theory, and audience-making theories. Overview of the TV/radio newsroom operation: staffing, Prerequisite: Junior status. budgets, and philosophy of reporting news and deci- Course Type(s): CORTT sion-making in the newsroom will all be stressed. The class will produce both radio and TV news shows. CO 374 Cr. 3.0 Prerequisite: Communication 145 or permission of the Radio Programming and Promotion instructor. Overview of the principles of radio programming and pro- Course Type(s): CORTP motions: formats, FCC rules, ratings, on-air experience, theories, and music selection choice will all be stressed. CO 357 Cr. 3.0 The class will produce programming and promotions to be Acting for Television aired on Monmouth’s radio station, WMCX. Techniques that the on-camera performer uses in various Prerequisite: Communication 102. TV situations, commercials, daytime drama, situation Course Type(s): CORTP comedy, and serious drama. Also listed as Theatre 357. Prerequisite: Theatre 154. CO 375 Cr. 3.0 Course Type(s): CORTA Television Criticism Analysis and critical examination of the content of televi- CO 360 Cr. 3.0 sion programs. Feature Writing Prerequisites: Communication 155; and English 101 and The process of developing ideas into feature stories. 102 or permission of the instructor. Prerequisites: Communication 211 or permission of the Course Type(s): CORTT, WT instructor; and English 101 and 102 or permission of the instructor. CO 376 Cr. 3.0 Course Type(s): COPRM, WT Radio Station Management Principles of management for radio stations. Discussions

Monmouth University A59 Appendix A: Course Descriptions

and practicum include: programming, promotions, sales, es. Students will use learned performance skills in class public relations, production, community relations, sports, and at off-campus locations. and news. Prerequisite: Junior standing or instructor permission. Prerequisites: Communication 102 and 270. Course Type(s): COACM, COCSD, EX Course Type(s): CORTT CO 383 Cr. 3.0 CO 377 Cr. 3.0 Gender, Race, and Media Radio Operation Practice Examines multiple understandings of masculinity, femi- Seminar offered in summer only. ninity, and ethnicity in contemporary society, emphasizing Prerequisites: Communication 102 and permission of the the influential role of the mass media. Students consider instructor. the sources of their own attitudes about gender and race Course Types(s): none and reflect on the personal, social, political, and economic consequences of these expectations. CO 378 Cr. 3.0 Prerequisites: English 101 and 102 or permission of the Talk Radio instructor. Introduction to the preparation of documentaries, inter- Course Type(s): COACP, COCSP, COPRT, CORTT, GS, views, and phone-in talk shows. NU.EL, WT Prerequisite: Communication 102 or permission of the instructor. CO 384 Cr. 3.0 Course Type(s): CORTP Seminar in Leadership Communication An introduction to the study and practice of leadership CO 379 Cr. 3.0 from a communicating perspective. Particular focus on Advanced Radio Production the relationship between communicating and leading. Advanced audio production techniques utilizing digital Examination of leadership concepts and theories in technology, with emphasis on the conception and realiza- organizational, group, and public contexts. Students will tion of effective messages in radio broadcasting. analyze their personal leadership styles and develop Prerequisite: Communication 102 or 242 and permission leadership communication skills through team projects of the instructor. and classroom exercises. Course Type(s): CORTP, EX Prerequisite: Communication 220 or 225 or Humanities 201. CO 380 Cr. 3.0 Course Types(s): none Organizational Communication CO 388 Cr. 3.0 Organizational communication theories and concepts are applied through the assessment of communication prac- Cooperative Education: Communication tices within organizations. Students will conduct communi- Professional work experience in a communication posi- cation audits of actual organizations to analyze strengths tion. This course may be repeated for credit. and weaknesses as well as to make recommendations for Prerequisites: Junior or Senior standing; departmental improving effective and ethical communication. approval. Prerequisites: Junior standing; Communication 100 and Course Type(s): EX 225 or permission of the instructor; and English 101 and 102 or permission of the instructor. CO 389 Cr. 1.0 – 3.0 Course Type(s): COACP, COCSP, WT Internship in Communication Supervised, practical experience in communication CO 381 Cr. 3.0 (radio, television, public relations, journalism, and human The Power of Story communication); emphasis on the application of disci- Story is the most powerful and oldest means of commu- pline-specific technologies and theories in a professional nication. Examines its significance in constructing and environment directly related to one’s course of study. preserving culture. We focus on the oral art of storytell- Prerequisites: Communication 216 or 217 or 218, ing, its history, theory, and practice, using a multicultural Departmental approval, and Junior standing. approach. Students will write, select, prepare, and per- Course Type(s): EX form stories from a variety of cultures and literary sourc-

A60 Monmouth University Appendix A: Course Descriptions

CO 390 Cr. 7.0 – 12.0 Prerequisite: As announced in the course schedule. Washington Center Internship Course Types(s): none This internship allows students in all majors to intern at government agencies, public service organizations, and CO 399 Cr. 1.0 – 3.0 business associations located in Washington, DC. Under Independent Study in Communication the supervision of Washington Center supervisors and Guided research on selected topics in Communication. faculty, students gain substantive entry-level professional Prior permission of the directing professor and depart- experience along with academic credit over the course of ment chair is required. one semester. In general, students are required to intern Prerequisite: Demonstrated ability in the proposed area of in a government agency or public organizations four and concentration. a half days per week, attend educational seminars and Course Types(s): none workshops and participate in professional forums conducted by the Washington Center. In addition, students CO 404 Cr. 3.0 must complete learning objectives and assignments spec- Responsive Media ified by Monmouth University faculty sponsors. Also listed Students learn how to make interfaces for smart-phones as Political Science 390 and Sociology 390. and tablets to create interactive audio and video. In addi- Prerequisites: Junior standing; 2.50 GPA minimum. tion, students will produce creative projects using data Course Type(s): EX mapping and generative art and work collaboratively on a site-specific media project. Also listed as Art and Design CO 393 Cr. 3.0 404. Washington Center Course Prerequisite: Communication 145 or Art 181. Students participating in a Washington Center Internship Course Type(s): CORTP, IM are required to enroll in a three-credit seminar. A list of available courses is forwarded to all students prior to the CO 409 Cr. 3.0 beginning of the fall, spring, or summer term. Regular Professional Media Writing offerings include politics, professional communication, the Provides an introduction to the diverse field of profes- fine and performing arts, and economics. Also listed as sional writing and integrates a comprehensive overview Political Science 393 and Sociology 393. of the various skills required of today’s freelance media Prerequisites: Junior standing and a minimum GPA of writer. Class sessions will offer students practical and 2.50. critical tools designed to develop a range of writing styles Course Types(s): none and techniques, while introducing related applications and career opportunities. Lab assignments and writing proj- CO 397 Cr. 1.0 ects will integrate the tools explored in class. Contemporary Issues in Cinema Prerequisites: Junior standing and instructor permission. Current topics in contemporary cinema, with an emphasis Course Type(s): COPRM, CORTW on engagement with current film and video makers, and analysis and critique of cutting edge work in the field of CO 412 Cr. 3.0 screen production. Must be taken in sequence in subse- Project Greenlight quent semesters. An orientation to career opportunities/advancement based Prerequisites: Communication 241 and permission of the on the successful pitch process necessary to achieve instructor. greenlight status for proposed media projects. Provides a Course Type(s): COSS comprehensive overview of new media formats, stages of media production, and related entertainment media tech- CO 398 Cr. 1.0 – 3.0 nologies, products, and services. Additionally, the course Special Topics in Communication and Theatre will examine the vital roles of producers and creative (300 Level) executives in these processes. Students will learn how An intensive study of a particular subject or problem in to transform themselves from media consumers to media communication to be announced prior to registration. May producers. No previous media-related training or experi- be conducted on either a lecture-discussion or a seminar ence is required. basis. Prerequisites: Junior standing and instructor permission. Course Type(s): COPRT, CORTT, COSS, IM

Monmouth University A61 Appendix A: Course Descriptions

CO 413 Cr. 3.0 CO 427 Cr. 3.0 Advanced Public Relations Writing Layout and Crisis and Issues Management Design Advanced public relations theory and practices dealing Simulates a field public relations agency or department with management of organizational crisis and issues. by providing students real-world or field-applicable skills. Exploration of the process of research, analysis, planning, An emphasis on media tools and production enables and implementation of crisis management. Examination of students to work in a fast-paced, deadline-intensive envi- the role of the public relations professional in the devel- ronment. The principles of communicating with media opment of crisis communication strategies and tactics. and specialized public audiences are core along with the Emphasis on control of crisis, rumor, public perception, preparation, production, and presentation of messages for corporate image, and reputation. Use of case studies, mass consumption. simulations, group exercises, and projects to develop Prerequisites: Communication 295 and 313. skills in crisis and issues management. Course Type(s): COPRM Prerequisite: Communication 295. Course Type(s): COPRT CO 414 Cr. 3.0 Public Relations Campaigns CO 483 Cr. 3.0 Application of public relations techniques to various com- Communication Internship Seminar municative environments, communication problems, and Supervised, practical experience in communication crisis management. (radio, television, public relations, journalism, and human Prerequisites: Communication 295 and 313 or permission communication); emphasis on the application of disci- of the instructor. pline- specific technologies and theories in a professional Course Type(s): COPRM environment directly related to one’s course of study. On-campus seminar attendance is required. May be CO 415 Cr. 3.0 repeated once for credit. Public Relations Campaigns: Trends and Analysis Prerequisites: Communication 216 or 217 or 218, departmental approval, and Junior standing. Examines, reviews, and predicts how corporate leaders Course Type(s): EX solve today’s public relations challenges. Curriculum focuses on existing field trends and evaluates effective, as well as ineffective, corporate strategies. Students CO 484 Cr. 3.0 develop an integral understanding of the vital role of Communication Internship Seminar public relations in successful profit and non-profit organi- Supervised, practical experience in communications zations. Students develop an understanding of the issues (radio, television, public relations, and human relations); management process, identify and plan crisis administra- emphasis on the programming, production, and transmis- tion programs, and implement public affairs communica- sion aspects of mass media. On-campus attendance is tion. Student assignments include research, composition required. May be repeated once for credit. of case statements, position papers, solutions and evalua- Prerequisites: Departmental approval; Junior standing. tive methods involving publicity demands, special events, Course Type(s): EX promotions, image problems, and other challenges. Prerequisite: Communication 295. CO 488 Cr. 3.0 Course Type(s): COPRT Cooperative Education: Communication Professional work experience in a communication posi- CO 425 Cr. 3.0 tion. May be repeated for credit. Political Communication Prerequisites: Departmental approval and Junior or The impact of communication on political action. Senior standing. Persuasive strategies and mediated reality that affect Course Type(s): EX political choices. Focus on the interpretation of political rhetoric and the role media plays in campaigns. Also list- CO 489 Cr. 3.0 ed as Political Science 425. Internship in Communication Prerequisite: Communication 100 or 220 or instructor per- Supervised practical experience in communication (radio, mission. television, public relations, and human relations) or jour- Course Type(s): COACP, COCST, COPRT nalism; emphasis on the programming, production, and

A62 Monmouth University Appendix A: Course Descriptions

transmission aspects of mass media. Repeatable for CS 102 Cr. 4.0 credit. Introduction to Computing and Problem Solving Prerequisites: Junior standing, departmental approval, Introduces a broad overview of computing topics, and placement. designed to provide students with awareness of the com- Course Type(s): EX puting field’s many aspects. Topics include fundamentals of computer architecture, operating systems, applications, CO 491 Cr. 3.0 networks, and problem solving. Computing topics are Seminar in Communication demonstrated and presented using computing applications Communication as an organized body of knowledge and including word processors, spreadsheets, databases, pre- skills; advanced problems assigned according to the spe- sentation software, and Web page development software. cial interests of the student. For Communication majors Introduces social and ethical issues related to computing only. and explores the local and global impact of computing on Prerequisites: Communication 301, Senior standing, at individuals, organizations, and society. It also gives stu- least thirty credit hours in the department, and successful dents their initial exposure to group project work. completion of English 102 with a grade of C or higher. Course Type(s): TL Course Types(s): none CS 175 Cr. 4.0 CO 497 Cr. 1.0 Introduction to Computer Science I Contemporary Issues in Cinema Introduction to the basic concepts of program develop- Current topics in contemporary cinema, with an emphasis ment in a modern object-oriented language; problem-solv- on engagement with current film and videomakers, and ing methods and algorithm development; basic data analysis and critique of cutting-edge work in the field of types; language syntax; style and documentation; and screen production. Note: Must be taken in sequence in coding and testing of programs. subsequent semesters. Prerequisite: Computer Science 102. Prerequisites: Communication 241, 297, 397, and permis- Course Types(s): none sion of the instructor. Course Type(s): COSS CS 176 Cr. 4.0 Introduction to Computer Science II CO 498 Cr. 1.0 – 3.0 Continuation in depth and breadth of problem-solving Special Topics in Communication (400 Level) and algorithm development, using the same modern An intensive study of a particular subject or problem in object-oriented language as in Computer Science 175. communication to be announced prior to registration. The More advanced, object-oriented design. Introduction to course may be conducted on either a lecture-discussion polymorphism and inheritance. Four hours per week. or a seminar basis. Prerequisite: Computer Science 175 passed with a grade Prerequisite: Demonstrated ability in the proposed area of of C or higher. concentration. Course Types(s): none Course Types(s): none CS 199 Cr. 1.0 – 3.0 CO 499 Cr. 3.0 Independent Study in Computer Science Independent Study in Communication Independent study in a computer science topic not sub- Guided research on selected topics in Communication. stantially treated in a regular course; for students with Prior permission of the directing professor and depart- superior ability. One-hour consultation per week. ment chair is required. Prerequisite: Prior permission of directing professor and Prerequisite: Demonstrated ability in the proposed area of department chair required. concentration. Course Types(s): none Course Types(s): none CS 202 Cr. 4.0 CO 499B Cr. 3.0 Discrete Mathematics and Applications Independent Study in Screen Studies Covers the basic concepts, methods, structures, and Guided research on a selected topic in screen studies. models from discrete mathematics used throughout com- Course Types(s): none puter science. Topics addresses include: logic and math-

Monmouth University A63 Appendix A: Course Descriptions

ematical reasoning, functions, sets, summations, asymp- CS 275 Cr. 3.0 totic notation, algorithms and complexity, number theory, Introduction to an Algorithmic Language cryptography, matrix algebra, induction and recursion, A thorough overview of the syntax of an algorithmic lan- counting techniques, combinatorial objects, discrete struc- guage and stress on the concepts of structured program- tures, discrete probability therapy, relations, and graph ming. Four hours per week. theory and graph algorithms. Prerequisite: Permission of the instructor. Prerequisites: Computer Science 175 and Mathematics Course Types(s): none 109. Course Types(s): none CS 286 Cr. 3.0 Computer Architecture I CS 205 Cr. 4.0 Number representations and operations. Processor Data Structures and Algorithms data path. Pipelining. Memory hierarchy. Input/Output. Introduction to the design, implementation, and use of Assembly language programming. fundamental data structures (list, stacks, queues, trees); Prerequisites: Computer Science 176 or 275, passed with extensions of these structures and associated algorithms a grade of C or higher. and informal complexity analysis. Four hours per week. Course Types(s): none Prerequisites: Computer Science 176, passed with a grade of C or higher and either Mathematics 130 or Computer Science 202, passed with a grade of C or high- CS 288 Cr. 3.0 er. Cooperative Education: Computer Science Course Types(s): none Provides an opportunity for students who are engaged in a computer science-related work experience. Fifteen to twenty hours of work experience per week. May be CS 212 Cr. 3.0 repeated for credit. Networking Fundamentals I Prerequisites: Junior standing and thirty or more earned Prepares students with knowledge and skills required to credits with at least fifteen taken at Monmouth University. successfully install, operate, and troubleshoot a small Course Type(s): EX branch office network. Includes topics on networking fundamentals; connecting to a WAN; basic security and wireless concepts; routing and switching fundamentals; the CS 298 Cr. 1.0 – 3.0 TCP/IP and OSI models; IP addressing; WAN technolo- Special Topics in Computer Science (200 Level) gies; operating and configuring IOS devices; configuring An intensive study of a particular subject or problem in RIPv2, static and default routing; implementing NAT and computer science to be announced prior to registration. DHCP; and configuring simple networks. May be conducted on either a lecture-discussion or a Course Types(s): none seminar basis. Three or four hours per week. Prerequisite: As announced in the course schedule. CS 222 Cr. 3.0 Course Types(s): none Networking Fundamentals II Prepares students with knowledge and skills required to CS 299 Cr. 3.0 successfully install, operate, and troubleshoot a small to Independent Study in Computer Science medium size enterprise branch network. Covers topics on Independent study in a computer science topic not sub- VLSM and IPv6 addressing; extending switched networks stantially treated in a regular course; for students with with VLANs; configuring, verifying and troubleshooting superior ability. One-hour consultation per week. VLANs; the VTP, RSTP, OSPF and EIGRP protocols; Prerequisite: Prior permission of directing professor and determining IP routes; managing IP traffic with access department chair required. lists; NAT and DHCP; establishing point-to-point connec- Course Types(s): none tions; and establishing Frame Relay connections. Prerequisite: Computer Science 212. CS 302 Cr. 3.0 Course Types(s): none Designing and Implementing Routing in Enterprise Networks Prepares students with knowledge and skills necessary to use advanced IP addressing and routing in implement-

A64 Monmouth University Appendix A: Course Descriptions

ing scalable and secure routers connected to LANs and CS 316 Cr. 3.0 WANs. Also covers configuration of secure routing solu- Implementing Network Security tions to support branch offices and mobile workers. Prepares students with knowledge and skills required to Prerequisites: Computer Science 212 and 222, both secure networks. Includes topics on core security technol- passed with a grade of C or higher. ogies, the installation, troubleshooting and monitoring of Course Types(s): none network devices to maintain integrity, confidentiality and availability of data and devices, and competency in the CS 306 Cr. 4.0 technologies that use its security structures. A hands-on Computer Algorithms II career oriented course, with an emphasis on practical Continuation in depth and breadth of the design, imple- experience, to help students develop specialized security mentation, and use of data types (list, binary search tree, skills, along with critical thinking and complex problem tree, hash table, graph); intermediate algorithm design; solving skills. complexity analysis. Four hours per week. Prerequisites: Computer Science 212 and 222; both Prerequisite: Computer Science 205, passed with a grade passed with a grade of C or higher. of C or higher. Course Types(s): none Course Types(s): none CS 320 Cr. 3.0 CS 310 Cr. 4.0 IP Telephony Design and Implementation Advanced Object-Oriented Programming and Design Prepares students with knowledge of how to implement Object-oriented programming and design, using a lan- and support data and voice integration solutions at the guage different from that used in Computer Science 176. network-access level. Topics covered include basic IP Use of classes, inheritance, polymorphism, and libraries. Telephony operation, router configuration, support, trou- Topics will include flexible system design for such require- bleshooting, and integration with an existing PSTN net- ments as globalization. work. Prerequisite: Computer Science 205, passed with a grade Prerequisites: Computer Science 212 and 222. of C or higher; and English 101 and 102 or permission of Course Types(s): none the instructor. Course Type(s): WT CS 322 Cr. 3.0 Network Troubleshooting CS 312 Cr. 3.0 Prepares students with knowledge and skills necessary Designing and Implementing Switching in to plan and perform regular maintenance on complex Enterprise Networks enterprise routed and switched networks and use technol- Prepares students with knowledge and skills neces- ogy-based practices to perform network troubleshooting. sary to plan, configure, and verify the implementation of Prerequisite: Computer Science 312, passed with a grade complex enterprise switching solutions using Enterprise of C or higher. Architecture. Also covers secure integration of VLANs, Course Types(s): none WLANs, and voice and video into campus networks. Prerequisite: Computer Science 302. CS 324 Cr. 3.0 Course Types(s): none Computer Architecture II Boolean algebra, combinational and sequential cir- CS 315 Cr. 3.0 cuit devices are presented in lectures and laboratory. Theory of Computing Computer hardware organization. Memory and CPU An introduction to phrase structure languages and their design. CPU control with microcode. Four hours per week. relation to automata, computability, and program verifica- Prerequisite: Computer Science 286, passed with a grade tion. of C or higher. Prerequisites: Computer Science 176 or 275, passed with Course Types(s): none a grade of C or higher and either Computer Science 202 or Mathematics 120 or 130, passed with a grade of C or CS 325 Cr. 3.0 higher. Software Engineering Concepts Course Types(s): none Overview of software engineering concepts, analysis/ design techniques, Unified Modeling Language (UML),

Monmouth University A65 Appendix A: Course Descriptions

software documentation, and group development of soft- CS 370 Cr. 3.0 ware. Program Development Under Unix Prerequisite: Computer Science 205 passed with a grade Introduction to the use of the UNIX operating system and of C or higher; and English 101 and 102 or permission of its utilities for incremental and distributed program devel- the instructor. opment, maintenance, and debugging. The course covers Course Type(s): WT the UNIX shell, utilities, and program development tools that are used for large projects involving multiple develop- CS 330 Cr. 3.0 ers on multiple machines. Three hours per week. Administrating Unified Communication Manager Prerequisite: Computer Science 176 or Computer Science Prepares students with knowledge of deploying a Unified 275, passed with a grade of C or higher. Communications Manager to support single site and Course Types(s): none multi-site deployment models. Prerequisites: Computer Science 212 and 222, passed CS 371 Cr. 3.0 with a grade of C or higher. Scripting Languages Course Types(s): none An introduction to programming using widely-used, dynamically-typed, interpreted programming languages, CS 335 Cr. 3.0 which are sometimes called scripting languages. Covers Programming Language Concepts general-purpose scripting languages, such as Perl and Design, evaluation, and implementation of program- Python that are used to develop a wide range of applica- ming languages. Discussion of imperative, applicative, tions. Scripting languages, such as PHP, that are used object-oriented and concurrent languages. Four hours per primarily in web development, will not be covered in this week. course. Prerequisite: Computer Science 205, passed with a grade Prerequisite: Computer Science 176 or equivalent. of C or higher. Course Types(s): none Course Types(s): none CS 375 Cr. 4.0 CS 350 Cr. 1.0 – 4.0 File Management Research in Computer Science Overview of files, records and files, blocking and buffer- Original research work, associated with an external ing, secondary storage devices; sequential file organi- constituent and/or organization, planned and carried out zation, external sort/merge algorithms; random access; with assistance of faculty research advisor. Research relative file organization; tree-structured file organiza- conducted by the student will be shared with the external tion; search trees, indexed sequential file organization; constituency and submitted for outside publication and list-structured file organization; multiple-key file organiza- review. Number of credits arranged with advisor. Limited tion. Four hours per week. to Computer Science students with approval of chair, pro- Prerequisite: Computer Science 205, passed with a grade gram director, or advisor. of C or higher. Prerequisites: Junior standing, Computer Science 306, Course Types(s): none passed with a grade of C or higher, a minimum of fifteen credits at Monmouth University, and a minimum GPA of CS 388 Cr. 3.0 3.25. Cooperative Education: Computer Science Course Type(s): EX Provides an opportunity for students who are engaged in a computer science-related experience. Fifteen to twenty CS 360 Cr. 3.0 hours of work experience per week. This course may be Introduction to Game Development repeated for credit. An introduction to the creation of computer/video games Prerequisites: Junior standing and thirty or more earned and the different elements of games, including computer credits with at least fifteen taken at Monmouth University. graphics, animation, artificial intelligence, algorithms, data Course Type(s): EX structures, networking, software development cycles and human-computer interaction. Also listed as SE 360. CS 398 Cr. 1.0 – 3.0 Prerequisite: Computer Science 205 passed with a grade Special Topics in Computer Science (300 Level) of C or higher. An intensive study of a particular subject or problem in Course Types(s): none

A66 Monmouth University Appendix A: Course Descriptions

computer science to be announced prior to registration. of C or higher. May be conducted on either a lecture-discussion or a Course Types(s): none seminar basis. Three or four hours per week. Prerequisite: As announced in the course schedule. CS 435 Cr. 3.0 Course Types(s): none Systems Programming Introduction to the implementation of basic system CS 414 Cr. 4.0 software: text editors, assemblers, loaders, and macro Computer Networks processors, with emphasis on software methodology for Provides introduction to computer-networking concepts, creating and maintaining large programs. The language of technologies, and services, including basic communica- instruction will be C, which will be briefly introduced. Four tions theory, analog and digital devices, Public Switched hours per week. Telephone Network, data networks, LANs, wireless Prerequisites: Computer Science 286 and 205, both services, data protocols, the Internet, multi-media, and passed with a grade of C or higher, and Senior standing. B-ISDN. Course Types(s): none Prerequisite: Computer Science 286, passed with a grade of C or higher. CS 438 Cr. 4.0 Course Types(s): none Operating Systems Analysis Management of memory, processes, files, and devic- CS 418 Cr. 3.0 es. OS design principles and performance measures. Compiler Construction Multiprogramming, multiprocessing, concurrency, dead- The principles and practices of incorporating the theory of lock, virtual machines. Competitive and cooperating finite automata and context-free languages, the mainte- processes. Programs will be written in C. Throughout the nance and use of semantic information, and the genera- course, students will be expected to work in pairs to solve tion and optimization of code to produce a compiler. Four problems and in a larger group for a more substantial hours per week. project. Prerequisite: Computer Science 205 passed with a grade Prerequisites: Computer Science 286 and 205, passed of C or higher. with a grade of C or higher. Course Types(s): none Course Types(s): none

CS 420 Cr. 4.0 CS 445 Cr. 3.0 Survey of Artificial Intelligence Concepts and Computer Graphics Practices Drawing lines and curves, area filling, fractals, three Introduction to fundamental concepts and practices of dimensional viewing, clipping, ray-tracing, shading, hid- artificial intelligence, covering problem definition, search den line and surface removal. Four hours per week. techniques, knowledge representation, control knowledge, Prerequisite: Computer Science 205, passed with a grade and symbolic reasoning. Includes at least two of the fol- of C or higher. lowing advanced topics: planning, understanding, natural Course Types(s): none language processing, learning, connectionist models, common sense reasoning, and expert systems. Four CS 461 Cr. 3.0 hours per week. Simulation and Modeling Prerequisite: Computer Science 205, passed with a grade An introduction to the use of discrete event simulation of C or higher. and other modeling methods and tools to predict the Course Types(s): none performance of computer systems and communications networks. CS 432 Cr. 4.0 Prerequisite: Computer Science 205, passed with a grade Database Systems of C or higher; Mathematics 319 recommended. Overview of database system concepts; data modeling; Course Types(s): none ER and UML diagrams; relational database schema definition; database design; query languages; hands-on CS 471 Cr. 3.0 experience of SQL and Oracle. Four hours per week. System Administration Prerequisite: Computer Science 205, passed with a grade Fundamental topics in system administration, focused

Monmouth University A67 Appendix A: Course Descriptions

primarily on UNIX administration with added coverage of department chair required. Microsoft Windows NT descendant systems. The course Course Types(s): none is a hands-on introduction to installing and maintaining modern, multi-user, production UNIX-like operating sys- DA 101 Cr. 3.0 tems and the essential services that are hosted on these Dance Appreciation systems. Introduction to the extraordinarily diverse dance forms Prerequisite: Computer Science 370, passed with a grade found throughout the world. Development of an appreci- of C or higher. ation of dance as an art. The history, aesthetic elements, Course Types(s): none and communicative power of dance movements will be examined. CS 488 Cr. 3.0 Course Types(s): AT Cooperative Education: Computer Science Provides an opportunity for students who are engaged in DA 151 Cr. 3.0 a computer science-related experience. Fifteen to twenty Movement for the Performer hours of work experience per week. May be repeated for Designed for the students to gain body awareness credit. and proper body alignment through physical practice Prerequisites: Junior standing and thirty or more earned and imagery, while learning proper dance terminology. credits with at least fifteen taken at Monmouth University. Creative movement, improvisation, and choreography will Course Type(s): EX also be addressed. By the end of the course, the student will be able to properly warm-up the body in preparation CS 490 Cr. 4.0 for performance. Senior Project Course Types(s): AT Affords the student an opportunity to integrate topics and techniques from previous coursework in a capstone proj- DA 198 Cr. 1.0 – 3.0 ect. The project will combine investigation into computer Special Topics in Dance (100 Level) science literature and actual implementation, either in an An intensive study of a particular dance form to be area of current research or an application area of interest announced prior to registration, involving the practical to industry. Implementation might involve collaboration application of a dance form through practice and with other students. The project will be presented formal- performance. ly, both orally and in written form. This course satisfies Prerequisite: As announced in the course schedule. the reasoned oral discourse requirement for computer Course Types(s): AT science students. Prerequisites: Computer Science 325 and 432, passed with a grade of C or higher. DA 207 Cr. 3.0 Course Type(s): RD Modern Ballet I Integration of the techniques of modern and classical bal- CS 498 Cr. 1.0 – 3.0 let; modern ballet history and theory to be examined, with emphasis on movement and performance. Special Topics in Computer Science (400 Level) Course Types(s): AT An intensive study of a particular subject or problem in computer science to be announced prior to registration. May be conducted on either a lecture-discussion or a DA 209 Cr. 3.0 seminar basis. Three or four hours per week. Jazz Dance I Prerequisite: As announced in the course schedule. Introduction to jazz dance techniques; skills development Course Types(s): none in jazz movement, body control, and stage performance. Course Types(s): AT CS 499 Cr. 1.0 – 3.0 Independent Study in Computer Science DA 211 Cr. 3.0 Independent study in a computer science topic not sub- Jazz Dance II stantially treated in a regular course; for students with Advanced jazz dance techniques; advanced skills devel- superior ability. One-hour consultation per week. opment in jazz movement, body control, and stage Prerequisite: Prior permission of directing professor and performance.

A68 Monmouth University Appendix A: Course Descriptions

Prerequisite: Dance 209 or permission of the instructor. ED 250 Cr. 3.0 Course Types(s): AT Foundations of Teaching and Learning Enhances a teacher candidate’s background in principles DA 298 Cr. 1.0 – 3.0 and practices of elementary and secondary education, Special Topics in Dance (200 Level) including curriculum planning, evaluation, procedures, An intensive study of a particular dance form to be classroom management, core curriculum standards, and announced prior to registration. The course involves the school organization. Relevant information about national particular application of the dance form through practice and state standards (NCATE, INTASC, PRAXIS, NBTS, and performance. and NJCCCS) will be addressed. Sociological, historical, Prerequisite: As announced in the course schedule. and philosophical foundations of education are examined. Course Types(s): AT Observation and participation in actual classroom procedures are required through structured field experiences. DA 299 Cr. 1.0 – 3.0 Education majors only. Independent Study in Dance Prerequisites: Educational Leadership 201, a minimum GPA of 3.00, and Sophomore standing. Must have Guided Research in selected topics in Dance. successfully passed the Basic Skills Assessment Core Course Types(s): none Academic Skills for Educators (CORE); or prior approval by department (bases on SAT or ACT scores). DA 301 Cr. 3.0 Course Types(s): none Choreography How to initiate, develop, manipulate, and edit movement ED 319 Cr. 3.0 to craft a dance with form and intent. Teaches creative Content Literacy and practical skills. The conception, planning, and reali- Designed to focus on the development of literacy through zation of complete dances will be studied and practiced. the integration of literature and literate thinking across the Students will create and perform their own choreography. curriculum for academic-content learning at the secondary Outstanding work will be showcased in departmental pro- level. It emphasizes the implementation of both teaching ductions. and learning strategies to develop independent learners. Course Types(s): AT Limited to Education majors. Prerequisites: A minimum GPA of 3.00; English 101 and DA 499 Cr. 1.0 – 3.0 102 or permission of the instructor. Independent Study in Dance Prerequisite or Corequisite: Education 250. Guided research on selected topics in Dance. Course Type(s): EX, WT Course Types(s): AT ED 320 Cr. 3.0 ED 050 Cr. 0.0 Teaching Students with Diverse Needs English as a Second Language Instruction for Addresses two issues in today’s field of education: ESL Undergraduate International Students students in mainstream classrooms and students with This is a pass/fail course. special needs in inclusion classrooms. The relevant top- Course Types(s): none ics will be explored to provide teacher candidates with a theoretical foundation, an understanding of their legal ED 101 Cr. 1.0 responsibility, and an opportunity to design instruction Transition to College addressing various needs of diverse students in an inclu- The identification and management of the academic and sive setting. Limited to Education majors. socio-emotional issues confronting the student during the Prerequisites: Education 250, a minimum GPA of 3.00; transitional stage from secondary to post-secondary and English 101 and 102 or permission of the instructor. education. Course Type(s): RD, WT Prerequisite: Permission of the instructor. Course Types(s): none ED 327 Cr. 3.0 Theories and Practice of ESL Instruction Part I With an emphasis on teaching English through content, part one of this two-semester course will introduce the

Monmouth University A69 Appendix A: Course Descriptions

history of ESL teaching and critically explore exempla- meaning of words), phonetics and phonology (the sounds ry curriculum designs and methods of teaching ESL. A of language), pragmatics (the way language works in the wide range of ESL instructional materials, services, and world), and English grammar. Students will gain familiarity assessment measures will be introduced and practiced, with important theories, research, and how the English with an emphasis on standard-based content and ESL language works. Education majors only. teaching. Both instructional design and implementation Prerequisite: A minimum G.P.A. of 3.00. will be the focus for practice, with embedded language Course Types(s): none acquisition/learning theories and research studies carefully examined. ED 351 Cr. 3.0 Prerequisites: Education 320 and a minimum GPA of 3.00. Methods of Teaching Art I Course Types(s): none The history and philosophy of art education; the construction of art curricula and the exploration of teaching ED 328 Cr. 3.0 methods; media and tools appropriate for the educational Theories and Practice of ESL Instruction Part II level. Methods I deals with the needs of the elementary A continuation of ED 327 examines public issues per- school child. Open to Education majors only. Also listed tinent to ESL education, with an emphasis on making as Art 351. connections between theories or research findings and Prerequisites: Art 114, 116, and 192. classroom practice. More approaches to ESL instruction Course Types(s): none will be introduced with an emphasis on various strategies and techniques for teaching specific language skills in ED 352 Cr. 3.0 a standard-based content and ESL teaching program. Methods of Teaching Art II Reflective practice is an integral part. The history and philosophy of art education; the construc- Prerequisites: Education 327 or 374, English 442, and a tion of art curricula and the exploration of teaching meth- minimum GPA of 3.00. ods; media and tools appropriate for the educational level. Course Types(s): none Methods II deals with the needs of the adolescent. Open to Art and Education majors only. Also listed as Art 352. ED 331 Cr. 2.0 Prerequisite: Art 351 or Education 351. Music for the Child Course Types(s): none Methods and materials of teaching in the elementary school (K-8); singing, rhythmic expression, listening, use ED 360 Cr. 3.0 of simple instruments, and correlating music with other Methods of Teaching Elementary Mathematics areas of learning. For Education majors only. Also listed Designed to provide a profound understanding of the as Music 331. concepts taught in elementary school mathematics. Prerequisites: Music 151 and 218. Demonstrated for teacher candidates are techniques to Course Types(s): none foster conceptual development in young learners, thus producing confidence and success in the learning of math- ED 333 Cr. 2.0 ematics. The essential elements of instruction, assess- The Teaching of Music in the Secondary School ment, grouping strategies, and effective questioning Study and application of appropriate concepts, methods, are illustrated and honed when planning to address the skills, and materials for secondary-school music teachers. instructional needs for diverse learners in mathematics. For Education majors only. Also listed as Music 333. Prerequisites: Mathematics 103 or 203, Educational Prerequisites: Music 151 and 218. Leadership 326, and a minimum GPA of 3.00. Course Types(s): none Course Type(s): EX

ED 336 Cr. 3.0 ED 361 Cr. 3.0 Applied Linguistics for the Language Educator Methods of Teaching Science for Elementary Designed to introduce students to the concepts of linguis- School tics as related to bilingual education and the teaching of Designed for those without a strong background in sci- English as a second language. Students will also learn ence (although those with a strong background will also structural aspects of linguistics, including morphology benefit greatly from this course). The intent of this course (words), syntax (sentence patterns), semantics (the is to provide an integrated perspective for teaching sci-

A70 Monmouth University Appendix A: Course Descriptions

ence from pre-kindergarten through grade 8. This course ED 367 Cr. 3.0 has a field experience component. Teaching Language Arts at the Secondary Level Prerequisites: Educational Leadership 326 and a mini- Part I mum GPA of 3.00. As a component of the teacher-education program, the Course Type(s): EX intention is to introduce to future secondary English/ Language Arts teachers the fundamental concepts of ED 362 Cr. 3.0 curriculum design and instructional planning. To also Teaching Elementary Social Studies introduce a variety of approaches to curriculum design Introduces elementary teacher certification candidates to with an emphasis on the two distinct but important goals the social studies curriculum and methods. Course con- of language arts education: developing general literacy tent will emphasize national and state standards for social skills and discovering the inner joy of reading literature studies education, cross-curriculum integration, partic- and using language as a tool for communication. Topics ularly world languages and culture, personal and social related to decision-making, classroom management, and problem solving, and situated cognition in social studies instructional planning are treated in depth to help pro- education learning. The essential elements of planning, spective teachers master the basic competencies at the instruction, and assessment are explored to address the level of planning to fulfill the requirement for state and needs of diverse learners in social studies education. national certification. The experiential component pro- Prerequisites: Educational Leadership 326 and a mini- vides the students with opportunities for hands-on expe- mum GPA of 3.00. riences for deepening understanding and strengthening Course Type(s): EX competencies. Prerequisites: Education 319 or Educational Leadership ED 365 Cr. 3.0 327 and a minimum GPA of 3.00. Mathematics for the Secondary Teacher Part I Course Type(s): EX Designed to deepen future secondary-school teachers’ understanding of the complexities of the secondary math- ED 368 Cr. 3.0 ematics curriculum and to build upon their competencies Teaching Language Arts at the Secondary Level at the instructional implementation level. Teacher candi- Part II dates are offered a unified perspective of curriculum and Provides in-depth preparation to teacher candidates teaching at the secondary level in mathematics. Included desiring to teach English/Language Arts at the secondary is exploration into inquiry-based learning, the essential level by extending the essential knowledge, skills, and elements of instruction, assessment, grouping strategies, strategies grounded in research and related to effective and effective questioning as these techniques are utilized classroom instruction. Teacher candidates will have to bring conceptual understanding of important mathe- increased opportunities to apply theory and refine practice matics to all learners in this content area. The experiential in the use of print and non-print texts and in the integra- component provides the candidates with opportunities to tion of the English Language Arts. The NCTE/IRA and translate theory into practice. New Jersey Core Content Curriculum Standards will be Prerequisites: Education 319 or Educational Leadership an integral part of the course. Candidates are required to 327 and a minimum GPA of 3.00. complete a thirty-hour practicum in a local school. Course Type(s): EX Prerequisites: Education 367 and a minimum GPA of 3.00. ED 366 Cr. 3.0 Course Type(s): EX Mathematics for the Secondary Teacher Part II Deepens the understanding of future secondary-school ED 369 Cr. 3.0 teachers in the complexities of the secondary mathe- Methods of Teaching Science for the Secondary matics curriculum and builds their competencies at the Teacher Part I level of instructional implementation. Instructional meth- Science methods for middle- and secondary-education odologies studied in Education 365 will be more broad- students is designed for those with a background in sci- ly applied to more advanced mathematical concepts. ence. The intent is to provide an integrated perspective Limited to Education majors. of teaching science from grade 5 through grade 12. It Prerequisites: Education 365 and a minimum GPA of also provides active learning of science concepts through 3.00. various inquiry activities. Following the learning theories Course Type(s): EX that have produced both the National Science Education

Monmouth University A71 Appendix A: Course Descriptions

Standards and the New Jersey Core Curriculum Content for future secondary teachers to meet the New Jersey Standards for science, it will utilize projects, cases, Core Curriculum Content Standards for Social Studies and problems in real-world settings, using a diversity of to include: infusing Economics and Geography into the instructional methods and strategies to provide each stu- curriculum, developing greater technology coalescence, dent with the opportunity to learn how to teach inquiry and extending cross-curriculum lesson plans, embracing a problem-solving across the sciences. It has a thirty-hour pluralistic approach, and expanding multicultural themes. field experience component. Fosters the development of effective inquiry-based cur- Prerequisites: Education 319 or Educational Leadership riculum activities making active use of community-based 327, and a minimum GPA of 3.00. resources. Education majors only. Course Type(s): EX Prerequisites: Education 371 and a minimum GPA of 3.00. ED 370 Cr. 3.0 Course Type(s): EX Methods of Teaching Science for the Secondary Teacher Part II ED 374 Cr. 3.0 Science methods for middle- and secondary-educa- Issues and Practices in World Language Education tion students is designed for those with a strong back- Part II ground in science. The intent is to provide an integrated Issues and practices in world language curriculum and perspective of teaching science from grade 9 through instruction. Fieldwork required. Designed to expand future grade 12. Also will provide active learning of science world language teachers’ understanding of the com- concepts through various inquiry activities. Following the plexities of the content-based instruction in curriculum learning theories that have produced both the National design and strengthen their competencies with a focus Science Education Standards and the New Jersey Core on standard-based language instruction that addresses Curriculum Content Standards for science, it will utilize the national and state standards. Issues related to deci- projects, cases, and problems in real- world settings, sion-making, classroom management, assessment and using a diversity of instructional methods and strategies reporting systems, student diversity, and role of com- to provide each student with the opportunity to learn how munity will be explored. The experiential component of to teach inquiry and problem-solving across the sciences. the course provides the students with opportunities for It has a thirty-hour field component. Limited to Education hands-on experiences for deepening understanding and majors. strengthening competencies. For Education majors only. Prerequisites: Education 369 and a minimum GPA of Prerequisites: Education 319, Education or Foreign 3.00. Languages 427, and a minimum GPA of 3.00. Course Type(s): EX Course Type(s): EX

ED 371 Cr. 3.0 ED 375 Cr. 3.0 Teaching Social Studies at the Secondary Level Integrated Secondary Teaching Methods Part I Part I As a component of the teacher-education program, the Introduces the middle- and secondary-level teacher certi- intention is to introduce future secondary teachers to the fication candidate to social studies curriculum and meth- fundamental concepts of curriculum design and instruc- ods. Course content will emphasize national and state tional planning. It focuses on a constructivist approach standards for social studies education curriculum across to instructional planning and practices. Topics related to the traditional social science disciplines. decision-making, classroom management, and instruc- Prerequisites: Education 319 or Educational Leadership tional planning are treated in depth to help prospective 327 and a minimum GPA of 3.00. teachers master the basic competencies at the level of Course Type(s): EX planning to fulfill the requirement for state and national certification. The experiential component of the course ED 372 Cr. 3.0 provides the students with opportunities for hands-on Teaching Social Studies at the Secondary Level experiences for deepening understanding and strengthening competencies. Limited to Education majors. Part II Prerequisites: Education 319 and a minimum GPA of Expands and further develops competencies. Instructional 3.00. methodologies focusing on a constructivist, student-cen- Course Type(s): EX tered approach will be explored. Targets strategies

A72 Monmouth University Appendix A: Course Descriptions

ED 376 Cr. 3.0 ED 379 Cr. 3.0 Integrated Secondary Teaching Methods Part II Methods of Teaching Physical Education K-12 Deepens future secondary-school teachers’ understand- Designed to present current methods and techniques of ing of the complexities of the curriculum and builds their teaching physical education to students in grades K-12. competencies at the level of instructional implementation Particular attention will be on new techniques for adjust- in specific subject areas (e.g., science, math, language ing tasks for a wide variety of children’s interests, abilities, arts, social studies, world languages, arts). Focuses on a and learning styles, and ensuring safe use of equipment broad spectrum of instructional methodologies and tech- in physical education. Also, lifetime sports and activities niques that are workable in today’s classrooms and that for students with diverse needs and from diverse back- address the needs of diverse learners. A constructivist grounds will be highlighted. Field experience is required. approach to planning and instruction will be emphasized. Education majors only. Provides students with opportunities for hands-on expe- Prerequisites: Education 320 and a minimum GPA of riences for deepening understanding and strengthening 3.00. competencies. Limited to Education majors. Course Types(s): none Prerequisites: Education 375 and a minimum GPA of 3.00. ED 380 Cr. 3.0 Course Type(s): EX Middle Level Learning and Teaching The candidate will examine aspects of middle-level ED 377 Cr. 3.0 schooling that are responsive to the nature and needs of Integrated K-12 Teaching Methods adolescents. The candidate will apply knowledge of ado- Deepens future K-12 school teachers’ understanding of lescents’ cognitive and affective development to design the complexities of the curriculum and builds their com- learning environments and to structure and implement petencies at the level of instructional implementation in learning experiences that effectively promote academic specific subject areas (e.g., music, arts, and world lan- achievement and personal growth for all middle-grade guages, etc.). Focuses on a broad spectrum of instruc- students. tional methodologies and techniques that are workable Prerequisites: Education 250, 320, and a minimum GPA in today’s classrooms and which address the needs of of 3.00. diverse learners. A constructivist approach to planning Course Type(s): EX and instruction will be emphasized. The experiential component of the course provides the students with opportu- ED 398 Cr. 1.0 – 3.0 nities for hands-on experience for deepening understand- Special Topics in Education (300 Level) ing and strengthening competencies. An intensive study of a particular subject or problem in Prerequisites: Education 319, 320 and a minimum GPA education to be announced prior to registration. May be of 3.00. conducted on either a lecture-discussion or a seminar Course Types(s): none basis. Prerequisites: As announced in the course schedule and ED 378 Cr. 3.0 a minimum GPA of 3.00. Methods of Teaching Health K-12 Course Types(s): none Focuses on the planning, development, and teaching of health education in K-12 school settings. Emphasis will be ED 416 Cr. 8.0 placed on using recent data and contextual information Student Teaching to design instruction that focuses on the importance of Full-time school assignment under the daily supervision exercise, family and community, school and work environ- of a cooperating teacher. In addition, the supervisor from ments, and diet to promoting and maintaining good health Monmouth University observes, evaluates, and confers throughout life for students with diverse needs and from with the student teacher a minimum of six times. Campus diverse backgrounds. Field experience is required. seminar(s) required. Applications for student teaching Prerequisites: Education 320 and a minimum G.P.A. of must be submitted by the end of the first semester of the 3.00. Junior year (or completion of eighty credits). Limited to Course Types(s): none Education majors. Prerequisites: Passing the appropriate state required teacher examinations, Senior standing, approval of the

Monmouth University A73 Appendix A: Course Descriptions

department, and a minimum GPA of 3.00. EDL 206 Cr. 3.0 Course Type(s): EX Child and Adolescent Development An introduction to the field of human development. ED 416S Cr. 1.0 Concepts and theories of child and adolescent growth Student Teaching Seminar and development will be covered from the prenatal period A one-credit seminar to be taken in conjunction with stu- through adolescence. Education majors only. dent teaching. Prerequisites: Educational Leadership 201 and a mini- Course Types(s): none mum GPA of 3.00. Course Types(s): none ED 427 Cr. 3.0 The Teaching of World Languages EDL 210 Cr. 3.0 Curriculum development in foreign languages at the ele- Introduction to Language Development mentary and secondary level; the study and application Provides an overview of the development of language of teaching methods and materials. Also listed as Foreign over the course of the lifespan. An introduction to the Languages 427. normal acquisition of language including the components Course Types(s): none of language, as well as the physical, social, and cognitive basis for language. Theories of language development ED 498 Cr. 1.0 – 3.0 and how language evolves from infancy to adulthood will Special Topics in Education (400 Level) be discussed. Cultural influences on language development will also be explored. An intensive study of a particular subject or problem in Course Types(s): none education to be announced prior to registration. May be conducted on either a lecture-discussion or a seminar basis. EDL 211 Cr. 3.0 Prerequisites: As announced in the course schedule and Introduction to Phonetics a minimum GPA of 3.00. Provides students with the skills needed to produce, Course Types(s): none transcribe, and describe in articulatory terms, the individual sounds used in speech. Will provide an introduc- ED 499 Cr. 1.0 – 3.0 tion to sound patterns, phonetic transcriptions using the Independent Study in Education International Phonetic-Alphabet, acoustic aspects of phonetics, and the application of these skills to clinical Independent research in education in an area not sub- practice. Dialects and derivations of the English language stantially treated in a regular course offering under the will be explored. supervision of an Education faculty member; written Course Types(s): none evaluation of the research is required. For students with superior ability. Prerequisite: Prior permission of the directing professor EDL 212 Cr. 3.0 and department chair. Application must be filed before Introduction to Communication Disorders registration. Provides an overview to the fields of speech-language Course Types(s): none pathology, audiology, and education of the hearing impaired. Will provide information regarding the nature, EDL 201 Cr. 3.0 etiology, symptom, and remediation of organic and neu- Educational Psychology rogenic disorders of speech, language, and hearing. Additionally, this course will provide an overview of vari- Focus is on the application of research and theories ous speech, language, and hearing disorders: the factors from the field of psychology to the practice of teaching. related to the causes and severity of these disorders and Focuses on how theoretical and empirical knowledge roles of professionals associated with the diagnosis and about human development, cognition, and learning can severity of these disorders and roles of professionals be applied to schools and other educational settings. associated with the diagnosis and treatment, specifically Education majors only. Not open to students who have speech-language pathologists and audiologists. passed Education 201 or Psychology 201. Course Types(s): none Prerequisite: A minimum G.P.A. of 3.00. Course Types(s): none

A74 Monmouth University Appendix A: Course Descriptions

EDL 213 Cr. 3.0 a minimum GPA of 3.00. Neurological Bases of Communication Course Types(s): none Students will learn the neuroanatomical and neurophysi- ological underpinnings of speech, language, and hearing EDL 325 Cr. 3.0 and will study how the nervous system controls commu- Language and Early Literacy Development, Birth nication. Additionally, the course will examine the cranial Through Kindergarten nerves and the circuits underlying sensory perception, Focuses on language development and early literacy motor action, and cognition as they relate to speech proof regular, special education, and young learners from duction and hearing. diverse backgrounds, birth through kindergarten, which Course Types(s): none involves a field experience. The content includes the study of the theories and acquisition of language devel- EDL 214 Cr. 3.0 opment and sound awareness, the interrelated nature Anatomy and Physiology of Speech and Hearing of language development and literacy, the appropriate Provides an understanding of the anatomical structures, development and assessment of language and early as well as the physiological and functional mechanisms, literacy, methods for engaging and motivating all young essential for speech production. Specifically, the anatomy learners, and strategies for involving families and commu- and physiology of respiration, phonation, articulation, res- nity members. Education majors only. onation, and hearing will be covered in depth. Prerequisite: A minimum G.P.A. of 3.00. Course Types(s): none Course Types(s): none

EDL 215 Cr. 3.0 EDL 326 Cr. 3.0 Speech and Hearing Science Literacy Instruction in K-6 Educational Settings I Studies the nature of sound, sound transmission, and Focuses on the literacy development of regular and units of measurement necessary to understand the phys- special education children, including those from diverse iologic, acoustic, and perceptual parameters of speech. backgrounds in grades K-6. Ongoing assessment and Acoustics, speech production, and speech perception will instructional strategies will be explored in various engag- be emphasized. ing, literate, educational settings. Education majors only. Course Types(s): none Prerequisites: Education 250 and a minimum GPA of 3.00. EDL 280 Cr. 3.0 Course Types(s): none Introduction to Early Childhood Education Examines the historical, philosophical, and theoretical EDL 327 Cr. 3.0 foundations of early childhood education. Covers major Literacy Instruction in K-6 Educational Settings II aspects of the physical, socio-emotional, and cognitive Focuses on the literacy development of regular and spe- development of young children from birth to eight years cial education children, including those from diverse back- of age. Addresses major theories and concepts of child grounds in grades K-6. Ongoing assessment and instruc- development, early childhood ethics and professional- tional strategies for integrating literacy in the content ism, developmentally appropriate practice, diverse early areas will be explored in various, engaging, educational childhood curriculum and programs, inclusion, and home- settings. Education majors only. school partnerships. Education majors only. Prerequisites: English 101 and 102 or permission of the Prerequisite: A minimum GPA of 3.00. instructor, and a minimum GPA of 3.00. Course Types(s): none Course Type(s): WT

EDL 298 Cr. 3.0 EDL 333 Cr. 3.0 Special Topics in SLP Family Partnerships in Early Childhood Settings An intensive study of a particular subject or problem in Covers the history and significance of family and com- Speech, Language and Pathology to be announced prior munity involvement in early childhood education: an to registration. The course may be conducted on either a overview of perspectives regarding family diversity, par- lecture-discussion or a seminar basis. ent-professional partnerships and communication, early Prerequisites: As announced in the course schedule and intervention and special education services, and the legal

Monmouth University A75 Appendix A: Course Descriptions

and ethical rights of diverse contemporary families of stantially treated in a regular course offering under the young children. Contextual factors, social, cultural, racial, supervision of an Education faculty member; written exceptionality, and environment, known to impact learn- evaluation of the research is required. For students with ing, will be addressed with an approach to develop the superior ability. skills and knowledge needed for teachers to create posi- Prerequisite: Prior permission of the directing professor tive working relationships with families and communities. and department chair. Application must be filed before Education majors only. registration. Prerequisites: English 101 and 102 or permission of the Course Types(s): none instructor, and a minimum GPA of 3.00. Course Type(s): WT EDS 330 Cr. 3.0 Human Exceptionalities EDL 363 Cr. 4.0 Philosophical, historical, and legal foundations of special Early Childhood Curriculum and Methods education. The Council for Exceptional Children (CEC) Examines basic principles and current research on Code of Ethics, the Professional Practice Standards for early childhood curricula. The focus of the course is on Teachers of Exceptional Learners, and the New Jersey designing an integrated, developmentally appropriate Professional Teaching Standards are studied. Exploration curriculum in order to strengthen all aspects of children’s of the similarities and differences among the cognitive, development, including cognitive, language, social, emo- physical, cultural, social, and emotional needs of indi- tional, and physical capabilities. Discusses the appro- viduals with disabilities. Examination of the educational priate teaching methods that meet children’s individual, implications of characteristics of various exceptionalities. developmental, and cultural needs and the importance of Educational implications for learners from diverse cultures observation and authentic assessment in curriculum plan- and second-language learners will also be addressed. An ning. Also addresses the use of creative play to support overview of continuum of service delivery models will be children’s learning and development in early childhood explored with implications to various learners. Education settings. Education majors only. majors only. Prerequisite: A minimum GPA of 3.00. Prerequisites: English 101 and 102 or permission of the Course Types(s): none instructor, and a minimum GPA of 3.00. Course Type(s): WT EDL 398 Cr. 3.0 Special Topics in Educational Leadership EDS 332 Cr. 3.0 An intensive study of a particular subject or problem in Family/School/Community Partnerships and educational leadership to be announced prior to regis- Resources, P-12 tration. The course may be conducted on either a lec- Focus on the legal and historical perspectives of family ture-discussion or a seminar basis. involvement in special education. Family systems theory Prerequisites: As announced in the course schedule and and parent-professional partnerships in decision making a minimum GPA of 3.00. are included for all learners, P-12. Identifying appropriate Course Types(s): none community resources for persons with and without disabilities and their families and strategies for transition and EDL 498 Cr. 3.0 career planning are addressed. Education majors only. Special Topics in SLP Prerequisite: A minimum GPA of 3.00. An intensive study of a particular subject or problem in Course Types(s): none Speech, Language and Pathology to be announced prior to registration. The course may be conducted on either a EDS 336 Cr. 3.0 lecture-discussion or a seminar basis. Classroom Management Prerequisites: As announced in the course schedule and The study and application of various theories of behavior a minimum GPA of 3.00. management for students with and without disabilities. Course Types(s): none Practical application of theories for classrooms are included. Addressing social competence skills and facilitating EDL 499 Cr. 3.0 positive interpersonal relationships in classrooms are dis- Independent Study in Educational Leadership cussed. Field experience required. Education majors only. Independent research in education in an area not sub- Prerequisites: Special Education 330 and a minimum

A76 Monmouth University Appendix A: Course Descriptions

GPA of 3.00. and/or difficulties in special education and inclusive set- Course Types(s): none tings. Focus on identifying and creating adaptations to support students with difficulty learning in classrooms. EDS 338 Cr. 3.0 Field experience required. Education majors only. Assessment Approaches, P-12 Prerequisites: Special Education 330, 336, and 338, and An introduction to the use of assessment in making deci- a minimum GPA of 3.00. sions about instructional grouping, exceptionality, eligi- Course Types(s): none bility, and educational programming. Students will learn about ethical standards for professional practice and stan- EDS 398 Cr. 1.0 – 3.0 dardized and teacher-developed assessment procedures. Special Topics in Special Education Practice is provided in using assessment data to make An intensive study of a particular subject or problem in decisions about placement in a curriculum, pupil progress, education to be announced prior to registration. May be appropriate long-term goals and short-term instructional conducted on either a lecture-discussion or a seminar objectives, and selection of instructional strategies. Both basis. Education majors only. formal and informal assessment strategies are included. Prerequisite: As announced in the course schedule and a Education majors only. minimum GPA of 3.00. Prerequisites: Special Education 330 and a minimum Course Types(s): none GPA of 3.00. Course Types(s): none EDS 499 Cr. 3.0 Independent Study in Special Education EDS 342 Cr. 3.0 Independent research in education in an area not sub- Instructional Methods and Materials for Middle/ stantially treated in a regular course offering under the Secondary Students with Mild/ Moderate supervision of an Education faculty member; written Disabilities evaluation of the research is required. For students with Study and application of curriculum, methods, materials, superior ability. classroom organization, and management for secondary Prerequisite: Prior permission of the directing professor students with mild/moderate disabilities. Field experience and department chair. Application must be filed before required. Education majors only. registration. Prerequisites: Special Education 330, 336, 338, and a Course Types(s): none minimum GPA of 3.00. Course Types(s): none EN 100 Cr. 3.0 Writing Workshop EDS 350 Cr. 3.0 Development of skills useful for essay writing; opportu- Individualizing Curricula and Systematic Instruction nity to write in other forms; and projects to fit individual for Special Education student needs. Offered in summer only; restricted to EOF The development and application of research-based, students. effective teaching techniques, necessary adaptations, and Course Types(s): none supports to meet the learning needs of exceptional students, prescriptive models for intervention, and ways of EN 101 Cr. 3.0 observing, recording, and responding to behaviors. Field College Composition I experience required. Education majors only. A college-level writing course designed to prepare stu- Prerequisites: Special Education 330, 332, and 338, and dents to make the transition from high school to college a minimum GPA of 3.00. by familiarizing them with the standards for academic Course Types(s): none writing they will encounter throughout their educational and professional careers. Students will gain intense EDS 352 Cr. 3.0 experience in writing academic prose that demonstrates Curricula, Methods, and Materials for Learners knowledge, understanding, analysis, and application of with Difficulties ideas from a variety of progressively sophisticated and The development of educational programs and applica- interrelated texts. tions of curricula, methods, and materials appropriate for Course Types(s): none the strengths and needs of all students with disabilities

Monmouth University A77 Appendix A: Course Descriptions

EN 102 Cr. 3.0 Shakespearean tragedy and decide whether literary College Composition II narratives that are merely sad - particularly those in con- Reinforces and expands the reading and writing activities temporary times and from genres other than drama - may taught in English 101 (academic writing demonstrating similarly be termed tragedy. knowledge, understanding, analysis, and application of Prerequisites: English 101 and 102. ideas). In addition to sustaining what has already been Course Type(s): LIT learned in other writing courses, EN 102 focuses on the academic research essay as a fundamental written form EN 214 Cr. 3.0 needed across the disciplines. The Irish: Home and Abroad Prerequisite: English 101. A comparison of the Irish epic The Tain to The Odyssey Course Types(s): none and exploration of the literature and culture of Ireland and the Irish diaspora, which may include writers of Irish EN 201 Cr. 3.0 descent from Canada, the U.S., Australia, South America, Literature I: Ancient Through Renaissance and other parts of the world. Works from the Ancient, Medieval, and Renaissance Prerequisites: English 101 and 102. periods. Course Type(s): LIT Prerequisites: English 101 and 102. Course Type(s): LIT EN 215 Cr. 3.0 Vampire Literature: Bite Me EN 202 Cr. 3.0 Literature about vampires starting with nineteenth-cen- Literature II: Neoclassical to the Present tury European texts and moving into the twentieth and Works from the Renaissance to the present. twenty-first centuries in the Americas. These texts involve Prerequisites: English 101 and 102. themes of vampirism representative to cultural, ethical, Course Type(s): LIT and political issues for their times. Prerequisites: English 101 and 102. EN 211 Cr. 3.0 Course Type(s): LIT Environment and Pre-Modern Literature Environmental criticism, sometimes called ecocriticism, EN 216 Cr. 3.0 examines the ways in which literary texts represent the Illness in Literature natural world and human relationships with it. Looks at An examination of illness in literature. several works from the Ancient and Medieval periods, Course Type(s): HE.EL, HEPE, LIT considering how people from different times and places before the modern era think about nature and natural EN 217 Cr. 3.0 resources. Rebirth in Comedy Prerequisites: English 101 and 102. Selected texts of the tradition of comedy, from Ancient Course Type(s): LIT Greece to the present, including plays, novels, and movies. EN 212 Cr. 3.0 Course Type(s): LIT Literature of Oppression Selected works of the eighteenth, nineteenth, and twen- EN 226 Cr. 3.0 tieth centuries are covered, with attention to representa- Literary Studies for English Majors tions of oppression as displayed in slavery, colonialism, An introduction to literary studies. Close study of repre- imperialism, and post-colonial responses. sentative texts in fiction, poetry, drama, the essay, and Prerequisites: English 101 and 102. literary theory and criticism; writing of analytical essays, Course Type(s): LIT integrating close reading of text with theoretical critical approaches. EN 213 Cr. 3.0 Prerequisites: English 101 and 102 or permission of the Tragedy and the Tragic instructor. Explores the nature of literary tragedy by having stu- Course Type(s): WT dents consider the conventions of both classical and

A78 Monmouth University Appendix A: Course Descriptions

EN 227 Cr. 3.0 the appreciation of poetry. Repeatable once for credit with Foundations of British Literature departmental permission. A British and Irish literature survey from the Middle Ages Prerequisite: English 251, or permission of the instructor. through the late eighteenth century, emphasizing close Course Type(s): ENCWU analysis of texts and fundamental approaches to critical writing. EN 254 Cr. 3.0 Prerequisites: English 101 and 102 or permission of the Creative Writing: Drama instructor. The writing of one-act plays; development of comic and Course Type(s): WT dramatic techniques. Repeatable once for credit with departmental permission. EN 228 Cr. 3.0 Prerequisite: English 251, or permission of the instructor. Foundations of American Literature Course Type(s): ENCWU An American literature survey from the Colonial period to the Civil War, emphasizing fundamental critical terms and EN 255 Cr. 3.0 concepts and the use of writing to explore relationships Creative Writing: Nonfiction between literature and criticism. Development of advanced writing skills to explore a vari- Prerequisites: English 101 and 102 or permission of the ety of personal essay forms, such as the memoir, travel instructor. writing, and the lyric essay. Repeatable once for credit Course Type(s): WT with departmental permission. Prerequisite: English 251, or permission of the instructor. EN 229 Cr. 3.0 Course Type(s): ENCWU Non-European Literature in English Survey of national literature from the non-Western, EN 271 Cr. 3.0 non-European world. Literary analysis and class reading Professional Writing of selected prose, poetry and dramatic literature. An advanced writing workshop introducing the rhetorical Prerequisites: English 101 and 102 or permission of the principles and writing practices necessary for producing instructor. appropriate workplace writing; emphasis on a wide range Course Type(s): WT of audiences, genres, ethical issues and contexts that professional writers commonly encounter. EN 251 Cr. 3.0 Prerequisites: English 101 and 102. Creative Writing: Introduction Course Types(s): none Students analyze in a workshop setting readings in two or more genres of literature (poetry, fiction, drama, nonfic- EN 298 Cr. 1.0 – 3.0 tion) to observe techniques in craft, and present their own Special Topics in English (200 Level) creative writings for intensive examination by workshop An intensive study of a particular subject or problem in participants. English to be announced prior to registration. The course Prerequisites: English 101 and 102. may be conducted on either a lecture-discussion or a Course Types(s): none seminar basis. Prerequisites: English 101 and 102. EN 252 Cr. 3.0 Course Types(s): none Creative Writing: Fiction Short-story writing with critiques. Repeatable once for EN 299 Cr. 3.0 credit with departmental permission. Independent Study in English Prerequisite: English 251, or permission of the instructor. Independent Study in English: Reading, writing, and Course Type(s): ENCWU research on a selected topic under the direction of an English department faculty member. For the Creative EN 253 Cr. 3.0 Writing or any of the Writing Minors, development of Creative Writing: Poetry a major writing project under the guidance of a faculty Experiment with a variety of verse forms and techniques member. for the purpose of developing creativity and deepening Prerequisites: English 101, 102, three credits from any course with a designation of LIT, and permission of the

Monmouth University A79 Appendix A: Course Descriptions

instructor. EN 312 Cr. 3.0 Course Types(s): none British Romantic Literature The romantic involvement with self, including major poets EN 305 Cr. 3.0 and prose writers from Blake through Shelley. Shakespeare I Prerequisites: English 101, 102, and three credits from Shakespeare’s life and times, his poetry, his dramatic courses with a course type of LIT. technique, and the conventions of the Elizabethan stage, Course Types(s): none with emphasis on the comedies and histories. Prerequisites: English 101, 102 and three credits from EN 315 Cr. 3.0 courses with a course type of LIT. British Victorian Literature Course Types(s): none The post-romantic literature of crisis among the Victorians. Authors may include: Carlyle, Tennyson, the EN 306 Cr. 3.0 Brontes, and Browning. Shakespeare II Prerequisites: English 101, 102, and three credits from Shakespeare’s life and times, his poetry, his dramatic courses with a course type of LIT. technique, and the conventions of the Elizabethan stage, Course Types(s): none with emphasis on the tragedies and romances. Prerequisites: English 101, 102, and three credits from EN 316 Cr. 3.0 courses with a course type of LIT. Modern British and Irish Literature Course Types(s): none British and Irish writers from the 1890’s through the Second World War, including W.B. Yeats, James Joyce, EN 307 Cr. 3.0 Virginia Woolf, and Stevie Smith. Middle English Literature Prerequisites: English 101, 102, and three credits from Arthurian legends, dream visions, and the beginnings of courses with a course type of LIT. English drama, from the twelfth through fifteenth centu- Course Types(s): none ries, in translation or in Middle English. Prerequisites: English 101, 102, and three credits from EN 318 Cr. 3.0 courses with a course type of LIT. Contemporary British and Irish Literature Course Types(s): none British and Irish writers since the Second World War, including Samuel Beckett, Philip Larkin, and Seamus EN 309 Cr. 3.0 Heaney. Renaissance in England Prerequisites: English 101, 102, and three credits from Poetry, prose, and drama from the reign of Elizabeth I courses with a course type of LIT. through the Protectorate, excluding Shakespeare. Authors Course Types(s): none may include: Spenser, Marlowe, Webster, Sidney, Bacon, Donne, Milton, and Marvell. EN 324 Cr. 3.0 Prerequisites: English 101, 102, and three credits from Literature of Colonial America courses with a course type of LIT. Major genres, texts, and narratives of the early Americas, Course Types(s): none from exploration and conquest to colonization. May include Native American narrative and poetry as well EN 310 Cr. 3.0 as the following writers: Cabeza de Vaca, John Smith, Restoration and Augustan Literature Mary Rowlandson, William Bradford, Anne Bradstreet, Survey of British poetry, prose and drama from the Jonathan Edwards, Edward Taylor, Benjamin Franklin, Restoration to the late eighteenth century, with special William Byrd, and Sarah Kemble Knight. attention to genre and the development of the novel. Prerequisites: English 101, 102, and three credits from Authors may include: Behn, Defore, Swift, Pope, Johnson, courses with a course type of LIT. Burney, Gray, Leapor, Austen, and Cowper. Course Types(s): none Prerequisites: English 101, 102, and three credits from courses with a course type of LIT. Course Types(s): none

A80 Monmouth University Appendix A: Course Descriptions

EN 327 Cr. 3.0 EN 341 Cr. 3.0 Mid-Nineteenth-Century American Literature Twentieth Century South Asian Literature Literature of the United States from the rise of transcen- Examines twentieth-century fiction, poetry, and essays by dentalism to the Civil War. Authors may include: Poe, writers from India, Pakistan, Bangladesh, and Sri Lanka Emerson, Thoreau, Whitman, Stowe, Douglass, Melville, to consider the style and form they use to comment upon and Hawthorne. issues of nationalism, identity, anti-imperial sentiment, Prerequisites: English 101, 102, and three credits from and modernization. courses with a course type of LIT. Prerequisites: English 101, 102, and three credits from Course Types(s): none courses with a course type of LIT. Course Type(s): none EN 329 Cr. 3.0 American Realism EN 352 Cr. 3.0 American literature from 1870 to 1910, emphasizing Craft of Writing developments in realistic fiction and poetry. An in-depth study of the creative writing process, either Prerequisites: English 101, 102, and three credits from single- or multi-genre. Students may develop a craft work- courses with a course type of LIT. book that focuses on both traditional and contemporary Course Types(s): none literary forms and strategies. Students write by assignment and develop techniques of reviewing in order to EN 331 Cr. 3.0 compare and contrast major authors’ aesthetics with their Twentieth-Century African American Literature own creative gestures. A final portfolio may consist of An overview of African American poetry, drama, fiction approximately thirty pages of revised fiction, nonfiction, or and non-fiction in the context of the Harlem Renaissance, drama, or approximately fifteen pages of revised poetry, the Civil Rights movement, the African American feminist or twenty to twenty-five pages, revised, of some combi- movement, and the new African American Renaissance, nation of genres agreed upon between the student and while considering the contemporary events and literary the professor. The collection should be titled and given a movements that affected the writers. Authors include cohesive arrangement. Repeatable once for credit, with McKay, Hurston, Hughes, Baldwin, Morrison, Walker, departmental permission. Prerequisite: English 251, or Angelou, Wilson. permission of the instructor. Prerequisites: English 101, 102, and three credits from Course Type(s): ENCWU courses with a course type of LIT. Course Types(s): none EN 373 Cr. 3.0 The Art and Practice of Persuasion EN 332 Cr. 3.0 Classical and contemporary perspectives on the nature, Modern American Literature functions, and scope of persuasion and rhetoric. Potential American writers from World War I to World War II, print and visual texts for analysis include but are not lim- including Willa Cather, William Faulkner, Robert Frost, ited to nonfiction prose, novels, short fiction, speeches, and Richard Wright. films, video clips, and Web sites. Prerequisites: English 101, 102, and three credits from Prerequisites: English 101, 102, and either English 201 or courses with a course type of LIT. 202 or 215. Course Types(s): none Course Types(s): none

EN 334 Cr. 3.0 EN 384 Cr. 3.0 Contemporary American Literature Language and Community American writers from World War II to the present, Students will learn theories and best practices of tutoring including Arthur Miller, James Baldwin, John Updike, and and will apply them in literacy activities in community set- Elizabeth Bishop. tings. Will convene in three chronological formats: training Prerequisites: English 101, 102, and three credits from of how to tutor, internship hours, and reflection on appli- courses with a course type of LIT. cation of tutoring theories in the internship hours. This Course Types(s): none course does not qualify as a 300+ English elective. Course Type(s): EX

Monmouth University A81 Appendix A: Course Descriptions

EN 388 Cr. 1.0 – 3.0 literature. Cooperative Education: English Prerequisites: English 101, 102, 226, three credits from Integration and application of knowledge gained in the courses with a course type of LIT and two courses from academic setting with career-related or community expe- EN 227-229. riences. Work in an external setting, meeting at least Course Types(s): none three times in the semester with a faculty sponsor from the English department to establish reasonable goals and EN 415 Cr. 3.0 expectations for the experience, to determine progress at New Jersey Literature or near the mid-term and to make the final presentation An advanced survey of New Jersey literary history from - oral and written - for evaluation. This course may be the Colonial period to the present. repeated for credit. Prerequisites: English 101, 102, and 226, three credits Prerequisites: Completion of all required 100- and 200- from courses with a course type of LIT and two courses level English courses and at least two English electives from English 227-229, or written permission of the instruc- at the 200-level or higher; permission of department chair tor. may also be required. Course Types(s): none Course Type(s): EX EN 416 Cr. 3.0 EN 398 Cr. 1.0 – 3.0 Secret Gardens: Classic Children’s Literature Special Topics in English (300 Level) English-language children’s literature, focusing on Golden An intensive study of a particular subject or problem in Age illustrated narratives by authors such as Nesbit, English to be announced prior to registration. Burnett, Milne, and Grahame, but also including poetry Prerequisite: Three credits from courses with a course and earlier prose fiction by Carroll and Alcott. type of LIT, or permission of the instructor. Prerequisites: English 101, 102, and 226, three credits Course Types(s): none from courses with a course type of LIT and two courses from English 227 - 229. EN 399 Cr. 1.0 – 3.0 Course Types(s): none Independent Study in English Reading and research on a selected topic under the EN 417 Cr. 3.0 direction of an English department faculty member. Writing World War II In Britain Instructor’s consent required. Major poems and prose of World War II Britain that treat Course Types(s): none the Battle of Britain, the Blitz, the Holocaust, and the North Africa campaign. EN 405 Cr. 3.0 Prerequisites: English 101, 102, and 226, three credits Chaucer from courses with a course type of LIT and two courses Selections from the Canterbury Tales, Troilus and from English 227-229, or written permission of the instruc- Criseyde, and short poems in Middle English. tor. Prerequisites: English 101, 102, and 226, three credits Course Types(s): none from courses with a course type of LIT, and one course from English 227-229, or written permission of the instruc- EN 421 Cr. 3.0 tor. African Diaspora Literatures Course Types(s): none The study of the twentieth-century literatures of worldwide African Diaspora. Primary texts will be drawn from differ- EN 414 Cr. 3.0 ent genres - prose, poetry, and drama - and will represent Place and Space in American Literature the different shores and locations of African Diasporas Defines and differentiates spaces and places in various worldwide. genres of American literature and explores how select Prerequisites: English 101, 102, 226, three credits from texts reflect aspects of American regions, time periods, courses with a course type of LIT and two courses from literary groups, culture, politics, history, aesthetics, iden- English 227-229 or written permission of the instructor. tity, and/or mores. Students will analyze and interpret Course Types(s): none what diverse places and spaces represent and will apply theory about space and place in their evaluation of select

A82 Monmouth University Appendix A: Course Descriptions

EN 424 Cr. 3.0 from English 227-229, or written permission of the instruc- Postmodern Literature tor. Explores the works of key figures in postmodern Course Types(s): none American and/or British literature and includes a study of theoretical structures and cultural changes that help EN 430 Cr. 3.0 define literary postmodernism. Nature of Tragedy Prerequisites: English 101, 102, and 226, three credits Tragic literature in various genres and periods from the from courses with a course type of LIT and two courses ancient Greeks to the present. from English 227-229. Prerequisites: English 101, 102, and 226, three credits Course Types(s): none from courses with a course types of LIT and two courses from English 227-229, or written permission of the instruc- EN 425 Cr. 3.0 tor. Postcolonial Literature Course Types(s): none Selected literary representations of colonial and postcolonial discourses in literature, theory, and criticism. EN 431 Cr. 3.0 Focus on creative representation from African nations, the Contemporary Women Novelists Caribbean, and the Indian Subcontinent. Critical analysis of selected novels from both literary and Prerequisites: English 101, 102, and 226, three credits feminist perspectives. from courses with a course type of LIT and two courses Prerequisites: English 101, 102, and 226, three credits from English 227-229, or written permission of the instruc- from courses with a course type of LIT and two courses tor. from English 227-229, or written permission of the instruc- Course Types(s): none tor. Course Type(s): GS EN 426 Cr. 3.0 The Short Story in English EN 441 Cr. 3.0 Development of the short story genre in English from the Criticism and Theory eighteenth century to the present, including critical read- Classic literary criticism and/or contemporary critical theo- ings. ry from Aristotle to Coleridge, Marx to Derrida, addressing Prerequisites: English 101, 102, and 226, three credits how, why, and what we read. from courses with a course type of LIT and two cours- Prerequisites: English 101, 102, 226, three credits from es from English 227 - 229; or written permission of the courses with a course type of LIT and two courses from instructor. English 227-229, or written permission of the instructor. Course Types(s): none Course Types(s): none

EN 427 Cr. 3.0 EN 442 Cr. 3.0 Contemporary Poetry Language and Linguistics Analysis of selected, recent poets to evaluate develop- A grounding in the structural aspects of general lin- ments in contemporary verse. guistics: morphology, syntax, semantics, phonology, Prerequisites: English 101, 102, and 226, three credits and pragmatics. Examines the structure of the English from courses with a course type of LIT and two courses language, including nouns and noun classes, ways of from English 227-229, or written permission of the instruc- talking about actions and states, how ideas are combined tor. into complex sentences, and how context and purpose Course Types(s): none affect how we use language. Also considers differences between learning a first and second language. EN 428 Cr. 3.0 Prerequisites: English 101, 102, three credits from cours- Novel in English es with a course type of LIT, and two courses in any The development of long prose fiction from the eighteenth major with a course type of WT, or permission of the century to the present, with consideration of criticism that instructor. defines the novel as a genre. Course Types(s): none Prerequisites: English 101, 102, and 226, three credits from courses with a course type of LIT and two courses

Monmouth University A83 Appendix A: Course Descriptions

EN 443 Cr. 3.0 and wikis. Topics examined include authorship, narrative, History of the English Language and multimedia participation, design, and creation. The development of the English language from its Indo- Prerequisites: English 101, 102, and 226, one LIT- European roots to the present, including both linguistic designated course, and two WT-designated courses in and cultural factors in language change. any major. Prerequisites: English 101, 102, and 226, three credits Course Types(s): none from courses with a course type of LIT and two courses in any major with a course type of WT, or permission of the EN 488 Cr. 1.0 – 3.0 instructor. Cooperative Education: English Course Types(s): none Integration and application of knowledge gained in the academic setting with career-related or community expe- EN 451 Cr. 3.0 riences. Work in an external setting, meeting at least Advanced Creative Writing three times in the semester with a faculty sponsor from Students analyze in a workshop-setting longer works the English department to establish reasonable goals and (long poems and/or poetic-sequences; novellas; plays; expectations for the experience, to determine progress at creative nonfiction) in American and World literature to or near the mid-term and to make the final presentation observe techniques in craft, and present their own capa- - oral and written - for evaluation. This course may be cious, sustained, and at times self-generative creative repeated for credit. writings for intensive full-revised and cohesive final portfo- Prerequisites: Completion of all required 100- and 200- lio of a length appropriate to the genre. level English courses and at least two English electives at Prerequisites: English 226 and 251 or permission of the the 200- level or higher; permission of department chair instructor. may also be required. Course Type(s): ENCWU Course Type(s): EX

EN 470 Cr. 3.0 EN 489 Cr. 1.0 – 3.0 Theory and Practice of Writing Internship in English Instruction in theories of expressive and expository writing Supervised practical experience in English; repeatable for and integration of language skills, with a focus on writing credit. process research and its applications. Cannot be taken as Prerequisites: Departmental approval and Junior standing. an English 300+ elective. Limited to Education or Special Course Type(s): EX Education majors only. Prerequisites: English 101, 102, 226, three credits from EN 491 Cr. 3.0 courses with a course type of LIT, and two courses from Seminar in English English 227 -229, or written permission of the instructor. A concentrated study on a single author, a related group Course Types(s): none of authors, or a single topic or theme, which includes the production of a scholarly paper based on substantial, EN 474 Cr. 3.0 independent research. This course is repeatable for credit. Approaches to Composition Theory Prerequisites: English 101, 102, 226, three credits from Instructions in the foundations of composition theory, with courses with a course type of LIT, and two courses from a focus on writing process research and its applications. English 227 -229, or written permission of the instructor. Cannot be taken as an English 300+ elective. Limited to Course Types(s): none Education or Special Education majors only. Prerequisites: English 101, 102, 226, three credits from EN 498 Cr. 1.0 – 3.0 courses with a course type of LIT, and two courses from Special Topics in English (400 Level) EN 227-229, or written permission of the instructor. An intensive study of a particular subject or problem in Course Types(s): none English to be announced prior to registration. Prerequisites: English 101, 102, and 226, three credits EN 475 Cr. 3.0 from courses with a course type of LIT, and two courses Writing and New Media from English 227-229, or written permission of the instruc- A study of theories and concepts of writing and rhetoric tor. in digital media with emphasis on the uses of verbal and Course Types(s): none visual media in digital spaces, such as Web sites, blogs,

A84 Monmouth University Appendix A: Course Descriptions

EN 499 Cr. 1.0 – 3.0 course in standard Chinese, which is called Mandarin to Independent Study in English distinguish it from regional dialects, with simplified charac- Reading and research on a selected topic under the ters, the standard script in China. An introduction to basic direction of an English Department faculty member. Mandarin Chinese grammar, vocabulary, and communi- Prerequisites: English 101, 102, 201 or 202, 226, plus two cative structures, this course is intended for students with courses from English 227-229, or written permission of no previous knowledge of Mandarin Chinese. Students the instructor. participate in pair, small group, and whole-class conver- Course Types(s): none sation, listening, comprehension and writing activities that focus on the meaningful and accurate conveying of information. EX 287 Cr. 1.0 – 6.0 Course Types(s): none Service Learning Projects Introduction to learning through community service. Under faculty supervision, students may work on service FA 101 Cr. 3.0 projects proposed by external sponsors and agencies. Elementary Arabic 1 Students will learn about the issues, problems, and tech- Elements of language structure through oral and written niques associated with projects that address and solve practice in the classroom, supplemented by work in the real-world problems, and provide services and benefits to language laboratory with emphasis on everyday Arabic the community. and easy Arabic prose. Prerequisite: Permission of the Experiential Education Course Type(s): none Committee. Course Type(s): EX FA 102 Cr. 3.0 Elementary Arabic 2 EX 387 Cr. 1.0 – 6.0 Elements of language structure through oral and written Service Learning Projects practice in the classroom, supplemented by work in the Introduction to learning through community service. language laboratory with emphasis on everyday Arabic Under faculty supervision, students may work on service and easy Arabic prose. projects proposed by external sponsors and agencies. Prerequisite: Arabic 101 or some knowledge of the lan- Students will learn about the issues, problems, and tech- guage. niques associated with projects that address and solve Course Type(s): none real-world problems, and provide services and benefits to the community. FC 102 Cr. 3.0 Prerequisite: Permission of the Experiential Education Elementary Chinese II Committee. A continuation of Elementary Chinese I, this course is an Course Type(s): EX elementary-level communicative-based language course in standard Chinese, which is called Mandarin, to distin- EX 487 Cr. 1.0 – 6.0 guish it from regional dialects with simplified characters, Service Learning Projects the standard script in China. A continuation of the intro- Introduction to learning through community service. duction to basic Mandarin Chinese grammar, vocabulary, Under faculty supervision, students may work on service and communicative structures, this course is intended projects proposed by external sponsors and agencies. for students who have completed Elementary Chinese I Students will learn about the issues, problems, and tech- or have some previous knowledge of Mandarin Chinese. niques associated with projects that address and solve Students participate in pair, small-group, and whole-class real-world problems, and provide services and benefits to conversation, listening, comprehension, and writing activ- the community. ities that focus on the meaningful and accurate conveying Prerequisite: Permission of the Experiential Education of information. Committee. Prerequisite: Elementary Chinese 101. Course Type(s): EX Course Types(s): none

FC 101 Cr. 3.0 FC 398 Cr. 3.0 Elementary Chinese I Special Topics in Chinese An elementary-level communicative-based language Elements of language structure through oral and written

Monmouth University A85 Appendix A: Course Descriptions

practice in the classroom, supplemented by work in the to French literature and culture through short literary and language laboratory with emphasis on everyday Chinese non-literary texts. French 201 and 202 are sequential. and easy Chinese prose. Students who register for French 202 must also regis- Course Types(s): none ter for a weekly session of conversation practice in the Foreign Language Resource Center, coordinated by the FF 101 Cr. 3.0 Department of Foreign Language Studies. Elementary French I Prerequisite: French 201. An elementary-level, communicative-based language Course Types(s): none course. Intended for students with no French at all or no more than two years of high school French. Practice in FF 301 Cr. 3.0 the classroom is supplemented by work in the language Survey of French Literature laboratory. French 101 and 102 are sequential. Survey of French Literature up to 1800. Course Types(s): none Course Types(s): none

FF 102 Cr. 3.0 FF 303 Cr. 3.0 Elementary French II Advanced French Composition and Conversation An elementary-level, communicative-based language Oral and written use of correct, idiomatic French vocabu- course. Intended for students with no more than three lary building, oral discussion, composition, and instruction years of high school French or students who have com- in the presentation of material. pleted French 101. French 101 and 102 are sequential. Prerequisite: Twelve credits in French. Prerequisite: French 101. Course Types(s): none Course Types(s): none FF 309 Cr. 3.0 FF 201 Cr. 3.0 French Culture and Civilization Intermediate French I Political, social, and other developments in France from An intermediate-level, communicative-based language the Middle Ages to 1800. sequence. A review of French grammar, vocabulary, Course Types(s): none and communicative structures, this course sequence (FF 201-202) emphasizes skill development in speaking, FF 312 Cr. 1.0 – 3.0 listening comprehension, reading, and writing in French Independent Readings in French through oral and written practice in the classroom and in Supervised readings in the original language for students the language laboratory. Students will also be introduced who wish to do intensive work in their major field; materi- to French literature and culture through short literary and als are selected in consultation with the student’s advisor non-literary texts. French 201 and 202 are sequential. from the major field, and the student confers regularly Students who register for French 201 must also regis- with an instructor from the language staff. ter for a weekly session of conversation practice in the Course Types(s): none Foreign Language Resource Center, coordinated by the Department of Foreign Language Studies. Prerequisite: Four years of high school French or French FF 399 Cr. 3.0 102. Independent Study in French Course Types(s): none Guided readings and research on an area or topic of the French language, culture a,nd/or literature selected in FF 202 Cr. 3.0 consultation with the instructor. Regular conferences with the instructor and written reports. Intermediate French II Course Types(s): none An intermediate-level, communicative-based language sequence. A review of French grammar, vocabulary, and communicative structures, this course sequence FF 499 Cr. 3.0 (FF 201-202) emphasizes skill development in speaking, Independent Study in French listening comprehension, reading, and writing in French Guided readings and research on an area or topic of the through oral and written practice in the classroom and in French language, culture, and/or literature selected in the language laboratory. Students will also be introduced consultation with the instructor. Regular conferences with

A86 Monmouth University Appendix A: Course Descriptions

the instructor and written reports. FG 299 Cr. 3.0 Course Types(s): none Independent Study in German Guided readings and research on an area or topic of the FF LAB Cr. 0.0 German language, culture, and/or literature selected in Conversation Practice consultation with the instructor. Regular conferences with Separate lab component from intermediate course(s). the instructor and written reports. This is a pass/fail course. Course Types(s): none Corequisite: French 201 or 202. Course Types(s): none FG 499 Cr. 3.0 Independent Study in German FG 101 Cr. 3.0 Guided readings and research on an area or topic of the Elementary German I German language, culture, and/or literature selected in Elements of language structure through oral and written consultation with the instructor. Regular conferences with practice in the classroom, supplemented by work in the the instructor and written reports. language laboratory, with emphasis on everyday German Course Types(s): none and easy German prose. Course Types(s): none FG LAB Cr. 0.0 Conversation Practice FG 102 Cr. 3.0 Separate lab component from intermediate course(s). Elementary German II This is a pass/fail course. Elements of language structure through oral and written Corequisite: German 201 or 202. practice in the classroom, supplemented by work in the Course Types(s): none language laboratory, with emphasis on everyday German and easy German prose. FH 101 Cr. 3.0 Prerequisite: German 101. Elementary Modern Hebrew I Course Types(s): none Elements of language structure through oral and written practice, supplemented by work in the language laborato- FG 201 Cr. 3.0 ry, with emphasis on everyday Hebrew. Intermediate German I Course Types(s): none Review of grammar, vocabulary, and idiomatic expressions; skill development in reading and writing German FH 102 Cr. 3.0 through exercises in composition and the reading of mod- Elementary Modern Hebrew II ern German texts. Students who register for German 201 Elements of language structure through oral and written must also register for a weekly session of conversation practice, supplemented by work in the language laborato- practice in the Foreign Language Resource Center, coor- ry, with emphasis on everyday Hebrew. dinated by the Department of Foreign Language Studies. Prerequisite: Hebrew 101 or some knowledge of the lan- Course Types(s): none guage. Course Types(s): none FG 202 Cr. 3.0 Intermediate German II FH 299 Cr. 1.0 – 3.0 Review of grammar, vocabulary, and idiomatic expres- Independent Study Hebrew sions; skill development in reading and writing German Guided readings and research on an area or topic of the through exercises in composition and the reading of mod- Hebrew language, culture, and/or literature selected in ern German texts. Students who register for German 202 consultation with the instructor. Regular conferences with must also register for a weekly session of conversation the instructor and written reports. practice in the Foreign Language Resource Center, coor- Course Types(s): none dinated by the Department of Foreign Language Studies. Prerequisite: German 101. Course Types(s): none FI 101 Cr. 3.0 Elementary Italian I An elementary-level, communicative-based language

Monmouth University A87 Appendix A: Course Descriptions

course. This course is intended for students with no FI 299 Cr. 1.0 – 3.0 Italian at all or no more than two years of high school Independent Study in Italian Italian. Practice in the classroom is supplemented by Guided readings and research on an area or topic of the work in the language laboratory. Italian 101 and 102 are Italian language, culture and/or literature selected in con- sequential. sultation with the instructor. Regular conferences with the Course Types(s): none instructor and written reports. Course Types(s): none FI 102 Cr. 3.0 Elementary Italian II FI 301 Cr. 3.0 Intended for students with no more than three years of Introduction to Italian Literature high school Italian or students who have completed Italian Introduction to the most important periods of Italian litera- 101. Italian 101 and 102 are sequential. ture. Organized through a selection of fundamental texts, Prerequisite: Italian 101. from Medieval to contemporary, the course will also ana- Course Types(s): none lyze the main genres of Italian literature: theatre, essay, short story, and poetry. Taught in Italian. FI 201 Cr. 3.0 Prerequisite: Italian 202 or equivalent. Intermediate Italian I Course Types(s): none An intermediate-level, communicative-based language sequence. A review of Italian grammar, vocabulary, and FI 303 Cr. 3.0 communicative structures, this course sequence empha- Advanced Italian: Composition and Conversation I sizes skill development in speaking, listening compre- Oral and written use of correct, idiomatic Italian vocabu- hension, reading, and writing in Italian through oral and lary building, oral discussion, and instruction in the pre- written practice in the classroom and in the language sentation of material. laboratory. Students will also be introduced to Italian lit- Prerequisite: Italian 202. erature and culture through short literary and non-literary Course Types(s): none texts. Italian 201 and 202 are sequential. Students who register for Italian 201 must also register for a weekly session of conversation practice in the Foreign Language FI 304 Cr. 3.0 Resource Center, coordinated by the Department of Advanced Italian: Composition and Conversation II Foreign Language Studies. Oral and written use of correct, idiomatic Italian vocabu- Prerequisite: Four years of high school Italian or Italian lary building, oral discussion, composition, and instruction 102. in the presentation of material. Course Types(s): none Prerequisite: Italian 303. Course Types(s): none FI 202 Cr. 3.0 Intermediate Italian II FI 399 Cr. 1.0 – 3.0 An intermediate-level, communicative-based language Independent Study in Italian sequence. A review of Italian grammar, vocabulary, and Guided readings and research on an area or topic of the communicative structures, this course sequence empha- Italian language, culture and/or literature selected in con- sizes skill development in speaking, listening compre- sultation with the instructor. Regular conferences with the hension, reading, and writing in Italian through oral and instructor and written reports. written practice in the classroom and in the language Course Types(s): none laboratory. Students will also be introduced to Italian literature and culture through short literary and non-literary FI 499 Cr. 3.0 texts. Italian 201 and 202 are sequential. Students who Independent Study in Italian register for Italian 202 must also register for a weekly Guided readings and research on an area or topic of the session of conversation practice in the Foreign Language Italian language, culture, and/or literature selected in con- Resource Center, coordinated by the Department of sultation with the instructor. Regular conferences with the Foreign Language Studies. instructor and written reports. Prerequisite: Italian 201. Course Types(s): none Course Types(s): none

A88 Monmouth University Appendix A: Course Descriptions

FI LAB Cr. 0.0 FL 199 Cr. 3.0 Conversation Practice Independent Study in Latin Separate lab component from intermediate course(s). Guided readings and research on an area or topic select- This is a pass/fail course. ed in consultation with the instructor. Regular conferences Corequisite: Italian 201 or 202. with the instructor and written reports. Course Types(s): none Prerequisite: Prior permission of the directing professor and department chair. FIR 101 Cr. 3.0 Course Types(s): none Elementary Irish I First semester Irish is an elementary-level communica- FL 299 Cr. 3.0 tive-based language course. An introduction to basic Irish Independent Study in Latin grammar, vocabulary and communicative structures, this Guided readings and research on an area or topic select- course is intended for students with no previous knowl- ed in consultation with the instructor. Regular conferences edge of the Irish language. In order to provide students with the instructor and written reports. opportunities to engage in spontaneous creativity in the Prerequisite: Prior permission of the directing professor language, students engage with diverse multi-media and department chair. learning technologies and will study grammar as a means Course Types(s): none to a communicative end. Course Types(s): none FO 199 Cr. 1.0 – 3.0 Independent Study in Foreign Language FIR 102 Cr. 3.0 Guided readings and research on an area or topic select- Elementary Irish II ed in consultation with the instructor. Second semester Irish is an elementary-level commu- Course Types(s): none nicative-based language course. A continuation of the introduction to basic Irish grammar, vocabulary and com- FO 298 Cr. 3.0 municative structures, this course is intended for students Special Topics in Foreign Literature with Irish I or the equivalent. In order to provide students Reading in English translation of works by foreign opportunities to engage in spontaneous creativity in the authors. Topics may center on works by a single author language, students engage with diverse multi-media or be chosen from a period or genre, and will vary from learning technologies and will study grammar as a means semester to semester. to a communicative end. Course Types(s): none Prerequisite: Irish 101. Course Types(s): none FO 299 Cr. 1.0 – 3.0 FL 101 Cr. 3.0 Independent Study in Foreign Language Guided readings and research on an area or topic select- Elementary Latin I ed in consultation with the instructor. Regular conferences Elements of language structure through oral and written with the instructor and written reports. exercises in the classroom, supplemented by work in the Course Types(s): none language laboratory. Course Types(s): none FO 311 Cr. 1.0 – 3.0 FL 102 Cr. 3.0 Independent Readings Supervised readings in the original language for students Elementary Latin II who wish to do intensive work in their major field; materi- Elements of language structure through oral and written als are selected in consultation with the student’s advisor exercises in the classroom, supplemented by work in the from the major field, and the student confers regularly language laboratory. with an instructor from the language staff. Prerequisite: Latin 101. Prerequisite: Intermediate proficiency in the language Course Types(s): none (202 or equivalent), and approval of the Foreign Language Studies chair, and the department for which

Monmouth University A89 Appendix A: Course Descriptions

the student will do the reading. FO LTIOPI Cr. 0.0 Course Types(s): none Oral Proficiency Interview Language Testing International Examination for under- FO 312 Cr. 1.0 – 3.0 graduate students; requires one hour preparation a week. Independent Readings This is a pass/fail course. Supervised readings in the original language for students Course Types(s): none who wish to do intensive work in their major field; materials are selected in consultation with the student’s advisor FP 103 Cr. 3.0 from the major field, and the student confers regularly Elementary Portuguese for Business I with an instructor from the language staff. Introduction to the elements of Portuguese language Prerequisite: Foreign Language 311. structure through oral and written practice in the class- Course Types(s): none room, supplemented by work in the language lab with emphasis on both spoken and written Portuguese relating FO 398 Cr. 1.0 – 3.0 to the business world. Special Topics in Foreign Literature Course Types(s): none Students study text in the original language. Course content will vary from semester to semester. FP 104 Cr. 3.0 Prerequisite: Some knowledge of the language. Elementary Portuguese for Business II Course Types(s): none Introduction to the elements of Portuguese language structure through oral and written practice in the class- FO 399 Cr. 3.0 room, supplemented by work in the language lab, with Independent Study in Foreign Language emphasis on both spoken and written Portuguese relating Guided readings and research on an area or topic select- to the business world. ed in consultation with the instructor. Prerequisite: Portuguese 103. Course Types(s): none Course Types(s): none

FO 427 Cr. 3.0 FS 101 Cr. 3.0 The Teaching of World Languages Elementary Spanish I Curriculum development in foreign languages at the ele- An elementary-level, communicative-based language mentary and secondary level; the study and application of course, intended for students with no Spanish at all or no teaching methods and materials. Also listed as Education more than two years of high school Spanish. Practice in 427. the classroom is supplemented by work in the language Course Types(s): none laboratory. Spanish 101 is to be taken before 102. Course Types(s): none FO 498 Cr. 3.0 Special Topics in Foreign Languages FS 102 Cr. 3.0 Students study text in the original language at an Elementary Spanish II advanced level. Course content will vary from semester to An elementary-level, communicative-based language semester. course, intended for students with no Spanish at all or no Course Types(s): none more than two years of high school Spanish. Practice in the classroom is supplemented by work in the language FO 499 Cr. 3.0 laboratory. Intended for students with no more than three Independent Study in the Teaching of World years of high school Spanish or students who completed Languages Spanish 101. Prerequisite: Spanish 101. Curriculum development in foreign languages at the ele- Course Types(s): none mentary and secondary level; the study and application of teaching methods and materials. Course Types(s): none FS 199 Cr. 3.0 Independent Study in Spanish Guided readings and research on an area or topic select-

A90 Monmouth University Appendix A: Course Descriptions

ed in consultation with the instructor. Regular conferences FS 300A Cr. 3.0 with the instructor and written reports. Advanced Spanish Conversation and Oral Discourse Prerequisite: Prior permission of the directing professor Intended for non-native speakers of Spanish and is a pre- and department chair. and/or co-requisite for FS 300B Advanced Conversation Course Types(s): none and Composition and a pre-requisite for all other 300- and 400-level courses in Spanish. This course is designed to FS 201 Cr. 3.0 bridge the gap between lower and upper division cours- Intermediate Spanish I es by providing students with optimal opportunities to An intermediate-level, communicative-based language practice their oral language skills at the high intermediate sequence (Spanish 201-202). A review of Spanish level. The course provides practice in all four language grammar, vocabulary, and communicative structures, functions while placing special emphasis on conversation, this course sequence emphasizes skill development in listening, and oral presentation skills. Students who regis- speaking, listening comprehension, reading, and writing ter for Spanish 300A must also register for a weekly one in Spanish through oral and written practice in the class- hour conversation practice lab at the time of registration. room and in the language laboratory. Students will also Prerequisite: Spanish 202 or five or more years of be introduced to Hispanic literature and culture through Advanced Placement credits. short literary and non-literary texts. Students who register Course Types(s): none for Spanish 201 must also register for a weekly session of conversation practice in the Foreign Language Resource FS 300B Cr. 3.0 Center, coordinated by the Department of Foreign Advanced Spanish: Composition and Conversation II Language Studies. Oral and written use of correct, idiomatic Spanish, vocab- Prerequisite: Four years of high school Spanish or ulary building, oral discussion, composition, instruction in Spanish 102. the presentation of material, and complementary labora- Course Types(s): none tory work in preparation for the Oral Proficiency Interview. Students who register for Spanish 300B must also reg- FS 202 Cr. 3.0 ister for a weekly session of conversation practice in the Intermediate Spanish II Foreign Language Resource Center, coordinated by the An intermediate-level, communicative-based language Department of Foreign Languages. sequence. A review of Spanish grammar, vocabulary, and Prerequisite: Spanish 202 or five or more years of communicative structures, this course sequence (Spanish Spanish or Advanced Placement credits. 201-202) emphasizes skill development in speaking, lis- Course Types(s): none tening comprehension, reading, and writing in Spanish through oral and written practice in the classroom and in FS 301 Cr. 3.0 the language laboratory. Students will also be introduced Introduction to Hispanic Literature to Hispanic literature and culture through short literary and Introduction to the four principal genres of Hispanic litera- non-literary texts. Students who register for Spanish 202 ture. Fundamentals of literary analysis through a selection must also register for a weekly session of conversation of texts from Medieval through contemporary Spanish practice in the Foreign Language Resource Center, coor- literature, and Colonial through twentieth-century Latin dinated by the Department of Foreign Language Studies. American literature. Prerequisite: Spanish 201. Prerequisites: Spanish 300A or 318 (if not a native speak- Course Types(s): none er) and Spanish 300B; and English 101 and 102 or permission of the instructor. FS 298 Cr. 3.0 Course Type(s): WT Special Topics in Spanish (200 Level) Students study text in the original language at an FS 305 Cr. 3.0 advanced level. Course content will vary from semester to Survey of Spanish-American Literature semester. Survey of Latin-American literature studying representa- Course Types(s): none tive works from the Colonial period through the twentieth-century. Genres covered include novel, drama, poetry, essay, and short story. Taught in Spanish. Prerequisites: Spanish 301 or permission of the depart-

Monmouth University A91 Appendix A: Course Descriptions

ment chair; and English 101 and 102 or permission of the FS 311 Cr. 1.0 – 3.0 instructor. Independent Readings in Spanish Course Type(s): WT Supervised readings in the original language for students who wish to do intensive work in their major field; materi- FS 307 Cr. 3.0 als are selected in consultation with the student’s advisor Survey of Spanish Literature from the major field, and the student confers regularly Survey of Peninsular Spanish literature that focuses on with an instructor from the language staff. drama, short story, and poetry from the Medieval period Course Types(s): none until the beginning of the eighteenth century. Emphasis will be on the drama of the Renaissance and Baroque FS 312 Cr. 1.0 – 3.0 periods, incorporating playwrights such as Lope de Vega, Independent Readings in Spanish Tirso de Molina, and Calderon de la Barca. In addition, Supervised readings in the original language for students poets and writers such as Garcilaso, Fray Luis, Santa who wish to do intensive work in their major field; materi- Teresa, and Maria de Zayas are included. Taught in als are selected in consultation with the student’s advisor Spanish. from the major field, and the student confers regularly Prerequisite: Spanish 301 or permission of the depart- with an instructor from the language staff. ment chair. Course Types(s): none Course Types(s): none FS 313 Cr. 3.0 FS 309 Cr. 3.0 Commercial Spanish Culture and Civilization of Spain Designed to acquaint the students with the mercantile Study of the culture and civilization of Spain from pre-his- practice, documents, and terminology needed for the toric times to the present day. The first part of the course understanding of the business usages of Spanish- will present the major historical developments and artistic speaking countries. movements of the Iberian Peninsula with special focus Prerequisite: Spanish 202 or five or more years of placed upon the plastic arts (painting, architecture, Spanish or Advanced Placement credits. sculpture). The second part of the course will focus on Course Types(s): none contemporary socio-cultural issues such as the Spanish economy, politics (dictatorship and democracy), society, and cultural life. Taught in Spanish. FS 315 Cr. 3.0 Course Types(s): none Introduction to Spanish Linguistics An introduction to the linguistic analysis of the Spanish language from the point of view of its internal organiza- FS 310 Cr. 3.0 tion and sound system. Intended for Spanish majors and Culture and Civilization of Latin America will be conducted entirely in Spanish. Students will be The natural aspects and historical evolution of the culture introduced to the morphological study of the language; an and civilization of Latin American countries. Landmarks introduction to Spanish phonetics in theory and practice in the political, economic, cultural, and social history of will incorporate the history of the Spanish language from the continent are traced from the pre-colonial times to the Latin to modern Spanish. Discussion of Hispanic dialec- present. Students are introduced to, and familiarized with, tology and geolinguistics. the world of Latin American history, life, thought, and feel- Prerequisite: Four years of high school Spanish or four ings. Emphasis is given to aspects of Latin America today semesters of college Spanish. such as the new political and economic map in the twen- Course Types(s): none ty-first century, women’s impact in politics, LGBT issues, religion, education, science and technology, music, art, and film. Conducted in Spanish. FS 318 Cr. 3.0 Prerequisites: English 101 and 102 or permission of the Spanish Pronunciation, Voice, and Diction instructor. An analytical and practical study of contemporary Spanish Course Type(s): WT pronunciation, conducted completely in Spanish. Students are introduced to the phonetics (the study of sounds) and phonology (the study of the sound system) of the Spanish language.

A92 Monmouth University Appendix A: Course Descriptions

Prerequisites: Spanish 101, 102, 201, 202, or the equiv- FS 405 Cr. 3.0 alent as pursuant to the Foreign Language Studies The Spanish-American Short Story Placement Policy. A critical study of the cuento (short story) in Spanish Course Types(s): none America. Major authors and trends are studied in historical and social contexts. By studying a significant number FS 398 Cr. 3.0 of short stories by authors both male and female from dif- Special Topics in Spanish ferent countries, students will become acquainted with the Students study text in the original language. Course con- development of this genre in Spanish America and get text will vary from semester to semester. to know some of the most representative authors of the Course Types(s): none genre. They will learn to use different critical approaches to analyze their work. Readings will include, among FS 399 Cr. 1.0 – 3.0 others, works by: Isabel Allende, Mario Benedetti, Jorge Independent Study in Spanish Luis Borges, Rosa Maria Britton, Rosario Castellanos, Martha Cerda, Julio Cortazar, Jose Donoso, Rosario Guided readings and research on an area or topic of Ferre, Renee Ferrer, Gabriel Garcia Marquez, Jose Spanish language, culture, and/or literature selected in Luis Gonzalez, Angelica Gorodischer, Liliana Heker, consultation with the instructor. Regular conferences with Elena Poniatowska, Horacio Quiroga, Juan Rulfo, Luisa the instructor and written reports. Valenzuela, and Bella Clara Ventura. Taught in Spanish. Course Types(s): none Prerequisites: Spanish 301 or permission of the instructor; and English 101 and 102 or permission of the instructor. FS 402 Cr. 3.0 Course Type(s): FS.LT, WT Advanced Spanish Conversation and Oral Proficiency FS 406 Cr. 3.0 Advanced conversational practice in Spanish and review Cervantes of Spanish grammar and vocabulary. This course focus- Analytical readings in Cervantes’ Entremeses, Novelas es on the improvement of oral and aural communication Ejemplares, and Don Quixote. skills in Spanish and aims to prepare students to achieve Course Type(s): FS.LT an oral proficiency rating of Advanced Low or higher, according to the ACTFL scale. This course is intended for Spanish and Spanish/Education majors, and should be FS 407 Cr. 3.0 taken in the student’s Sophomore or Junior year. The Spanish-American Novel I Prerequisites: Spanish 300A or 313 or 318. The development of the novel in Spanish-America. Course Types(s): none Semester I: movements in the nineteenth century, the novel of the Mexican Revolution. Semester II: the novel FS 403 Cr. 3.0 of the twentieth and twenty-first centuries. Conducted in Spanish Literature of the Eighteenth and Spanish. Prerequisites: Two courses in Spanish at the 300-level or higher or permission of the instructor. Nineteenth Centuries Course Type(s): FS.LT Novels, drama, and poetry, with emphasis on the works of Iriarte, Moratin, Espronceda, Zorrilla, Becquer, Galdos, and others. FS 408 Cr. 3.0 Course Type(s): FS.LT The Spanish-American Novel II The development of the novel in Spanish-America. FS 404 Cr. 3.0 Semester I: movements in the nineteenth century, the novel of the Mexican Revolution. Semester II: the novel Spanish Literature of the Twentieth Century of the twentieth and twenty-first centuries. Conducted in The evolution of Spanish literature from the Generation Spanish. Prerequisites: Two courses in Spanish at the of 1898 to the present; analysis of the drama, novel, and 300-level or higher or permission of the instructor. poetry of the period. Course Type(s): FS.LT Course Type(s): FS.LT

Monmouth University A93 Appendix A: Course Descriptions

FS 409 Cr. 3.0 FS 412 Cr. 3.0 Advanced Spanish: Grammar and Stylistics Advanced Business Spanish I Focuses on the study of advanced grammar and style Introduces the terminology and the techniques used in through writing, translation, and oral practice in Spanish. commercial transactions, including interpretation and It is intended for majors and for teachers or students writing of business materials. Enhances students’ abil- intending to teach. ity to function effectively in an increasingly important Prerequisites: Spanish 300A and 300B or Spanish 313. commercial language environment, locally in the United (Native Spanish speakers only need to take Spanish States as well as abroad, in any Spanish-speaking coun- 300B with departmental approval.) try. Develops students’ geographic literacy and cultural Course Types(s): none understanding of the Spanish-speaking world, as these are central to being able to successfully conduct business FS 410 Cr. 3.0 in Spanish. Concentrates on vocabulary and linguistic and Contemporary Spanish-American Women Writers cultural background needed when dealing with subjects A survey of the literature written by contemporary such as goods and services, marketing, finance, foreign Spanish-American women writers. Texts examined market, and import-export. will cover the genres of novel, short story, and poetry. Prerequisite: Spanish 313. Consideration of women’s language and discourse, the Course Types(s): none relations between gender and writing considered within a historical context, and critical and theoretical aspects FS 413 Cr. 3.0 of gender and writing. Readings will include, among oth- Advanced Business Spanish II ers, works by Claribel Alegria, Isabel Allende, Carmen Introduces the terminology and the techniques used in Boullosa, Rosario Castellanos, Laura Esquivel, Rosario commercial transactions, including interpretation and Ferre, Renee Ferrer, Elena Garro, Angelica Gorodischer, writing of business materials. Enhances students’ abil- Liliana Heker, Silvia Molina, Cristina Peri-Rossi, Elena ity to function effectively in an increasingly important Poniatowska, Laura Restrepo, Marcela Serrano, Rosina commercial-language environment, locally in the United Valcarcel, Zoe Valdes, and Ana Lydia Vega. States as well as abroad, in any Spanish-speaking coun- Prerequisites: Two courses in Spanish at the 300-level or try. Develops students’ geographic literacy and cultural higher or permission of the instructor. understanding of the Spanish-speaking world, as these Course Type(s): FS.LT are central to being able to successfully conduct business in Spanish. Concentrates on vocabulary and linguistic and FS 411A Cr. 3.0 cultural background needed when dealing with subjects Writing for the Media in Spanish such as goods and services, marketing, finance, foreign Focus on writing for all Spanish media (print and online market, and import-export. news, television, radio). Fundamentals of news writing, Prerequisites: Spanish 313; and English 101 and 102 or news editing, online journalism, editorial writing, and fea- permission of the instructor. ture writing will be studied. The class will be conducted in Course Type(s): WT Spanish. Prerequisites: Communication 211 and 215. Corequisites: FS 414 Cr. 3.0 Spanish 301 and 300B. Current Issues in Business in the Spanish-Speaking Course Types(s): none World Explores various topics and aspects of current business FS 411B Cr. 3.0 conditions, thought and policy in Spanish-America, Spain Writing for the Media in Spanish and the United States. Intended for students majoring Conducted in Spanish, focus will be on writing for all in Spanish and International Business and any Spanish Spanish media (print and online news, television, and major interested in learning more about current topics in radio). Fundamentals of news writing, news editing, online business of the Spanish speaking world. journalism, editorial writing, and feature writing will be Prerequisites: Spanish 300A and Spanish 300B or 313. studied. With department approval, native Spanish speakers only Prerequisites: Communication 102 and 350. Corequisites: need to take Spanish 300B. Spanish 301 and 300B. Course Types(s): none Course Types(s): none

A94 Monmouth University Appendix A: Course Descriptions

FS 415 Cr. 3.0 FS LAB Cr. 0.0 The Literature and Culture of Post-Franco Spain Conversation Practice An in-depth analysis of the literary and cultural scene Separate lab component from intermediate course(s). in contemporary Spain in light of the after effects of the Corequisite: Spanish 201 or 202. Spanish Civil War and subsequent forty-year dictator- This is a pass/fail course. ship. Will consider particular problems and issues that Course Types(s): none have arisen in democratic Spain through close readings and discussions of some of the most significant narrative FY 101 Cr. 3.0 and cinematic texts of the Post-Franco period including First Year Seminar relevant literary and cultural criticism. Will be taught com- Addresses various topics, in a seminar-style, that are of pletely in Spanish. particular interest to first-year University students, taught Prerequisites: Spanish 300B and 301. by faculty from multiple disciplines. Also addresses sharp- Course Type(s): FS.LT ening higher-level academic skills, enhancing awareness of ethical issues, and making a successful transition to FS 416 Cr. 3.0 University life. For First-Year students only. Medieval and Golden Age of Spanish Literature Course Types(s): none An in-depth study of three periods of Spanish Peninsular literature: Medieval, Golden Age, and Baroque. Works GIS 224 Cr. 3.0 include Poema de Mio Cid, La Celestina, La vida de Introduction to Geographic Information Systems Lazarillo de Tormes and other picaresque novels. The (GIS) poetry of Gongora and Quevedo will also be studied. Provides both the theoretical and methodological back- Taught in Spanish. ground for proficient use of geographic information sys- Prerequisites: Spanish 301, 300B, and either Spanish 305 tems (GIS). A multidisciplinary integration of theories and or 307 or permission of the department. applications pertinent to both natural and social science Course Type(s): FS.LT research. Lectures and discussions will introduce the conceptual and methodological platform that is neces- FS 455 Cr. 3.0 sary to design, implement, and interpret GIS research. Latin American Seminar Weekly lab exercises will develop problem-solving skills Interdisciplinary study and research on a topic of contem- and emphasize common research techniques in GIS. porary interest. Students will also learn field techniques of spatial data Prerequisite: Permission of the Foreign Language Studies collection. In sum, demonstrates how both GIS tools department. and a geographic perspective may be applied to a broad Course Types(s): none range of social and ecological research problems. Not open to students who have taken GIS 250. FS 489 Cr. 3.0 Course Type(s): MEBP, SS.SV, TL Internship in Foreign Language Supervised practical experience in Spanish; repeatable GIS 235 Cr. 3.0 for credit. GIS Applications in Homeland Security Prerequisite: Departmental approval and Junior standing. Introduces students to the basic theories in geographic Course Type(s): EX information systems (GIS). It provides students with a hands-on practical approach to analyze homeland secu- FS 499 Cr. 3.0 rity-related data. Students will develop a skill set to map Independent Study in Spanish homeland security data and perform spatial analytical Guided readings and research on an area or topic of tasks. Also listed as Homeland Security 235. Spanish language, culture, and/or literature selected in Prerequisite: Geographic Information Systems 224. consultation with the instructor. Regular conferences with Course Types(s): none the instructor and written reports. Course Types(s): none GIS 324 Cr. 3.0 Spatial Data Provides an introduction to the collection of various types

Monmouth University A95 Appendix A: Course Descriptions

of spatial data relevant to many GIS applications and GL 100 Cr. 3.0 basic database management for organization of the data. Diamonds, Drilling and Dinosaurs: Introductory Students will be introduced to various data-collection Geology techniques through a combination of lectures, discus- Provides comprehensive coverage of the geosciences sions, readings, and hands-on experience in the field. Not which spans from the formation of our universe to under- open to students who have taken GIS 350. standing the physical processes that affect the New Course Types(s): none Jersey coastline. The principles of geology and earth science are used to demonstrate to the student that the geo- GIS 335 Cr. 3.0 sciences are involved in every aspect of their daily lives Advanced Geographic Information Systems and and to make them aware of the role they play in society Homeland Security both economically and physically. Students will build upon the skills and information Course Type(s): NS learned in HLS 235 Geographic Information Systems and Homeland Security to demonstrate advanced techniques GO 100 Cr. 3.0 in the analysis of spatial data to help the homeland secu- People, Places, and Environments: Introduction to rity enterprise prevent, mitigate, respond to, and recover Geography from intentional, natural, and accidental threats. Also list- Emphasis on the introductory level, on cultural, physical, ed as Homeland Security 335. and world-regional geography. Topics include cultural and Prerequisite: Homeland Security 235. physical dimensions of the earth and the interrelation- Course Types(s): none ships of humans and the environment. Course Type(s): SS.SV, TL GIS 375 Cr. 3.0 Applications in Remote Sensing and Geographic GO 101 Cr. 3.0 Information Systems (GIS) Principles of Human Geography Introduction to intermediate and advanced uses of geo- The human environment in which we live; the influence graphic information systems (GIS) for managing and ana- and effect of space, place, location, scale, distance, and lyzing remotely sensed data. Will be of specific interest to movement separately and in their mutual interaction with students working with environmental data such as biolo- the cultural, economic, social, and political, urban circum- gy, botany, urban planning, and archaeology. stances of peoples and places. Prerequisite: Geographic Information Systems 250. Course Type(s): BI.EL, CD, SS.SV, TL Course Types(s): none GO 102 Cr. 3.0 GIS 400 Cr. 3.0 Environmental Geography Individualized GIS-Based Research Seminar Introduces students to the study of location, distribution, Participants in this seminar will, with the instructor’s guid- and interrelationships of the physical processes that form ance, 1) plan all aspects of their own discipline-specific the environment, and how human activities influence research, 2) acquire all of the necessary data, 3) build these processes. Topics include: climate, biogeography, and populate a spatial database for their data, 4) create a biodiversity, sustainability, as well as topography, map GIS to import, manipulate, and analyze their data, and 5) reading, and geographic information systems (GIS). present their completed project. Course Type(s): SS.SV Prerequisite: GIS 250. Course Types(s): none GO 125 Cr. 3.0 Maps and Mapping GIS 470 Cr. 3.0 Introduction to the study of maps and cartography from Internship Seminar in Geographic Information the perspective of the social sciences. Topics will include: Systems map types, the content and structure of maps, map inter- Provides an internship for students who have taken a pretation, the history of mapping, map propaganda, the course in geographic information systems. use of maps in society, and sources of data. Students will Prerequisite: GIS 250. use maps and mapping to represent and interpret past Course Type(s): EX and present economic, political, social, and geographic

A96 Monmouth University Appendix A: Course Descriptions

phenomena. control the global economy. Also listed as Anthropology Course Type(s): SS.SV 268. Course Type(s): CD, SUS GO 212 Cr. 3.0 Political Geography GO 275 Cr. 3.0 The geographical aspects of internal political problems, Global Environmental Problems international relations, and areas of current tension; and Focus on the complex relationship between human the problems of boundaries, sea and air routes, and inter- beings and their environments in an effort to build an eco- nal communications of major powers, with emphasis on logical perspective in a global framework. Discussion of Europe and the Middle East. basic issues of ecological science in terms of impact on Course Type(s): GU both the Western and non-Western worlds. Also listed as Anthropology 275. GO 212H Cr. 3.0 Course Type(s): GU, SUS The City in Film Through the study of popular images of the city in film, GO 298 Cr. 1.0 – 3.0 reflect on urban problems and issues, as well as percep- Special Topics in Geography (200 Level) tions of the city changing over time. Explores themes in An intensive study of a particular subject or problem in urban studies through the medium of film. The films are geography to be announced prior to registration. augmented by related readings and serve as a starting Course Types(s): none point for illumination and critique of the political economy and sociocultural dimensions of cities and urban society. GO 399 Cr. 3.0 Course Type(s): HO Independent Study in Geography Reading and research on a selected topic under the GO 231 Cr. 3.0 direction of a faculty member. Urban Sociology Course Types(s): none Theoretical analysis of the modern urban community, including the history of the city and analysis of urban insti- GO 450 Cr. 3.0 tutions and behavior patterns; problems relating to met- Internship Seminar in Applied Geography ropolitan and suburban areas, community planning, and Students gain practical experience in the application of urban renewal. Also listed as Sociology 231. geographical ideas and techniques through an internship Prerequisite: Sociology 101. and integrative capstone seminar. Only open to students Course Types(s): none minoring in geography. Prerequisites: Completion of all other requirements of the GO 267 Cr. 3.0 minor. Tourism Around the World Course Type(s): EX Introductory examination of the various factors that impact tourism in different parts of the world. Students will con- GO 489 Cr. 3.0 sider political, social, economic, cultural, and environmen- Internship in Geography tal factors that affect tourists, local populations, and the Provides an internship for students who have taken one physical destinations. Also listed as Anthropology 267. or more courses in geography and wish to gain practical Course Type(s): BI.EL CC, GU, SUS experience in the application of geographical ideas and techniques. GO 268 Cr. 3.0 Prerequisite: Geography 101. Urbanization Around the World Course Type(s): EX Introduction to urbanization on a global scale. Historical and contemporary development of the world’s cities, using GO 499 Cr. 3.0 geographical approaches to urban analysis. Includes Independent Study in Geography examination of urban forms and the local global, social, Reading and research on a selected topic under the cultural, economic, political, and physical processes that direction of a faculty member. shape and are shaped by cities, and the large and rapidly Prerequisites: Geography 101 and prior permission of the growing cities of the developing world that dominate and

Monmouth University A97 Appendix A: Course Descriptions

directing professor and department chair. GS 305 Cr. 3.0 Course Types(s): none Women in U.S. History Surveys women’s historical experience in the U.S. The GS 220 Cr. 3.0 emphasis of the course will be on how women of different History of Advertising socio-economic backgrounds, races, and ethnic groups Designed to develop a critical understanding of the his- have shaped and been affected by U.S. History. Also list- torical evolution of advertising in the United States, with ed as History 305. critical attention to race, class, gender, and sexuality. We Course Type(s): GS will explore the economic, political, and cultural factors that have contributed to the development of advertising, GS 307 Cr. 3.0 and which have been affected by advertising. Some of History of Sexuality in America the topics to be discussed include: the rise of national Explores the social and cultural history of sexuality in the advertising; the relation of advertising to consumption; United States. How race, class, and gender have influ- advertising to children; political advertising; the relation- enced ideas about sexuality, morality, and power. Major ship between advertisers and the medium in which they topics include: reproduction, gay and lesbian sexualities, appear (magazines, television, radio, etc.); and broadcast sexually transmitted diseases, and sexual representation and Internet advertising. Also listed as Anthropology 220 and censorship. Also listed as History 307. and History 220. Prerequisites: English 101 and 102 or permission of the Course Type(s): GS, HSUS instructor. Course Type(s): CD, GS, HSUS, WT GS 225 Cr. 3.0 Introduction to Gender Studies GS 370 Cr. 3.0 Examines gender inequalities and the pervasiveness Gender Studies Seminar of gender as a way of structuring/organizing social life. An examination of several disciplines from the perspec- Emphasizes how gender as a social structure intersects tive of sex and gender. Each discipline is reviewed, and with other social structures such as race, class, and sex- sources of bias are identified. Special attention is given to uality to legitimize power and privilege and/or constrain new data and emergent paradigms generated by recent diverse groups of people. Critiques conventional theories research in Gender Studies and their implications for tra- of gender and sociology and covers a broad spectrum of ditional assumptions. topics using feminist and sociological perspectives. Also Prerequisite: Three credits in Gender Studies elective pays attention to the connection between social struc- courses. ture and human agency - how people’s experiences are Course Type(s): GS both shaped by social forces and shaped through human action. Also listed as Sociology 225. Course Type(s): CD, GS, SI, SJS, SS.SV GS 377 Cr. 3.0 A Comparative Study of Women in the World A comparative study of the political, cultural, social, and GS 252 Cr. 3.0 economic status of women in the United States, Western Race and Ethnicity Europe, Russia, Japan, Israel, and Third World nations. Introduces students to the sociological study of race and Also listed as Political Science 377. ethnicity in the United States as interrelated social sys- Prerequisites: Gender Studies 225; and English 101 and tems of power that grant a range of material and non-ma- 102 or permission of the instructor. terial advantages to different groups of people based Course Type(s): GS, GU, WT on socially constructed definitions of race and ethnicity, particularly as race and ethnicity intersect with a variety of other social structures such as gender and class. GS 399 Cr. 3.0 Focuses on the historical legacy and current practices of Independent Study in Gender Studies institutionalized racism that have and continue to shape Guided research of a selected topic under the direction of social relations in the U.S. Also listed as Sociology 252. a member of the Gender Studies faculty. Course Type(s): CD GS, SI, SJS Prerequisites: Gender Studies 225, six credits in Gender Studies electives, and prior permission of the directing professor. Course Types(s): none

A98 Monmouth University Appendix A: Course Descriptions

HE 100 Cr. 3.0 HE 200 Cr. 4.0 Technology and Health Informatics Becoming a Home Health Aide Designed to provide an introduction to the computer Through classroom lecture, discussions, reading, and technology used in healthcare and its impact on deci- laboratory practice, the student will learn the seven- sion-making. Includes an overview of the basic comput- ty-six-hour training program designed to meet the NJ er skills required to process electronic information, the requirements for the Certified Homemaker/Home Health nature and types of health information available on the Aide (HHA). After completion of this course the student World Wide Web, the development of search skills asso- will have the opportunity to sit for the state examination ciated with finding information, linking electronic infor- and become certified as an HHA. Once certified, the stu- mation to health decision-making processes, ethical and dent will be able to gain employment as a certified HHA in social issues involving the use of technology, and identi- numerous agencies and institutions in NJ. fying major issues in computer and Internet security. Also Course Type(s): HE.EL listed as Nursing 100. Course Type(s): TL HE 212 Cr. 3.0 Lifespan Development and Health HE 101 Cr. 3.0 Health from conception through senescence using a Strategies for Healthy Living developmental approach. Examines the factors that Factors influencing personal health; function of body cells influence health at each stage of life, including the effect and systems; lifestyle choices such as nutrition, exercise, of environmental, biological, and genetic influences and alcohol, drug and tobacco use, sexuality, contraception, common deviations from health. Using this approach, the and sexually transmitted diseases; the U.S. healthcare student will investigate the effect of political and economic system and those of other countries. policies, education, epidemiology, health promotion, and Course Types(s): none illness-prevention programs. Course Type(s): HE.EL, RD HE 150 Cr. 3.0 Medical Terminology HE 225 Cr. 3.0 Introduction of medical terminology to those students who Mind-Body Connection have an interest in a wide variety of health care services. Focuses on the psychology of wellness and illness and Presents a study of basic medical terms, including prefix- the healing connections between the mind and body es, suffixes, word roots, special endings, plural forms, and across diverse cultures. How stress is interpreted and abbreviations, and has a special emphasis on spelling, expressed in different cultures will be explored. The heal- definition, usage, and pronunciation for each body sys- ing practices and rituals of different faiths and cultural tem. A programmed learning, word-building system will be traditions will be explored. used to learn word parts that are used to construct and Course Type(s): HE.EL analyze new terms. The accurate use and understanding of medical terminology used in communications between HE 235 Cr. 3.0 health care professionals, clients, and other providers of Human Aging care will be enhanced by taking this course. Designed to provide an understanding of the major health Course Type(s): HE.EL, HEPE problems, health promotion, and wellness concepts that affect older people. Offers an introduction to the physical HE 198 Cr. 1.0 – 3.0 and functional changes associated with human aging. Special Topics in Health Studies Common illnesses that are often identified in older people An intensive study of a particular subject or problem in will be discussed. In addition, factors will be presented health studies to be announced prior to registration. May that are believed to cause or influence the aging process, be conducted on either a lecture-discussion or a seminar changes in physical function, and quality of life. basis. Course Type(s): HE.EL, HEPE Prerequisite: As announced in the course schedule. Course Types(s): none HE 260 Cr. 3.0 Substance Use and Abuse Physical, psychological, and sociological aspects of addictive substances; legal and ethical concerns; alterna-

Monmouth University A99 Appendix A: Course Descriptions

tive methods of dealing with stress in young adulthood; HE 330 Cr. 3.0 socially responsible behavior. Not open to students who Women’s Health have taken HE 160. Healthcare needs/concerns of women from diverse cul- Course Type(s): HE.EL tures will be examined. The focus will be on African, Asian, Caribbean, and Latina perspectives of health HE 290 Cr. 3.0 beliefs, health practices, physical and psychological Health Research Methods threats, ethical issues. Body image, sexuality, marriage Introduces students to the basic concepts in health sci- customs, reproduction, childbirth, parenting, lifestyle ences research. Students will gain an understanding choices, menopause, and aging will be examined within of the rationale for conducting research, study designs, the context of culture and contrasted to those of Western qualitative and quantitative inquiry, principles of instru- women. Also listed as Nursing 330. mentation and measurement, data management and Course Type(s): BI.EL CD, GS, HE.EL, HEPE interpretation, and research proposal writing and presentation techniques. Students should be able to apply these HE 340 Cr. 3.0 concepts to evaluate research done by others. Not open Environmental Health Issues to students who have taken HE 190. A comprehensive study of current environmental, occu- Course Types(s): none pational health issues and associated health risks. Focus on the practical applications of assessing environmental HE 320 Cr. 3.0 quality and occupational safety. Major topics include: Principles of Health Education population growth, water quality, use of pesticides, air Examination of the principles and practices of health pollution, food quality, and occupational health. Legal and education for adults in the community, including program regulatory issues also considered. development and implementation, educational strategies, Course Type(s): BI.EL, GU, HE.EL, HEPE, SUS behavioral objectives, learner characteristics, and institutional assessment. Essential factors for teaching, learn- HE 350 Cr. 3.0 ing, and motivating clients to make behavioral changes to Epidemiology promote health. A study of the basic principles and methods of epidemiol- Prerequisites: Health Studies 101 and 290; or permission ogy. These include types of epidemiologic studies, choic- of the instructor. es in study design, measures of disease frequency and Course Type(s): HEPE, RD association, sources of bias, screening, and applications to public health. The course covers conceptual and prac- HE 324 Cr. 3.0 tical issues in epidemiologic research and the interpreta- Human Sexuality tion of epidemiologic data. Designed to provide the student with a factual back- Prerequisites: Health 290 passed with a grade of C- or ground as well as an in-depth understanding of his or higher and Mathematics 151; or permission of the instruc- her own and others’ sexuality and how it affects health. tor. Focuses on developing an understanding of the essen- Course Types(s): none tial components of human sexuality and its interrelationship with human development. Social, cultural, and HE 360 Cr. 3.0 developmental determinants will be examined for their Transcultural Health influence upon human sexuality. Examines the relation- Focuses on African, Asian, Caribbean, South- and Latin- ship between human sexuality and professional nursing American, Middle-East, and Indian beliefs, values, and practice. Content will include: the use of a sexual history health practices; physical and psychological threats to in the nursing assessment; sexually transmitted disease; health; and ethical issues. Differences of cultural beliefs effects of pregnancy and aging on sexuality; effects of related to health, illness, and the impact on the delivery of medical, surgical, and chronic health problems on an indi- healthcare will be examined. Also listed as Nursing 360. vidual’s sexual functioning; and identity. The role of the Course Type(s): BI.EL, GU, HE.EL, HEPE nurse as an educator/counselor is discussed. Also listed as Nursing 324. Course Type(s): GS, HE.EL

A100 Monmouth University Appendix A: Course Descriptions

HE 365 Cr. 3.0 HE 380 Cr. 3.0 Wisdom, Wellness, and Aging Nutrition and Health Provides an understanding of the cross-cultural variations An introduction to the physiology of nutrition, basic in the status of aging and health in older adults. Examples concepts of normal nutrition, and nutrition in chronic of various cultures include examining older adults from disease (such as diabetes mellitus, and cardiovascular non-English-speaking countries, such as North Korea, disease and obesity) will be explored. A study of the South Korea, Iran, Mexico, China, and Brazil. Examines basic nutrients and the gastrointestinal system in its role factors that affect the economic, social, and health care of digestion, absorption, and metabolism. Food needs decisions made by the older adults from these diverse of an individual throughout life (birth to old age) will be populations as well as other nations. Topics to be cov- considered along with necessary dietary modifications ered include examinations of health implications on aging caused by decreased activity. Food fads and fallacies will populations in non-English-speaking countries. Compare be discussed, as will factors to consider in choosing a countries, such as Japan, India, and Nigeria, to explore healthy diet. Current concerns, such as how safe are the how their specific culture influences caregiving, social additives in our foods; the role of sugar, salt, and highly support networks, and community. Specific cultural views processed foods; and alternative therapies, such as herb- of love, intimacy, and sexuality in older adults will be al remedies and phytochemicals and their potential roles examined. Also listed as Nursing 365. in modern nutrition, will be studied. Weight management Course Type(s): HE.EL, HEPE will be addressed as it relates to medical-nutrition therapy. Also listed as Nursing 380. HE 370 Cr. 3.0 Course Type(s): HE.EL Alternative/Complementary Health Therapies Cultural origins of Complementary Alternative Medical HE 389 Cr. 1.0 – 3.0 (CAM) therapies will be discussed. Perspectives of health Internship in Health and Physical Education and healing through co-mingling Eastern Traditional Supervised, pre-professional field experience in health Complementary and Alternative Medicine (TCAM) ther- and physical education. The student will secure an intern- apies and Western biomedical practices into an integra- ship site related to his/her interests and career goals. tive strategy will be examined. Appropriate therapies for Potential internship sites include health and fitness clubs, health promotion and specific illness contexts, potential community wellness agencies, coaching opportunities, risks/benefits, ethical issues addressing treatment choic- hospitals, corporations, and private services. The student es, and global entities that employ CAM therapies will be will work fifty hours per credit per term at his/her intern- discussed. There will be an emphasis on choosing CAM ship site. Students are required to obtain a faculty spon- therapies that are supported by research as safe and sor, develop learning objectives at the start of their intern- effective. Knowledge of reliable sources of information on ship, keep a journal of their internship activities through- the Internet will improve decision making regarding thera- out their placement, and write a final paper reflecting pies. Also listed as Nursing 370. upon their internship experience. Also listed as Physical Course Type(s): BI.EL, GU, HE.EL, HEPE Education 389. This is a pass/fail course. Prerequisites: Junior standing (and others by permission HE 375 Cr. 3.0 of a faculty advisor), placement opportunity and approv- Health in Developing Countries: A Cross-Cultural al by the Health and Physical Education Department. Perspective Limited to Health majors. Course Type(s): EX Designed to introduce students to the concept of health as a cross-cultural issue. Students will examine their own health beliefs and practices and expand their understand- HE 398 Cr. 1.0 – 3.0 ing of health and health issues of the developing world. Special Topics in Health Education (300 Level) Contemporary health issues will be analyzed. Healthcare An intensive study of a particular subject or problem in delivery systems in selected countries in Asia and Africa health education to be announced prior to registration. will be examined and compared to the American health Prerequisite: As announced in the course schedule. care system. Students are expected to problem solve and Course Type(s): HE.EL, HEPE postulate solutions to contemporary and emerging health issues. Also listed as Nursing 375. Course Type(s): BI.EL, GU, HE.EL, HEPE, SUS

Monmouth University A101 Appendix A: Course Descriptions

HE 399 Cr. 1.0 – 3.0 HE 476 Cr. 3.0 Independent Study in Health Interpersonal Violence Guided research and in-depth study of an area of health Examines the various types and patterns of violence relat- of particular interest to the student. ed to cultural values, beliefs, biases, and societal issues, Course Type(s): HE.EL, HEPE as well as the historical perspectives of violence. Course content includes: family, community, youth, and work- HE 430 Cr. 3.0 place violence; child, domestic, elder, and sexual abuse. Health Advocacy Theories concerning gender violence, gangs, bias and Focus is on personal and peer health advocacy. Being hate crimes, and terrorism are challenged. Public health healthy involves making decisions that are right for each and healthcare issues related to violence, and primary-, individual and being part of a community that promotes secondary-, and tertiary-level interventions for victims and healthy behaviors. Advocating for individual health offenders of violence are discussed. Individual respon- requires that the student has the confidence, basic sibilities associated with identification and reporting vio- understanding of advocacy, resources, and skills to make lence are identified. Health care measures to identify and proper health decisions. Foster student health advocacy prevent violence are analyzed. Methods of treatment for as skills are taught while students grapple with personal victims and perpetrators of violence are evaluated. and social questions that affect their overall health and Course Type(s): HE.EL, HEPE the health of others. Put student-health promotion into the hands of the students. They will be required to create HE 485 Cr. 3.0 a health initiative. These initiatives will foster a healthier Professional Seminar in Health Monmouth University community. Provides students with the experiential education require- Prerequisites: Health 101, 290 and Junior standing; or ment for the BS in Health Studies. Students will have a permission of the instructor. placement in a health setting where they will have the Course Type(s): HE.EL, HEPE opportunity to work with a health professional and to apply what they have learned in class to the experiential HE 435 Cr. 3.0 setting. Weekly seminars will be designed to allow the Community Health students to share their experiences with their peers. Healthcare of groups and communities; this includes com- Prerequisites: Health Studies 101 and 290 and Junior munity and public health theories, epidemiology, health standing; or permission of the instructor. promotion, illness prevention, research, ethics, vulnerable Course Type(s): EX populations, and common deviations from health. Prerequisites: Health 101, 290, English 101 and 102; HE 498 Cr. 3.0 Junior standing; or permission of the instructor. Special Topics in Health Course Type(s): WT An intensive study of a particular subject or problem in health education to be announced prior to registration. HE 440 Cr. 3.0 Course Type(s): HE.EL, HEPE Health Policy Delves into the core elements that define health policy. HE 499 Cr. 1.0 – 3.0 Describes factors, such as the healthcare delivery sys- Independent Study in Health Studies tems (public/non-profits vs. private/for profits), access Guided research and in-depth study of an area of health to care, healthcare financing, quality-of-care issues, studies of particular interest to the student. and social issues, such as gender and culture, and their Course Type(s): HE.EL HEPE impact on health and healthcare. The dynamics of the policy-making process at different levels (federal, state HLS 212 Cr. 3.0 and local) will be explored, along with policy analysis and Introduction to Homeland Security how policy influences healthcare decisions. The complexi- Provides an overview of various threats to domestic secu- ties and challenges of healthcare reform will be identified. rity from terrorism, and other related risks and vulnerabil- Prerequisites: Health Studies 101, 290, English 101 and ities, examining government policies, risk management, 102; Junior standing; or permission of the instructor. national preparedness, and preventative methods neces- Course Type(s): WT sary in preventing acts of terrorism. Course Types(s): none

A102 Monmouth University Appendix A: Course Descriptions

HLS 235 Cr. 3.0 security organizations and moves toward the tenets of GIS Applications in Homeland Security sound research practices, including: the formulation or Introduces students to the basic theories in Geographic a research question, developing a hypothesis, collecting Information Systems (GIS). Provides students with a data, measurement, analysis, and evaluation. Special hands-on practical approach to analyze homeland secu- attention is devoted to practical, ethical, and political rity-related data. Students will develop a skill set to map issues that can arise when conducting research. Also list- homeland security data and perform spatial analytical ed as CJ 315. tasks. Also listed as Geographic Information Systems 235. Prerequisites: Criminal Justice 211 or Mathematics 151, Prerequisite: Geographic Information Systems 224. and English 101 and 102. Course Types(s): none Course Type(s): WT

HLS 245 Cr. 3.0 HLS 320 Cr. 3.0 Strategic Security Management Infrastructure Security Issues Reviews the new business demands on the security Introduces students to the practices of federal, state, professional in a post-September 11 era. Provides an local, and private entities to protect the nation from acts understanding of how to use hard data to drive a security of terrorism. Focus will be placed on an understanding of strategy and to measure success of a program. Topics the importance of security towards the nation’s defense covered will include threat assessment, vulnerability and the various methods of protection utilized by organi- assessment, and risk assessment, highlighting the differ- zations working within homeland security. Topics include ences, advantages, and disadvantages of each, as well the history and evolution of security, fundamentals of as establishing effective security programs. defense, and specific threats to homeland security. Prerequisite: Homeland Security 212. Prerequisite: Homeland Security 212. Course Types(s): none Course Types(s): none

HLS 285 Cr. 3.0 HLS 335 Cr. 3.0 Domestic and International Terrorism Advanced Geographic Information Systems and Provides students with an in-depth examination of ter- Homeland Security rorism and its implications for society. Examines terrorist Students will build upon the skills and information learned ideologies, motivations, goals, strategies, and tactics. in HLS 235 Geographical Information Systems and Focuses on issues related to the operational and orga- Homeland Security to demonstrate advanced techniques nizational dynamics of terrorist organizations, state and in the analysis of spatial data to help the homeland secu- political terrorism, religious-motivated terrorism, domestic rity enterprise prevent, mitigate, respond to, and recover terrorism, the relationship between the media and terror- from intentional, natural, and accidental threats. Also list- ism, terrorist tactics and targeting, and counter terrorism ed as Geographic Information Systems 335. methodologies. Prerequisite: Geographic Information Systems 235. Course Types(s): none Course Types(s): none

HLS 286 Cr. 3.0 HLS 375 Cr. 3.0 Principles of Emergency Management Homeland Security Internship Introduces students to the background components and Provides practical experiences in the administration of systems involved in the management of disasters and criminal justice and homeland security through assign- other emergencies. Focusing on the United States, the ments to criminal justice and homeland security agen- course will illustrate current practices, strategies, and key cies under the joint-supervision of agency officials and players involved in emergency management. Monmouth University instructors. Course assignments Course Types(s): none include a résumé and cover letter application for an internship; journaling of real-world professional experiences; HLS 315 Cr. 3.0 and the evaluation of criminal justice/homeland security policies and practices. Also listed as Criminal Justice 375. Homeland Security Research Methods Prerequisites: Criminal Justice 101, English 101 or 102 Introduces students to the principles of scientific research and permission of the instructor. in criminal justice. It begins with a description of the Course Type(s): EX, WT importance of research by criminal justice and homeland

Monmouth University A103 Appendix A: Course Descriptions

HLS 385 Cr. 3.0 solutions employed to enhance borders and transportation Cyberterrorism security. Students will be required to discuss the legal, Provides students with an in-depth examination of economic, political, and cultural concerns and impacts evolving technologies that directly impact the homeland associated with border and transportation security. security domain. Information systems technologies are Prerequisite: Homeland Security 212. being utilized to make our lives more efficient on a global Course Types(s): none scale, and have emerged to improve and also threaten our national security. It is the usage of technology, and in HLS 410 Cr. 3.0 particular the global information infrastructure, by which Intelligence and Threat Analysis terrorists communicate, coordinate and facilitate their ini- Introduces students to intelligence-gathering and its role tiatives and ideologies. Students will explore elements of in defending our nation from acts of terrorism. To present cyber terrorism and emerging technologies that can facili- the importance and techniques of intelligence-gathering tate and strengthen capability-specific national priorities in as they relate to our government’s preparation for and order to improve national preparedness. response to acts of terrorism. Describes intelligence with- Prerequisite: Homeland Security 212. in homeland security and how such information is used to Course Types(s): none analyze and prepare for threats to our nation. Prerequisite: Homeland Security 212. HLS 394 Cr. 3.0 Course Types(s): none Terrorism: Crisis and Trauma Explore the psychological impact of terrorism including HLS 415 Cr. 3.0 psychiatric disorders, physiological changes, and social/ Homeland Security Intelligence 2100 family disruption. Strategies and techniques for identifying An in-depth examination of intelligence successes and trauma and skill for intervention will be discussed. failures. Intelligence cases with homeland security impli- Course Types(s): none cations will be examined. Focus will be on current and future intelligence threats and how the homeland security HLS 395 Cr. 3.0 intelligence community perceives and acts upon those Terroristic Crime Scene Investigation threats. Utilizing modern investigative technology in terroristic Prerequisite: Homeland Security 410. crime scenes; specialized evidence collection; role of Course Types(s): none crime scene manager. Prerequisite: Homeland Security 212. HLS 417 Cr. 3.0 Course Types(s): none Open-Source Intelligence Open-source intelligence is publicly available information HLS 398 Cr. 1.0 – 3.0 including business Web sites, social networks, videos, Special Topics in Homeland Security forums, blogs, and news sources that are collected, An intensive study of a particular subject or problem in exploited, and disseminated in a timely manner for the homeland security to be announced prior to registration. purposes of addressing specific intelligence requirements. May be conducted on either a lecture-discussion or a The course examines the rapidly evolving open-source seminar basis. socioeconomic information landscape and the implica- Prerequisite: As announced in the course schedule. tions for U.S. homeland security. Students will apply Course Types(s): none tenets of open-source intelligence to current homeland security issues. Prerequisite: Homeland Security 410. HLS 405 Cr. 3.0 Course Types(s): none Transportation Threats Provides an overview of transportation and border security challenges and opportunities in the homeland security HLS 430 Cr. 3.0 era. Explores topics associated with border and transpor- Weapons of Mass Destruction tation security infrastructure, to include: intermodals, sea- Focus on the practical and theoretical aspects of pre- ports, vessels, airports, aircraft, train stations, trains, road- paring for and dealing with incidents involving WMD ways, bridges, tunnels, vehicles, pipelines, and electronic (weapons of mass destruction). Discussion on the various communications. Explores visionary and technological devices and the means of delivering damage. Analysis of

A104 Monmouth University Appendix A: Course Descriptions

the intelligence approaches to reduce such an event. ral sciences will be incomplete. For Honors Students only. Prerequisite: Homeland Security 212. Course Type(s): HO Course Types(s): none HO 104 Cr. 3.0 HLS 490 Cr. 4.0 Great Works II: On the Humanities Senior Research Project in Homeland Security Introduces first-year Honors School students to a sam- Provide the student with an opportunity to complete a pling of the classic works that have come to define the senior thesis in the area of homeland security. By explor- humanities. Through an integration of some of the clas- ing and analyzing the practical as well as theoretical prob- sics of the ancient and medieval with those of the mod- lems, the student will be able to recommend changes with ern, Honors students will gain insight into the foundation homeland security based upon empirical study. of what has become known as the humanities. Without an Prerequisite: Criminal Justice 315. acquaintance to the giants of the literary, historical, philo- Course Types(s): none sophical, or creative arts, a student’s understanding of the humanities is incomplete. For Honors students only. HO 101 Cr. 1.0 Course Type(s): HO Cultural Engagement I Designed to help students develop a life-long engage- HO 250H Cr. 3.0 ment with cultural and intellectual discourse. Requires Honors Seminar in Humanities students to attend various on- and off-campus events Examination of a topic from the point of view of a specific (theater, music, dance, art, seminars). The events are discipline with a broad perspective across the humanities. enriched through discussion of their meaning and signifi- Prerequisites: Honors status and Sophomore standing. cance and the preparation of written assessments. Course Type(s): HO Course Type(s): HO HO 252H Cr. 3.0 HO 102 Cr. 1.0 Honors Seminar in Mathematics/Natural Sciences Cultural Engagement II Examination of a topic from the point of view of a specific Designed to help students develop a life-long engage- discipline with a broad perspective across the natural sci- ment with cultural and intellectual discourse. Students ences and mathematics. are required to attend various on- and off-campus events Prerequisites: Honors status and Sophomore standing. (theater, music, dance, art, seminars). The events are Course Type(s): HO enriched through discussion of their meaning and significance and the preparation of written assessments. HO 254H Cr. 3.0 Course Type(s): HO Honors Seminar in Social Sciences Examination of a topic from the point of view of a specific HO 103 Cr. 3.0 discipline with a broad perspective across the social sci- Great Works I: On the Natural and Social Sciences ences. First-year Honors School students will be introduced to a Prerequisites: Honors status and Sophomore standing. sampling of the classic works that have come to define Course Type(s): HO the natural and social sciences. Through an integration of some of the classics of the ancient and medieval HO 298H Cr. 1.0 – 3.0 (Plato, Aristotle, Thucydides, Cicero, Confucius, Sun-Tzu, Special Topics in Honors Augustine, Galileo, Ibn-Rushd) with those of the modern An intensive study of a particular subject or problem in (Machiavelli, Bacon, Newton, Hobbes, Locke, Rousseau, history to be announced prior to registration. The course Pascal, Darwin, Freud, Einstein, Skinner, Marx, Smith, may be conducted on either a lecture-discussion or a Keynes, Hayek, Wollstonecraft, Butler, Carson), Honors seminar basis. students will gain insight into the foundation of what Prerequisite: As announced in the course schedule. has become known as the natural and social sciences. Course Type(s): HO Without a strong understanding of Plato’s views on justice, Darwin’s views on evolution, Skinner’s views on behavior, Marx’s conceptions of alienation, and/or Butler’s views on sexuality, students’ understanding of the social and natu-

Monmouth University A105 Appendix A: Course Descriptions

HO 497 Cr. 1.0 HS 102 Cr. 3.0 Research Methods - Honors Western Civilization in World Perspective II Provides instruction for HO 498 Proposal and HO 499 A readings-based introduction to Western history, from Thesis and concomitant research methods. Students the seventeenth century to the present, in the per- decide upon a research area and engage a suitable spective of a major non-Western civilization. Topics supervisor. Students develop a research topic and req- include the Enlightenment, the Industrial Revolution, the uisite research methodology, and initiate investigation of Great Depression, the World Wars, the Cold War, and that topic. Globalization. Prerequisites: Successful completion of eighty credits (at Course Type(s): HS.SV least fifteen of which are in the major), a minimum GPA of 3.5 in the major, and a minimum GPA of 3.3 overall. HS 105 Cr. 3.0 Course Type(s): HO The Verdict of History Students will explore the history of Western civilization HO 498H Cr. 2.0 through some of its most controversial and pivotal trials. Honors Thesis Proposal They will study both the historical context and the partic- A proposal for a paper or project to be completed under ulars of such cases, as the trials of Socrates, Jesus of the direction of a professor in the student’s discipline or Nazareth, Joan of Arc, Martin Luther, Galileo, the Amistad allied disciplines. The thesis proposal will be defended rebels, Alfred Dreyfus, Oscar Wilde, John Scopes, Sacco before a faculty committee. The proposal must be com- and Vanzetti, Adolf Eichmann, and O.J. Simpson. The pleted with a grade of B or higher to enroll in Honors student can have no more than sixty-six completed cred- 499H. its to take this course; or permission of the department is Prerequisites: Senior standing, a minimum GPA of 3.20, required. at least twelve credits of honors courses, and a grade of Course Type(s): HS.SV B or higher in Honors 497. Course Type(s): HO HS 107 Cr. 3.0 Love and Marriage in Historical Perspective HO 499H Cr. 2.0 Love and Marriage in Historical Perspective is a read- Senior Honors Thesis ing-and-discussion-based thematic history course. This A paper or project to be completed under the direction of course is designed to expose students to the history of a professor in the student’s discipline or allied disciplines. love and marriage from classical antiquity to the present The thesis will be defended before a faculty committee. in global perspective. Marriage is one of the oldest social Students must complete the entire four credits before institutions in human culture: and, as an institution, it has receiving any grade. not always been associated with the concept of love. This Prerequisites: Senior standing, a minimum GPA of 3.20, course considers the transformation of marriage as both a completion of Honors 498H with a grade of B or higher, public, private, political, economic, social, and emotional and student’s thesis committee approval. institution that has been fundamental to the development Course Type(s): HO of human societies. This includes a discussion of the Greco-Roman world, the Middle Ages, the Romantic era HS 101 Cr. 3.0 and marriage in the global village at the present. Why is Western Civilization in World Perspective I traditional marriage on the decline in Western societies? An introduction to the major historical developments in What is traditional marriage? When, why, and how did the the history of Western society and its intellectual tradi- idea of love get tangled up with marriage and how suc- tion. Secondarily, it is also an introduction to the uses cessful has the love-marriage connection been over time? of history itself. Our survey will consider ancient Greece Why is marriage in crisis? What does love have to do with and Rome, Medieval Europe, the Renaissance, the it? What are the revolutionary implications of the rise and Reformation, and the rise of nation-states in Europe. To fall of marriage as a love-match? These are some of the understand the history of the West in a larger context, we questions we will contemplate in this course as associat- will examine it in relation to the history of the Middle East, ed with issues related to sex, gender, sexuality, race and particularly at points of contact such as the Crusades. class by examining love and marriage in literature, poetry, Course Type(s): HS.SV music, and in philosophical treatises on the subject utilizing the historical method as the primary approach. The

A106 Monmouth University Appendix A: Course Descriptions

student can have no more than sixty-six completed cred- course; or permission of the department is required. its to take this course; or permission of the department is Course Type(s): HS.SV required. Course Type(s): HS.SV HS 173 Cr. 3.0 Environmental History HS 108 Cr. 3.0 Environmental history is an introduction to major develop- Human Gods: Science, Technology, and Culture in ments in world history through the lens of environmental History change and experience. As, additionally, an introduc- This is a readings-and-discussion-based history course tion to history itself this survey considers the interaction on the interplay between science, technology, and culture between people, states, empires, and the natural world in human societies from the scientific revolution to the from the dawn of time through the present. Students will human genome project. In this course, we will explore the examine the relationship between human society(ies) and relationship between what science writer Richard Rhodes the natural world over recorded time. As an interdisciplin- has alluded to in his text The Making of the Atomic Bomb ary exercise this class will draw on the natural sciences as a Republic of Science and human culture, as cou- and history to better understand the biological, cultural, pled with discussion of the connection between scientific imperial, ethical, economic, religious, political, and global discovery and technological advance (and in turn how ramifications of the relationship between humanity and technology impacts human culture) within the context of humanity’s natural surroundings. The student can have world history. The focal point of this course is to critically no more than sixty-six completed credits to take this examine how scientists are shaped by the cultures they course; or permission of the department is required. live in and how scientists and their discoveries impact Course Type(s): HS.SV culture. Specifically, we will contemplate how cultural attitudes about race and gender shape scientific inquiry HS 198 Cr. 1.0 – 3.0 such as with the emergence of race science in the age of Special Topics in History (100 Level) Darwin during the nineteenth century, and the emergence An intensive study of a particular subject or problem in of eugenics in the early twentieth century. The overarch- history to be announced prior to registration. May be con- ing theme of the course is Human Gods because we will ducted on either a lecture-discussion or a seminar-basis. pay close attention to how scientists in their attempts to Prerequisite: As announced in the course schedule. manipulate nature in the sense play god and how playing Course Types(s): none god may have devastating consequences for marginal- ized groups in particular and humanity more generally. HS 201 Cr. 3.0 The various arenas of science and technology including medicine, military technology, and computer technology United States History I are examined to demonstrate how individuals, industries, The development of the multi-ethnic American nation. and governments have harnessed science and technolo- Colonial origins, the Revolution, the Age of Jackson, gy to control nature (such as with disease control, other slavery, the Civil War, and Reconstruction. Not open to nations in warfare, and general human activity via com- students who have taken HS 103. puter technologies). The student can have no more than Course Types(s): none sixty-six completed credits to take this course; or permission of the department is required. HS 202 Cr. 3.0 Course Type(s): HS.SV United State History II The development of the multi-ethnic American nation. The HS 115 Cr. 3.0 emergence of modern industrial America, domestic reform Empires in History and civil rights, world conflict, and leadership. Not open to This course will examine the political, economic, religious, students who have taken HS 104. intellectual, and social lives of a select number of world Course Types(s): none empires. We will analyze how each of these empires came into being, and why they fell apart. Case studies HS 203 Cr. 3.0 will include western and non-Western empires, and range New Jersey History: A Mirror on America from the preclassical to the modern. The student can An introduction to and overview of New Jersey history have no more than sixty-six completed credits to take this (1600-1950). Various trends in local history are tied to

Monmouth University A107 Appendix A: Course Descriptions

national developments. Important people, events, and ship between advertisers and the medium in which they trends in the state history are examined. appear (magazines, television, radio, etc.), and broadcast Prerequisites: English 101 and 102 or permission of the and Internet advertising. Also listed as Anthropology 220 instructor. and Gender Studies 220. Course Type(s): HSUS, WT Course Type(s): GS, HSUS

HS 209 Cr. 3.0 HS 225 Cr. 3.0 The History of African-Americans Supreme Court Decisions in American History The study of African-Americans from their first contacts Analyzes American history through United States with Europeans through the rise of the Black Power Supreme Court decisions. Explores how the Court movement in the 1960’s; the status of African-American developed, grew in strength, and the effect it has had on society and contributions to American culture. America’s political and cultural development. It will also Course Type(s): CD, HSUS consider how the Court’s size, structure, and political importance impacted on society according to the historical HS 215 Cr. 3.0 era being studied. Also listed as Political Science 225. The Rise of Modern America, 1877-1933 Course Type(s): HSUS The response to industrialism and the search for a new order by farmers, laborers, immigrants, African- HS 233 Cr. 3.0 Americans, and reformers. Classical Civilizations Prerequisites: English 101 and 102 or permission of the Mediterranean civilizations from the Ancient Near East instructor. through Classical Greece and Rome, to the close of the Course Type(s): CD, HSUS, WT Western Roman Empire. Course Type(s): HSEU, HSPRE HS 216 Cr. 3.0 Recent American History, 1933-Present HS 243 Cr. 3.0 The development of an urban nation and its related prob- Medieval Europe I (300-1400) lems, emergence of minority groups, welfare capitalism Europe from the decline of Rome through the fourteenth versus welfare statism, and the impact of war and revolu- century. Semester I (to 1100): barbarian invasions, rise of tion upon domestic programs. the Church, early medieval culture, Byzantium and Islam, Course Type(s): HSUS feudalism and manorialism. Semester II: Empire vs. Papacy, the Church at its height, the flowering of medie- HS 219 Cr. 3.0 val culture. United States Military History Course Type(s): HSEU, HSPRE Surveys the American experience of war, from the first Native American-European contact through the military HS 244 Cr. 3.0 interventions at the dawn of the twenty-first century; Medieval Europe II (300-1400) examines not only the major conflicts in this period, but Europe from the decline of Rome through the fourteenth also the evolution of strategy, military institutions, civil-mil- century. Semester I (to 1100): barbarian invasions, rise of itary relations, and the American way of war. the Church, early medieval culture, Byzantium and Islam, Course Type(s): HSUS feudalism and manorialism. Semester II: Empire vs. Papacy, the Church at its height, the flowering of medie- HS 220 Cr. 3.0 val culture. History of Advertising Course Type(s): HSEU, HSPRE Designed to develop a critical understanding of the historical evolution of advertising in the United States, with HS 251 Cr. 3.0 critical attention to race, class, gender, and sexuality. We History of the British Isles I will explore the economic, political, and cultural factors Roman, Anglo-Saxon, and Celtic cultures; consolidation that have contributed to the development of advertising, of the Anglo-Norman Feudal Monarchy; the impact of the and which have been affected by advertising. Some of Reformation and Tudor absolutism; and constitutional cri- the topics to be discussed include: the rise of national sis and revolution to 1688. advertising, the relation of advertising to consumption, Course Type(s): HSEU, HSPRE advertising to children, political advertising, the relation-

A108 Monmouth University Appendix A: Course Descriptions

HS 252 Cr. 3.0 including artifacts, vernacular architecture, grave mark- History of the British Isles II ers, documents, photographs, and other visual sources. Union between England and Scotland, Parliamentary Archaeological field methods are also introduced with a reform, Industrial Revolution, Empire and Commonwealth, minimum of one class period spent excavating an archae- Ireland and Home Rule, democracy and the welfare state, ological site. Also listed as Anthropology 266. and contemporary Britain and Ireland. Prerequisites: Anthropology 103 or History 201; and Course Type(s): HSEU English 101 and 102 or permission of the instructor. Course Type(s): HSPRE, HSUS, WT HS 253 Cr. 3.0 History of Ireland HS 270 Cr. 3.0 Selected themes in Irish history from prehistoric times European Civilizations in the Nineteenth Century to the present, including Celtic Christianity, Norman A survey of European politics, industrialization, technolo- Conquest and Gaelic Recovery, Protestant Ascendancy, gy, society, art, science, ideas, and global connections in Rebellion and Revolution, the Famine and Emigration, the nineteenth century, 1815-1914. Home Rule, the Irish Republic, the Troubles in Northern Course Type(s): HSEU Ireland, and the European Union. Course Type(s): HSEU HS 271 Cr. 3.0 Europe, 1914-1939 HS 261 Cr. 3.0 Europe during and after World War I: the consequenc- History of Russia I es of that war, the crisis of European democracy, Russia from ancient times to the Nuclear Age. Semester Communism and the Soviet Union, the rise of Fascism in I: the consolidation and decline of the Kievan state, the Italy and National Socialism in Germany, and the failure Muscovite and Imperial eras, the impact of the West to of collective security. about 1855. Prerequisites: English 101 and 102 or permission of the Course Type(s): BI.EL GU, HO, HSAS, HSEU, HSNW, instructor. HSPRE Course Type(s): BI.EL GU, HSEU, WT

HS 262 Cr. 3.0 HS 272 Cr. 3.0 History of Russia II Europe Since 1939 Russia from ancient times to the Nuclear Age. Semester World War II and post-war Europe: the Cold War, II: the reform era, revolutionary movements, the Soviet European recovery, economic integration, Communism in state, and the evolution and collapse of the communist Eastern Europe, the Soviet Union as a major power, and regime. Europe’s changing role. Course Type(s): ARHIS, CD, HSAS, HSEU, HSNW Prerequisites: English 101 and 102 or permission of the instructor. HS 264 Cr. 3.0 Course Type(s): GU, HSEU, WT North American Indians Survey of the cultural, social, and linguistic diversity of HS 283 Cr. 3.0 pre-Columbian North American societies and problems of The Civilizations of Asia (India, China, Japan) contemporary Indian groups. Also listed as Anthropology A survey of Asia’s great cultural traditions through litera- 264. ture, art, science, religion, and institutions, and the inter- Course Type(s): GU, HSPRE, HSUS play of these traditional cultures with Western civilization. Course Type(s): HSAS, HSNW, HSPPRE HS 266 Cr. 3.0 Historical Archaeology HS 288 Cr. 3.0 Provides an introduction to historical archaeology, the Cooperative Education: History archaeology of the modern world (c.1492+). Focuses on Provides students with an opportunity to apply class- archaeological sites in the United States. Students are room theory in practice through actual work experience. introduced to the various written and material sources that Placements are selected to forward the student’s career historical archaeologists use to interpret the recent past, interest through experiential education. Repeatable for credit.

Monmouth University A109 Appendix A: Course Descriptions

Prerequisite: Junior or Senior standing. hensive historical overview of the African Diaspora in the Course Type(s): EX Caribbean, Latin America, and North America, from the height of the Atlantic Slave Trade in the eighteenth centu- HS 290 Cr. 3.0 ry to the present. Popular Culture and the Middle East Prerequisites: English 101 and 102. Examines recent events, traditional cultural practices, Course Type(s): GU, HSNW, HSUS, WT and the perceptions of the Middle East through the lens of popular media (film, graphic novels, journalism, etc.). HS 295 Cr. 3.0 Topics to be covered may include but are not limited to: History of Africa religion, the Arab Spring (2011), the Iranian Revolution, Africa in modern times, emphasizing the sub-Saharan the Arab-Israeli Conflict, women’s rights/roles, Orientalism part of the continent; traditional African civilizations; and racism, and common governing structures. Also listed European colonization and its impact on Africa; economic, as Anthropology 290. social, and political transformation; and the problems of Course Type(s): GU, HSNW nation-building. Course Type(s): GU, HSAF, HSNW HS 291 Cr. 3.0 Introduction to Islamic History HS 296 Cr. 3.0 Examines the history and development of the Islamic Cultures and Societies of Africa umma (the community of Muslim believers) across time Examines the history, cultures, and societies of Africa and space. Traces the development of Islam, taking care from the precolonial to the contemporary period. to understand the environment into which it was first intro- Discusses the cultural, political, and economic changes duced, and follow its development in terms of philosophy that have taken place in Africa as a result of Western and spirituality to the present day. Takes into account influence. Also listed as Anthropology 296. variation within the religion as it spread out of the Arabian Prerequisites: English 101 and 102 or permission of the Peninsula and across the world. instructor. Prerequisites: English 101 and 102 or permission of the Course Type(s): CD, HSAF, HSNW, WT instructor. Course Type(s): BI.EL, GU, HSAS, HSEU, HSNW, HS 297 Cr. 3.0 HSPRE, WT History of West Africa An examination of the history of West Africa from AD HS 292 Cr. 3.0 1000 to the present. Special topics include: the sources The Middle East and the Rise of the Gunpowder of West African history, the peoples and empires of West Empires Africa, agriculture and the trans-Saharan trade, the intro- Examines the history of the Middle East from the 1200s duction of Islam, the coming of the Europeans, and the through the end of the 1700s. In the West this era post-independent period of West Africa. is typically known as the high-water mark for Islamic Prerequisites: History 101 and 102; and English 101 and Civilization, an era marked by a height for Islamic art, 102 or permission of the instructor. architecture, and political organization; this era also Course Type(s): CD, HSAF, HSNW, HSPRE, WT marks the time during which Islamic governments held power over the largest swath of territory. To understand HS 298 Cr. 1.0 – 3.0 this time period students will examine Persian, Ottoman, Special Topics in History (200 Level) Egyptian, Indian, and Magrabi/Andalusian history. An intensive study of a particular subject or problem in Prerequisites: English 101 and 102 or permission of the history to be announced prior to registration. The course instructor. may be conducted on either a lecture-discussion or a Course Type(s): BI.EL, GU, HSAS, HSNW, WT seminar basis. Prerequisite: As announced in the course schedule. HS 293 Cr. 3.0 Course Types(s): none The African Diaspora in the Americas The dispersion of African people across the world was HS 299 Cr. 1.0 – 3.0 a seminal event in the history of humankind. African Independent Study in History people have profoundly influenced the development of Guided study of a selected topic in history not substan- human history from this dispersion. Includes a compre-

A110 Monmouth University Appendix A: Course Descriptions

tially treated in a regular course, under the direction of a of the Harlem Renaissance and how the culture of the member of the History faculty. Extensive reading and at Harlem Renaissance helped to shape modern American least one written report are required. culture more broadly. This course will include an exam- Course Types(s): none ination of the Harlem Renaissance in American history from multiple perspectives including literary, artistic, HS 303 Cr. 3.0 cinematic, economic, and philosophical aspects of the American Colonial and Early National Period Renaissance in American history. The evolution of the British colonies from their establish- Course Type(s): CD, HSUS, WT ment to the American Revolution. The first problems in the development of the new nation to the era of Andrew HS 307 Cr. 3.0 Jackson. History of Sexuality in America Course Type(s): HSUS Explores the social and cultural history of sexuality in the United States. How race, class, and gender have influ- HS 304 Cr. 3.0 enced ideas about sexuality, morality, and power. Major Monuments and Commemoration: Loss and topics include: reproduction, gay and lesbian sexualities, Remembrance sexually transmitted diseases, and sexual representation and censorship. Also listed as Gender Studies 307. Examines the evolution of American attitudes towards Prerequisites: English 101 and 102 or permission of the commemoration and remembrance from the colonial peri- instructor. od to the present. Focuses on the analysis of landscapes Course Type(s): CD, GS, HSUS, WT and artifacts, e.g., monuments, grave markers, cemeteries, and historic sites. Topics discussed include the evolution of American burial grounds from colonial burial HS 308 Cr. 3.0 grounds to the rural cemeteries of the Victorians, and The American Civil Rights Movement modern memorial parks. Changing grave marker designs Includes a historical examination of the major personali- and iconography are examined. Distinct ethnic, regional, ties, groups, and organizations central to the development and national memorial practices are also studied. Public of the American Civil Rights Movement in the 1960s. memorials in the form of statuary, commemorative institu- Students will be introduced to important scholarship and tions, and historic sites will also be discussed. There will participant histories crucial to the Movement through an be field trips to select sites. Also listed as Anthropology examination of both primary and secondary source mate- 304. rial. Course Type(s): HSUS Course Type(s): CD, HSUS

HS 305 Cr. 3.0 HS 309 Cr. 3.0 Women in U.S. History Readings in African-American Intellectual History Surveys women’s historical experience in the US. The Examines some of the major themes and thinkers in the emphasis of the course will be on how women of different development of the African-American intellectual tradition socio-economic backgrounds, races, and ethnic groups from the black abolitionists to the present. Major topics have shaped and been affected by U.S. History. Also list- of the course include the formation of black opposition- ed as Gender Studies 305. al leadership in the Reconstruction south, Booker T. Prerequisites: English 101 and 102 or permission of the Washington and racial accommodation, W.E.B. DuBois instructor. and integration, along with Black Nationalism and con- Course Type(s): GS, HSUS, WT temporary, black-feminist theory. Course Type(s): CD, HSUS HS 306 Cr. 3.0 Jazz Age and Harlem Renaissance HS 310 Cr. 3.0 Focus will be on race, gender, class, and sexuality in Business and Economic Development of the United Jazz Age America as related to the development of the States Harlem Renaissance. Harlem was the center of black The impact of political and economic decisions on the culture in the 1920s, but this New Negro Movement structure of society: agrarianism, merchant capitalism, stretched far beyond Harlem. In this course, we will laissez-faire industrialism, neomercantilism, and the social explore both the national and transnational dimensions welfare state.

Monmouth University A111 Appendix A: Course Descriptions

Prerequisites: English 101 and 102 or permission of the have influenced urban development and vice versa. instructor. Prerequisites: English 101 and 102 or permission of the Course Type(s): HSUS, WT instructor. Course Type(s): CD, HSUS, WT HS 313 Cr. 3.0 History of the Book in America HS 330 Cr. 3.0 Examines the impact of printed text in America historical The Civil War and Reconstruction development from the colonial era to the present day. It Covers the military, political, and social history of the will cover selected topics that will demonstrate that the American Civil War, and the rise, the fall, and the legacies printed text in all of its various manifestations was shaped of the postwar Reconstruction. by a nascent and evolving American culture and, in turn, Prerequisites: English 101 and 102 or permission of the was instrumental in shaping this culture. instructor. Prerequisites: English 101 and 102 or permission of the Course Type(s): HSUS, WT instructor. Course Type(s): HO, HSUS, WT HS 331 Cr. 3.0 World War II HS 315 Cr. 3.0 Considers the military, economic, and political charac- Field Research in Archaeology teristics of the Allied and Axis powers and the strategies Archaeological field methods, analysis of data, and they produced; examines the military campaigns, the war- anthropological interpretation; students will do supervised time economies, life on the home fronts, the experience work on local sites. May be repeated for a maximum of of combat, the dynamics of occupation, and the roles of six credits. Also listed as Anthropology 315. morality and immorality in the conduct of the war. Prerequisites: Anthropology 103 or 107 or permission of Prerequisites: English 101 and 102 or permission of the the instructor. instructor. Course Type(s): EX, HSUS Course Type(s): HSEU, HSUS, WT

HS 316 Cr. 3.0 HS 332 Cr. 3.0 The Worker in American Life The Cold War A survey of the major historical transformations affecting Examines the rivalry between the United States and the the lives of American working people, from the late eigh- Soviet Union that organized global politics for forty-five teenth century to the present, and their social, political, years; the roles of ideology, economy, and security that economic, and cultural response to these changes. fueled it; the diplomacy, propaganda, and the armed Prerequisites: English 101 and 102 or permission of the might used to wage it; and the impact it had on partici- instructor. pants’ politics and culture. Course Type(s): HSUS, WT Prerequisites: English 101 and 102 or permission of the instructor. HS 318 Cr. 3.0 Course Type(s): HSEU, HSUS, WT History of Public Policy A survey of major issues in domestic public policy. HS 333 Cr. 3.0 Emphasis on changes in the process of policy formulation The Vietnam Era in both the public and private sectors from the early nine- The Vietnam Era, which grew out of America’s longest teenth century to the present. war, was a major influence on American society at home Prerequisites: English 101 and 102 or permission of the and abroad. Explores the military and political role the instructor. U.S. played in this conflict, its influences on American Course Type(s): CD, HSUS, PO, WT society, and the living legacy of this turbulent era. Course Type(s): HSUS HS 319 Cr. 3.0 History of the American City HS 344 Cr. 3.0 Students study the history of the American city from the French Revolution and Napoleon colonial era to the present, examining how cultural, eco- Study of France and French influence on Europe between nomic, geographical, political, and technological factors 1789 and 1815; the causes and changing aims of the

A112 Monmouth University Appendix A: Course Descriptions

Revolution, the conflict of ideologies, the failure of the HS 359 Cr. 3.0 First Republic, and the Napoleonic Empire. The Holocaust Prerequisites: English 101 and 102 or permission of the An examination of the Holocaust with special emphasis instructor. on the historical background in European political, social, Course Type(s): CD, HSEU, WT economic, and religious institutions; the implications of the planned extermination of European Jewry for world HS 351 Cr. 3.0 civilization; and the question of responsibility. Victorian Culture Course Type(s): HSEU Victorian England was the first nation to experience the full force of the societal upheaval caused by industrializa- HS 361 Cr. 3.0 tion. This course will focus on selected aspects of this cul- Revolution and Reaction: Jews of the Russian ture to demonstrate the complexity of the problems faced Empire and the Soviet Union (1772-1939) by Victorians and the ensuing debates in all theaters of This cultural, social, religious, economic and political his- life on proposed solutions to these problems. Specific tory of the Jews of the Russian Empire in the nineteenth emphasis will be placed on Victorianism, the middle class and early twentieth centuries. Who were they and where ethos, which was both product and agent of Victorian did they come from? What was their place in society and culture. what policies were invoked in the Russian Empire to deal Prerequisites: English 101 and 102 or permission of the with the Jewish problem? How did their lives change after instructor. the Bolshevik revolution and the establishment of the Course Type(s): CD, HSEU, WT Soviet Union? Course Type(s): CD, HSEU HS 352 Cr. 3.0 Militant Nationalism HS 367 Cr. 3.0 Examines the development of militant nationalist groups Civilizations of the Andes and the ideologies behind militant nationalism over the A survey of the anthropological history of the Andes from course of the twentieth century. Several case studies will the beginning of civilization through the Inca Empire to be examined including, but not necessarily limited to: the contemporary Quechua and Aymara speakers. Pre-Inca Irish Republican Army (IRA), the National Liberation Front societies, social and political organization of peasant cul- of Algeria (FLN), the Euskadi Ta Askatasuna (ETA), and ture, and the role of rural migration in transforming con- the Tamil Tigers (LTTE). temporary Andean cities. Also listed as Anthropology 367. Course Type(s): HSEU, HSNW Prerequisite: Three credits in anthropology or sociology; and English 101 and 102 or permission of the instructor. HS 357 Cr. 3.0 Course Type(s): BI.EL, GU, HSLA, HSNW, HSPRE, WT Blood & Iron: Germany in the Nineteenth Century Prussian militarism, legacy of the French Revolution, HS 388 Cr. 3.0 1848, Bismarck and Unification, social tensions in the Cooperative Education: History Empire, industrialization, nationalism and racism, and Provides students with an opportunity to apply class- causes of World War I. room theory in practice through actual work experience. Prerequisites: English 101 and 102 or permission of the Placements are selected to forward the student’s career instructor. interest through experiential education. This course is Course Type(s): CD, HSEU, WT repeatable for credit. Prerequisites: History 101, 102 and Junior or Senior HS 358 Cr. 3.0 standing. Modern Germany, 1914-Present Course Type(s): EX World War I, Revolution of 1918-19, Weimar Republic, origins of Nazism, the Third Reich, World War II, the HS 391 Cr. 3.0 Occupation, post-war Germanys, and Unification. The Modern Middle East Prerequisites: English 101 and 102 or permission of the Covers the history of the geographic Middle East, North instructor. Africa, and some of South and Central Asia (largely the Course Type(s): CD, HSEU, WT heartland of the Islamic world) from 1798 to the present.

Monmouth University A113 Appendix A: Course Descriptions

Particularly interested in examining the fall of empires and HS 398 Cr. 1.0 – 3.0 monarchies and the rise of modern nationalist movements Special Topics in History (300 Level) in addition to the rise of religious fundamentalist and An intensive study of a particular subject or problem in socialist movements across the region as well. history to be announced prior to registration. May be con- Prerequisites: English 101 and 102 or permission of the ducted on either a lecture-discussion or a seminar basis. instructor. Prerequisite: As announced in the course schedule. Course Type(s): GU, HSNW, WT Course Types(s): none

HS 392 Cr. 3.0 HS 435 Cr. 3.0 History of the Arab-Israeli Conflict The Renaissance Examines the development of the conflict over a region Europe in transition from the fourteenth to the sixteenth known as Palestine (post-1948: Israel) from the late century; the crisis of the Church, humanism and art, pol- 1800s to the present. Special emphasis will be placed itics, diplomacy, exploration and discovery, science, and on themes related to imperialism, nationalism, cultural the occult. definition, religion, ethnicity, gender, militancy, and the Prerequisites: History 101 and 102. environment. Course Type(s): HSEU, HSPRE Prerequisites: English 101 and 102 or permission of the instructor. Course Type(s): BI.EL, CD, HSAS, HSEU, HSNW, WT HS 436 Cr. 3.0 The Reformation A study of sixteenth- and early-seventeenth-century reli- HS 396 Cr. 3.0 gious and political developments in Europe; causes of Colonial Africa the Reformation, its political and social institutionalization, Examines the process of European colonization of Africa ideas of reformers, wars of religion, and the Counter- in the second half of the nineteenth century. The main Reformation. Also listed as Religious Studies 436. issues include: the scramble for and partition of Africa; Prerequisite: Junior standing or twelve credits in History. African resistance to European imperialism and coloniza- Course Type(s): HSEU, HSPRE tion; colonial political, economic, and social policies; the rise of nationalism; and the process of decolonization. Course Type(s): GU, HSAF, HSNW HS 437 Cr. 3.0 Power and Enlightenment: Europe 1648-1789 A study of European history from the Treaty of Westphalia HS 397 Cr. 3.0 to the French Revolution, emphasizing the contrast Globalization and Africa between political and military developments, and cultural Globalization has profoundly influenced and transformed and intellectual trends. Special emphasis on the devel- Africa in multi-dimensional ways - economically, political- opment of absolutism in France, Prussia, Austria, Spain, ly, and socially. While globalization is not a new devel- and Russia; the struggle against absolutism in Britain, opment, it has had a significant impact on Africa since Sweden, and the Netherlands; the ideals and goals of the the late nineteenth century. Africa has been connected European enlightenment, developing social and political to the world market thereby leading to opportunities for tensions, and enlightened despotism. economic growth and development. Although African Course Type(s): HSEU, HSPRE states are still grappling with sustainable economy, they remain strongly attached to the world economic system. Politically, there has been a transition from the monar- HS 453 Cr. 3.0 chical to the parliamentary/presidential systems. This Tudor - Stuart England course will examine the concept of globalization, how it Focus will be on society, politics, and religion in sixteenth- has impacted Africa, how Africa how responded to the and seventeenth-century England. Major topics for dis- economic, political, and social changes and challenges. cussion will include the English Reformation, the Age of We will also discuss the ways Africa can become more Elizabeth and Shakespeare, the British Civil Wars, the relevant in global affairs. Restoration, and the Revolution of 1688. Each topic will Course Type(s): GU, HSAF, HSNW be discussed with reference to the social and economic changes that helped to mold this period. Prerequisites: Junior standing or twelve credits in History;

A114 Monmouth University Appendix A: Course Descriptions

and English 101 and 102 or permission of the instructor. Prerequisites: Senior standing; status as a History, Course Type(s): HSEU, HSPRE, WT History and Political Science, or History and Education major with a 3.00 or higher average in major course work; HS 461 Cr. 3.0 and prior permission of directing professor and depart- Research Seminar in History ment chair. The development, research, and writing of a research Course Types(s): none paper in history, with special emphasis on scrupulous documentation, use of primary sources, clear expository HU 201 Cr. 3.0 writing, and oral presentation of research results. Country Critical Discourse or region of study is open. An introduction to basic principles of clear thinking and Prerequisites: History 201, 202, Senior standing, and effective argument, combined with small-group discourse eighteen credits of History above History 202. and collaborative problem solving. Course Type(s): RD Prerequisite: English 102. Course Type(s): RD HS 488 Cr. 3.0 Cooperative Education: History HU 290 Cr. 3.0 Provides students with an opportunity to apply class- Professional Ethics room theory in practice through actual work experience. Theoretical ethics and its application to enduring and con- Placements are selected to forward the student’s career temporary moral issues. Examination of principles basic interest through experiential education. to humane professional practice. Investigation of moral Prerequisite: Junior or Senior standing. issues as these take shape in a variety of professions, Course Type(s): EX including nursing, education, social work, law, and criminal justice. Attention to the institutional contexts of moral HS 489 Cr. 3.0 decisions confronting professionals and the social respon- History Internship sibilities of professionals. Supervised, professional experience in public history pro- Course Type(s): SJL grams and institutions (e.g., museums, archives, historical societies, preservation agencies). Emphasis on the devel- HU 298 Cr. 1.0 – 3.0 opment of professional skills in areas such as the care Special Topics: Humanities and management of historical collections, public educa- Interdisciplinary topics in the humanities or social scienc- tion and outreach programming, collections research and es, covering specialized areas not generally included in analysis, and grant research and writing. This course is regular course offerings. Subject may vary depending repeatable for credit. upon student and faculty interests. Prerequisites: Junior standing, departmental approval, Prerequisite: As announced in the course schedule. and placement. Course Types(s): none Course Type(s): EX IS 288 Cr. 3.0 HS 498 Cr. 1.0 – 3.0 Cooperative Education Interdisciplinary Studies Special Topics in History (400 Level) Application of skills from two or three interdisciplinary An intensive study of a particular subject or problem in study areas in a career-related position under faculty history to be announced prior to registration. May be con- supervision. Students will work at least ten hours per ducted on either a lecture-discussion or a seminar basis. week at an approved site and carry out academic assign- Prerequisite: As announced in the course schedule. ments in coordination with their faculty sponsors. Course Types(s): none Course Type(s): EX

HS 499 Cr. 3.0 IS 290 Cr. 3.0 Readings and Research in History Professional and Organizational Ethics Guided study of a selected topic in history not substan- Ethical theory and its applications to interdisciplinary tially treated in a regular course, under the direction of a social issues. Examination of moral principles, basic to member of the History faculty. Extensive reading and at professional practice, organizational behavior, and public least one written report are required. policy making.

Monmouth University A115 Appendix A: Course Descriptions

Prerequisites: English 101 and 102 or permission of the Prerequisites: Senior standing, a 3.00 or higher GPA in instructor. major course work, and prior permission of the directing Course Type(s): WT professor and chair. Course Types(s): none IS 388 Cr. 3.0 Cooperative Education: Interdisciplinary Studies IT 100 Cr. 3.0 Application of skills from two or three interdisciplinary Information Technology study areas in a career-related position under faculty Introduction to computer-based information manage- supervision. Students will work at least ten hours per ment concepts that provide an integrated approach to week at an approved site and carry out academic assign- personal computer software in a Windows environment. ments in coordination with their faculty sponsors. These include word processing, spreadsheet, database, Course Type(s): EX presentation graphics, and electronic communication applications; information retrieval from the Internet and IS 401 Cr. 2.0 online library resources; fundamental computer literacy; Senior Integrative Thesis Proposal and the ethical and societal implications of computer tech- Independent research guided by a chief advisor and sec- nology. Hands-on experience with a microcomputer on a ond reader. Research should access the methods and networked system is provided. Not open to students who materials of the chosen disciplines, focus on a specific have completed Computer Science 102 or Information problem or topic, and relate to a stated career ambition. Technology 102 or 150. Conventional library research, lab experiment component, Course Type(s): TL survey, creative project, etc., are all acceptable. Prerequisite: Senior standing in the major or permission IT 102 Cr. 3.0 of the department chair. Information Technology for Scientists Course Types(s): none Introduction to computer-based information management that provides an integrated approach to personal com- IS 402 Cr. 2.0 puter software in a Windows environment, which includes Senior Integrative Thesis word processing, spreadsheet, mathematics, database, Thesis based on research completed in Interdisciplinary presentation graphics, Internet, and electronic commu- Studies 401. A thoroughly developed research project, nication applications. Emphasizes scientific applications, which must integrate chosen disciplines, focus on a spe- technical report preparation, and presentation. Hands-on cific problem, and relate to a career objective. experience with a microcomputer on a networked system Prerequisite: Interdisciplinary Studies 401, passed with a is provided. grade of B or higher. Course Type(s): TL Course Types(s): none IT 150 Cr. 3.0 IS 488 Cr. 3.0 Information Technology for Business Cooperative Education: Interdisciplinary Studies Introduction to computer-based information business Application of skills from two or three interdisciplinary management that provides an integrated approach to studies areas in a career-related position under faculty personal computer software in a Windows environment. supervision. Students will work at least ten hours per This includes fundamental technology literacy; operating week at an approved site and carry out academic assign- systems, word processing, spreadsheet, database, pre- ments in coordination with their faculty sponsors. sentation graphics, and electronic communication appli- Course Type(s): EX cations; computer and network security; troubleshooting; information retrieval from the Internet and online library resources; intranet and extranet systems; and the ethical, IS 499 Cr. 1.0 – 3.0 societal, legal, and economic implications of computer Independent Study in Interdisciplinary Studies technology. Hands-on experience with a microcomputer Guided research and in-depth study of a selected topic of on a networked system is provided. an interdisciplinary nature under the direction of a faculty Course Type(s): TL member through Interdisciplinary Studies. Conference(s) with sponsoring professor, extensive reading, and at least one written report are required.

A116 Monmouth University Appendix A: Course Descriptions

IT 200 Cr. 3.0 techniques used in a variety of applications, including Advanced Information Technology Windows desktop application and applications targeted Advanced concepts and techniques in computer-based for the Internet and intranets. Topics include designing information management are provided through an inte- customized user interfaces, building dialog boxes, adding grated approach to personal computer hardware and drag-and-drop functionality to applications, and creating software in a Windows environment. These include: hard- customized database management and reporting appli- ware and software considerations; societal and ethical cations. Hands-on experience with a microcomputer on a considerations; the program development life cycle; creat- networked system is provided. ing tables; merging documents and desktop publishing in Prerequisite: Information Technology 250 or permission of word processing; creating templates, and workbooks with the department. multiple worksheets, and creating a data map in electron- Course Types(s): none ic spreadsheets; creating custom reports and an application system using macros in database management; and IT 398 Cr. 3.0 using embedded visuals in presentation graphics appli- Special Topics in Information Technology cations. Hands-on experience with a microcomputer on a (300 Level) networked system is provided. Topics of current interest in Information Technology. Prerequisite: Information Technology 100 or 102, or Prerequisites: Information Technology 100 and as Computer Science 102 or Information Technology 150. announced in the course schedule. Course Types(s): none Course Types(s): none

IT 250 Cr. 3.0 IT 399 Cr. 3.0 Internet and Network Technology Independent Study in Information Technology Introduction to integrated application software used for Reading and research on a selected topic under the authoring and publishing Web sites in a Windows envi- direction of a faculty member. ronment. Applications include markup programming and Course Types(s): none Internet scripting languages used to create Web pages. Network technologies and the fundamental concepts IT 405 Cr. 3.0 involved in creating a network and in facilitating network Advanced Internet Technology operation will also be introduced. Concepts include: pro- The most current tools and technologies used in protocols, networking media, and architectures. Hands-on fessional Web site development are introduced through experience with a microcomputer on a networked system the case study and lecture approach. Topics include the is provided. application of advance scripting languages and software Prerequisite: Information Technology 200 or Computer applications for interactive controls, cascading style Science 175 or permission of the department. sheets, dynamic page layout, special effects, document Course Types(s): none formatting and transformation. Prerequisites: Information Technology 250 and 300. IT 298 Cr. 3.0 Course Types(s): none Special Topics in Information Technology (200 Level) IT 450 Cr. 3.0 Topics of current interest in Information Technology. Information Systems Project Management Prerequisites: Information Technology 100 and as The tools and skills of the systems analyst needed in announced in the course schedule. information systems project management are introduced Course Types(s): none through the case study and experiential approach. Project management software will be used within an integrat- IT 300 Cr. 3.0 ed-software environment-systems framework; students Windows Applications: Program Design and will complete two information technology projects in Web Implementation and database design for external clients. Program development life cycle, core programming con- Prerequisite: Information Technology 250 or permission of cepts, and software design and methodologies used to the department. Corequisite: Information Technology 300. create Windows applications with Visual Basic. Practical Course Type(s): EX problems are used to illustrate application-building

Monmouth University A117 Appendix A: Course Descriptions

IT 498 Cr. 3.0 ulations; linear and polynomial functions; zero, factoring Special Topics in Information Technology techniques, and graphical properties of polynomials; the (400 Level) logarithm and exponential; solving systems of equations; Topics of current interest in Information Technology. sequences and summations; and combinations and per- Prerequisites: Information Technology 100 and as mutations. Calculators required for selected topics. This announced in the course schedule. course cannot be used in satisfaction of the general edu- Course Types(s): none cation mathematics requirement. Prerequisite: Mathematics 050, passed with a grade of C- or higher, if required, or three credits of Math. LC 300 Cr. 1.0 Course Types(s): none Career Search Course teaches students the basic skills used to success- MA 103 Cr. 3.0 fully secure employment after graduation and familiarizes Foundations of Elementary Mathematics students with the hiring process used in most organizations. May not be used to satisfy major or distribution Careful examination of mathematical ideas behind the requirements. mathematics taught in grades K-8, and their history and Prerequisite: Junior standing. applications to daily life. Intended primarily for future ele- Course Types(s): none mentary-school teachers to provide them with a better understanding of the mathematics they will teach. This course will also be of value for any student who wants LC 399 Cr. 3.0 a better understanding of these ideas. Focus on under- Independent Study in Career Search standing and exploring the mathematics behind computa- Reading and research on a selected topic under the tion through problem solving, projects, group explorations, direction of a faculty member. use of manipulatives, and some use of technology. Topics Course Types(s): none include: number systems, measurement, probability, statistics, and geometry. Not open to freshmen. MA 050 Cr. 3.0 Prerequisite: Mathematics 050, passed with a grade of C- Pre-Algebra Mathematics or higher, if required. The language of mathematics, terms and symbols, Course Types(s): none the real number system, arithmetic operations on real numbers, including exponents and roots, emphasis on MA 105 Cr. 3.0 fractions and decimals, and evaluation of expressions. Mathematical Modeling in the Social Sciences Special topics on divisibility, figurate numbers, and intro- Exploration and aspects of algebra, mathematical model- duction to college algebra. Three hours per week, plus ing, and data analysis, which are important in the social mandatory attendance with mathematics lab. This course sciences. Topics include: an introduction to data, the use cannot be used to satisfy graduation requirements. of variables, assorted kinds of graphs to represent data, Course Types(s): none the concept of function, the problem of fitting functions to data, representing change over time, rates of change, MA 100 Cr. 3.0 linear functions and linear models, piecewise-linear Quantitative Reasoning and Problem Solving functions, and an introduction to non-linear functions. Basic mathematical concepts studied through solving Pedagogical methods to be used include: projects using problems in collaborative groups; examination of deci- real data, computer explorations, and group work. sion-making and problem-solving techniques and various Prerequisite: Mathematics 050, passed with a grade of C- formats for representing quantitative information. or higher, if required. Prerequisite: Mathematics 050, passed with a grade of C- Course Types(s): none or higher, if required. Course Types(s): none MA 107 Cr. 3.0 Mathematics in the Arts MA 101 Cr. 3.0 Study of artistic design in architecture, painting, sculpture, College Algebra and crafts; math of music. The axioms and properties of the real number system. Prerequisite: Mathematics 100 or 101. Manipulating expressions representing quantities; func- Course Types(s): none tions and their representations as rules, graphs, or tab-

A118 Monmouth University Appendix A: Course Descriptions

MA 109 Cr. 4.0 MA 118 Cr. 3.0 Pre-Calculus Mathematics Quantitative Analysis for Business II The real number system, algebraic expressions, expo- Functions, limits, continuity, polynomial calculus, including nents, radicals, solution of equations, solutions of inequal- optimization models, anti-derivatives, area, and applica- ities, functions, graphing of functions, and trigonometry. tions to business models; introduction to probability and Not open to students who have successfully completed statistics as applied to business models. Mathematics 125. Prerequisite: Mathematics 117, passed with a grade Prerequisite: Appropriate score on the mathematics of C- or higher, or permission of the Department of placement test or Math 101, passed with a minimum Mathematics. grade of C- or higher. Course Types(s): none Course Types(s): none MA 120 Cr. 4.0 MA 115 Cr. 3.0 Introduction to Mathematical Reasoning Introduction to Mathematics Modeling in the Introduction to reasoning, proof, and exposition in mathe- Biological Sciences matics. Topics include: Boolean logic, set theory, counting Development of an understanding of linear, exponential, techniques, functions, mathematical induction, permuta- logarithmic, and trigonometric functions. Introduction to tions, and the proofs of various elementary theorems. linear, exponential, logarithmic, and trigonometric models Prerequisite: Mathematics 101, passed with a grade of C- of biological phenomena. or higher, or placement level 3. Prerequisite: Mathematics 050, passed with a grade of C- Course Types(s): none or higher, if required. Course Types(s): none MA 125 Cr. 4.0 Calculus with Analytic Geometry I MA 116 Cr. 3.0 Functions, limits, continuity, and the differential and inte- Calculus for the Biological Sciences gral calculus of algebraic, trigonometric, and exponential Introduction to calculus, from a primarily graphical per- functions. spective, through applications to biological and ecological Prerequisite: Appropriate score on the mathematics phenomena. Topics include: differentiation, integration, placement test or Mathematics 109, passed with a grade and differential equations. of C- or higher, if required. Prerequisite: Mathematics 115 or 109, passed with a Course Types(s): none grade of C- or higher, or placement directly into this course. MA 126 Cr. 4.0 Course Types(s): none Calculus with Analytic Geometry II Functions, limits, continuity, and the differential and MA 117 Cr. 3.0 integral calculus of algebraic, trigonometric, exponential Quantitative Analysis for Business I functions. Linear equations and models, systems of linear equations Prerequisite: Mathematics 125, passed with a grade of and applications, matrices and techniques for solving sys- C- or higher. tems of equations, linear programming and applications, Course Types(s): none quadratic functions and models, and exponential and logarithmic models. A computer laboratory component is MA 130 Cr. 3.0 incorporated. Designed for students majoring in Business Applied Discrete Mathematics Administration; other students by permission of the Introduction to reasoning, proof, and exposition in mathe- Mathematics Department. matics. Topics include: Boolean logic, set theory, counting Prerequisite: Appropriate score on the mathematics techniques, functions, mathematical induction, permuta- placement test or successful completion of Mathematics tions, and the proofs of various elementary theorems. 101 or 105, passed with a grade of C- or higher. Prerequisite: Mathematics 101, passed with a grade of C- Course Types(s): none or higher, or placement level 3. Course Types(s): none

Monmouth University A119 Appendix A: Course Descriptions

MA 131L Cr. 1.0 MA 198 Cr. 1.0 – 3.0 Mathematics Laboratory I Special Topics in Mathematics (100 Level) Computer laboratory exercises to complement classroom An intensive study of a particular subject or problem in instruction. Emphasis is placed on the use of algorithmic mathematics to be announced prior to registration. The techniques in solving mathematical problems. Students course may be conducted on either a lecture-discussion will develop computer programs to successfully implement or a seminar basis. the algorithms. First in a three-course (one credit each) Prerequisite: As announced in the course schedule. computer laboratory experience for mathematics majors. Course Types(s): none Several projects, such as: traveling salesperson problem, linear and binary search algorithms, Huffman coding, and MA 199 Cr. 3.0 random walk simulation, Horner’s algorithm for evaluating Independent Study in Mathematics polynomials, and string arithmetic algorithm. Independent study in a topic not substantially treated in Corequisite: Mathematics 120 or 125. a regular mathematics course; for students with superior Course Types(s): none ability; weekly consultation required. Course Types(s): none MA 132L Cr. 1.0 Mathematics Laboratory II MA 203 Cr. 3.0 Continuation of Mathematics 131L. Possible topics in Foundations of Elementary Mathematics I this second laboratory include: approximation methods Careful examination of mathematical ideas behind the for instantaneous rate of change, Newton’s algorithm for mathematics taught in grades K-6, their history, and estimating roots, calculating Taylor series approximation applications to daily life. Intended primarily for future ele- errors, Euler’s algorithm for numerically solving differential mentary-school teachers to provide them with a better equations, numerical integration algorithms, and Monte understanding of the mathematics they will teach. This Carlo integration. course, along with MA 204, Foundations of Elementary Prerequisite: Mathematics 131L, passed with a grade of Mathematics II, will also be of value for any student who C- or higher. Corequisite: Mathematics 126. wants a better understanding of these ideas. Focus on Course Types(s): none understanding and exploring mathematics through problem solving, projects, group explorations, use of manip- MA 133L Cr. 1.0 ulatives, and some use of technology. MA 203 concen- Mathematics Laboratory III trates on problem solving, whole number arithmetic and Continuation of Mathematics 132L. Possible topics in theory, discrete math, integers, fractions, decimals, and this third laboratory include: simplex algorithm, finding algebraic concepts. MA 203 does not count toward the bases for vector spaces, division algorithm and Euclidean mathematics major or minor requirements. algorithm, Chinese remainder theorem, and estimating Prerequisite: Mathematics 050. stochastic matrices. Course Types(s): none Prerequisite: Mathematics 132L, passed with a grade of C- or higher. Corequisite: Mathematics 221. MA 204 Cr. 3.0 Course Types(s): none Foundations of Elementary Mathematics II Careful examination of mathematical ideas behind the MA 151 Cr. 3.0 mathematics taught in grades K-6, their history, and Statistics with Applications applications to daily life. Intended primarily for future ele- Analysis of data, probability, random variables, normal mentary-school teachers to provide them with a better distribution, sampling theory, confidence intervals, and understanding of the mathematics they will teach. This statistical inference. Not open to computer science majors course, along with MA 203, Foundations of Elementary or to students required to complete Mathematics 125, Mathematics I, will also be of value for any student who except software engineering majors. wants a better understanding of these ideas. Focus Prerequisite: Mathematics 101, 105, or 115, passed with on understanding and exploring mathematics through a grade of C- or higher, or Mathematics placement exam problem solving, projects, group explorations, use of score at the Mathematics 109 level. manipulatives, and some use of technology. Topics in MA Course Types(s): none 204 include: fractions, ratios and percent, data analysis, counting and probability, geometry of shape, measure-

A120 Monmouth University Appendix A: Course Descriptions

ment, and measurement geometry (perimeter, area, sur- tion of the important ethical and social issues involving face area, volume). MA 204 does not count toward the the use of technology. mathematics major or minor requirements. Prerequisites: Mathematics 120, 125, and 126, all passed Prerequisite: Mathematics 203 passed with a grade of C- with a grade of C- or higher and successful passing of the or higher. Gateway Exam II. Corequisite: Mathematics 311 or 221 Course Types(s): none or 225. Course Type(s): TL MA 220 Cr. 3.0 Probability and Statistics I MA 298 Cr. 1.0 – 3.0 To provide an axiomatic, calculus-based approach to Special Topics in Mathematics (200 Level) probability and introductory statistics. The course is built An intensive study of a particular subject or problem in around the process of performing a statistical analysis; mathematics to be announced prior to registration. May posing the question, collecting the data, describing the be conducted on either a lecture-discussion or a seminar data, analyzing and modeling the data, and drawing basis. inferences from the data regarding the original question. Prerequisite: As announced in the course schedule. Specific topics covered include sampling, descriptive Course Types(s): none analysis of data, probability, random variables, discrete and continuous distributions, expectation, confidence MA 299 Cr. 3.0 intervals, one sample hypothesis testing, chi-square anal- Independent Study in Mathematics yses, correlation, and regression. Independent study in a topic not substantially treated in Prerequisite: Mathematics 126 passed with a grade of C- a regular mathematics course; for students with superior or higher. ability; weekly consultation required. Course Types(s): none Course Types(s): none

MA 221 Cr. 3.0 MA 311 Cr. 3.0 Linear Algebra Differential Equations Systems of equations, matrix algebra, linear transforma- Designed to provide students with the fundamentals of tions, Eigenvectors, linear programming, and computa- differential equations. The topics include elementary tional methods. methods of solution, nth order linear equations, systems Prerequisites: Mathematics 120 or 130, and Mathematics of linear equations, Laplace transform methods, numerical 125, each passed with a grade of C- or higher, and solutions, and initial and boundary value problems. MA-LVL1. Prerequisites: Mathematics 126 and 221; both passed Course Types(s): none with a grade of C- or higher. Course Types(s): none MA 225 Cr. 4.0 Calculus with Analytic Geometry III MA 314 Cr. 3.0 Infinite series, partial differentiation, multiple integration, Number Theory and associated solid analytic geometry. Properties of integers, divisibility, prime numbers, congru- Prerequisites: Mathematics 126, passed with a grade of ence, and Diophantine equations. C- or higher and MA LVL1. Prerequisites: Mathematics 120 and 221, passed with a Course Types(s): none grade of C- or higher, Math Level 3; and English 101 and 102 or permission of the instructor. MA 237 Cr. 4.0 Course Type(s): RD Programming and Technology in Mathematics Provides an introduction to the use of technology as it MA 317 Cr. 3.0 applies to mathematics. A major component of the course Geometry will be to build a solid foundation in the skills needed to Study of Euclid’s axioms, fifth postulate and its substi- apply mathematical concepts to programming. In addition, tutes, absolute geometry, projective geometry, construc- the use of technology in presentations, scholarly search- tions, and convexity. es, and its role and limitations in computer and Internet Prerequisites: Mathematics 120, and either Mathematics security will be covered. Students will gain an apprecia-

Monmouth University A121 Appendix A: Course Descriptions

221 or 225, passed with a grade of C- or higher; ANOVA/MANOVA/ANCOVA, and principal component MA-LVL2. analysis. This course may be repeated once for additional Course Types(s): none credit to either continue work on a long-term project, or to take part in a new statistical consulting project. MA 318 Cr. 3.0 Prerequisite: Permission of the instructor is required. Combinatorics and Graph Theory Course Types(s): none Combinatorics is the study of countable discrete mathematical structures. Graph theory is the study of mathe- MA 325 Cr. 3.0 matical structures involving a collection of objects, known History of Mathematics as the vertex set, along with a collection of pairs of verti- Surveys historical milestones in the development of math- ces, known as the edge set. These two inseparable areas ematics from ancient times to the nineteenth century, with of mathematics are ripe with beautiful theory and endless modern topics as time permits. applications. Students will learn the techniques required Prerequisites: Mathematics 314 or 317 or 318, passed to answer questions in these fields, as well as appropriate with a grade of C- or higher, and English 101 and 102. applications. Course Type(s): WT Prerequisites: Mathematics 120 or 130 or Computer Science 202, and Mathematics 221; both passed with a MA 350 Cr. 3.0 grade of C- or higher and MA LVL2. Computation and Statistics Course Types(s): none Covers topics related to computational statistics, including obtaining large, realistic, real-time datasets, calculation MA 320 Cr. 3.0 and visualization of basic statistical features, regression, Probability and Statistics II empirical distributions, and time-series features. Also A continuation of MA 220, including sample distributions, covered will be principal components analysis (PCA), exploratory data analysis, estimation methods, regres- analysis of variance (ANOVA), correlation, prediction, and sion, and correlation, as well as applications to quality stochastic volatility estimation (GARCH). Portfolio theory control. will also be covered. Prerequisites: One of either Mathematics 116 or 118 or Prerequisites: Mathematics 116 or 118 or 126, passed Mathematics 126 passed with a grade of C- or higher with a grade of C- or higher, and either Mathematics 151 and one of either Mathematics 151 or Economics 251 or or 220 or Economics 251, passed with a grade of C- or Mathematics 220 passed with a grade of C- or higher and higher. English 101 and 102. Course Types(s): none Course Type(s): WT MA 388 Cr. 3.0 MA 321 Cr. 3.0 Cooperative Education: Mathematics Statistical Consulting Affords the student an opportunity to apply mathematical Gives students a working knowledge of statistical con- theory to practical work-related experience. Includes both sulting in the world outside of the classroom by working academic and experiential components. Involves ten with real clients. Students will interview clients, translate hours per week of work experience. The academic aspect client needs into statistical language, design statistical includes a reflective journal and a written report; repeat- experiments, generate data collection plans, assist in able for credit. data collection, analyze data, interpret their analyses, and Prerequisites: Mathematics 211 and 319, passed with present their finding to the client. Throughout the process a grade of C- or higher, if a Mathematics major; or students will interact with their clients regarding ongoing Mathematics 120 and 126, passed with a grade of C- or questions that occur. By the end of the course, students higher, if other major; a cumulative GPA of 2.00 and will be able to choose and apply appropriate statistical Junior or Senior standing. design and analysis methodologies. They will also be Course Type(s): EX able to interpret, evaluate, and present their conclusions in oral and written form. Topics covered will depend upon MA 389 Cr. 1.0 – 3.0 client needs and may include designing experiments with Internship in Mathematics power and sample size considerations, multiple and logis- Supervised practical experience in math; repeatable for tic regression, survival analyses, t- and chi-square tests, credit.

A122 Monmouth University Appendix A: Course Descriptions

Prerequisites: Departmental approval and Junior standing. permutations, quotient groups, Sylow Theorems, and the Course Type(s): EX structure of finitely generated abelian groups. Prerequisites: Mathematics 221 and either Mathematics MA 398 Cr. 1.0 – 3.0 314 or 317 or 318 or 407, both passed with a grade of Special Topics in Mathematics (300 Level) C- or higher. An intensive study of a particular subject or problem in Course Types(s): none mathematics to be announced prior to registration. May be conducted on either a lecture-discussion or a seminar MA 413 Cr. 3.0 basis. Complex Analysis Prerequisite: As announced in the course schedule. Complex numbers and plane, functions, derivatives, line Course Types(s): none integrals, and Cauchy integral theorem. Cauchy’s formula, series, applications. MA 399 Cr. 3.0 Prerequisites: Mathematics 225 and either Mathematics Independent Study in Mathematics 314 or 317 or 318 or 407, both passed with a grade of Independent study in a topic not substantially treated in C- or higher. a regular mathematics course; for students with superior Course Types(s): none ability; weekly consultation required. Course Types(s): none MA 415 Cr. 3.0 Real Analysis MA 407 Cr. 3.0 Metric spaces, real number system, limits, functions, Topology continuity, differentiation and integration, and counter-ex- Topology is the study of the structure of space and is amples. one of the major theoretical areas in modern mathemat- Prerequisites: Mathematics 225 and either Mathematics ics. The course serves as both a rigorous foundation for 314 or 317 or 318 or 407, all passed with a grade of C- advanced study in the field and as a survey of important or higher; and English 101 and 102 or permission of the techniques established sine its inception. After building instructor. the necessary framework of point-set topology, the course Course Type(s): WT will move on to selected topics such as the classification of surfaces, knot theory, and algebraic topology. MA 419 Cr. 3.0 Prerequisites: Mathematics 221 and 225, both passed Introduction to Mathematical Modeling with a grade of C- or higher, and MA-LVL2. Introduction to mathematical modeling, which is a pro- Course Types(s): none cess in which a real-world situation is studied, simplified, and abstracted to the point that mathematical tools can MA 410 Cr. 3.0 be applied to gain understanding. Introduction to the Modern Algebra process, first via a text and mini-projects, then in teams Beginning with the natural numbers, the integers and investigating problems from local industries or organiza- rational numbers are developed. Complex numbers and tions. roots of unity are followed by groups, rings, and polyno- Prerequisites: Junior or Senior standing; Mathematics mials. 220, 221, and 311, all passed with a grade of C- or high- Prerequisites: Mathematics 221, and either Mathematics er, and English 101 and 102 or permission of the instruc- 314 or 317 or 318 or 407, passed with a grade of C- or tor. higher. Course Type(s): EX, WT Course Types(s): none MA 421 Cr. 3.0 MA 411 Cr. 3.0 Design of Experiments and ANOVA Group Theory Provides a working knowledge of multivariate regression Group Theory is the study of symmetry, and is one of the and ANOVA methods balanced with the theory underly- core branches of abstract algebra. The course will explore ing these techniques. Intended for students considering the theory and applications of groups. In addition to cov- a career in statistics, including but not limited to biosta- ering many examples of groups, course topics will include tistics, financial mathematics and theoretical statistics. subgroups, group homomorphisms and isomorphisms, Topics include: an introduction to experimental design,

Monmouth University A123 Appendix A: Course Descriptions

power and effect size calculations, data screening and with a grade of C- or higher, if a mathematics major; or transformation to meet assumptions of the analyses, mul- Mathematics 120 and 126, passed with a grade of C- or tivariate regression, multinomial logistic regression, mul- higher, if another major; a cumulative GPA of 2.00 and tivariate survival analysis, ANOVA/ANCOVA/MANOVA/ Junior or Senior standing. MANCOVA, and, time permitting, an introduction to time Course Type(s): EX series analysis. Extensive use is made of real-world case data from business/finance, health/biology, and educa- MA 489 Cr. 1.0 – 3.0 tion/psychology. Internship in Mathematics Prerequisites: Mathematics 116 or 118 or 126, passed Supervised practical experience in math; repeatable for with a grade of C- or higher, and either Mathematics 151, credit. 220 or Economics 251, passed with a grade of C- or Prerequisites: Departmental approval and Junior standing. higher. Course Type(s): EX Course Types(s): none MA 498 Cr. 1.0 – 3.0 MA 440 Cr. 3.0 Special Topics in Mathematics (400 Level) Regression and Time Series Analysis An intensive study of a particular subject or problem in Covers topics related to multiple regression techniques, mathematics to be announced prior to registration. May including testing the assumptions required for each to be be conducted on either a lecture-discussion or a seminar valid. This includes applications to yield curve smoothing, basis. pricing, and investment models, and the use of principal Prerequisite: As announced in the course schedule. component analysis. Also covered are techniques for the Course Types(s): none analysis and modeling of time series data and forecasting. Prerequisites: Mathematics 116 or 118 or 126; passed with a grade of C- or higher and Mathematics 151 or 220 MA 499 Cr. 3.0 or Economics 251, passed with a grade of C- or higher. Independent Study in Mathematics Course Types(s): none Independent study in a topic not substantially treated in a regular mathematics course; for students with superior MA 460 Cr. 3.0 ability; weekly consultation required. Prerequisite: Prior permission of the directing professor Multivariate and Categorical Statistics and department chair. This advanced statistics course provides students with Course Types(s): none skills in advanced multivariate analysis and its applications. Students will learn the material through projects using data from business, finance, and biology. Topics ML 411 Cr. 16.0 include MANOVA, discriminant analysis, cluster analysis, Clinical Internship in Medical Laboratory Science I multidimensional scaling, and factor analysis. Topics may First half of an intensive one-year clinical internship and also include conjoint analysis, canonical correlation, and training at an approved, partner medical institution in the structural equation modeling. requisite skills for a career in medical laboratory science. Prerequisites: Mathematics 116 or 118 or 126, passed Practical experience in tests and procedures of hematol- with a grade of C- or higher and Mathematics 151 or 220 ogy, histology, blood bank, clinical microscopy, clinical or Economics 251, passed with a grade of C- or higher. chemistry, bacteriology, parasitology, mycology, immunol- Course Types(s): none ogy, serology, radioisotopes, and related subjects. Limited to Medical Laboratory Science majors who have complet- MA 488 Cr. 3.0 ed all other degree requirements. Course Type(s): EX, WT Cooperative Education: Mathematics Affords the student an opportunity to apply mathematical theory to practical work-related experience. Includes both ML 412 Cr. 16.0 academic and experiential components. Involves ten Clinical Internship in Medical Laboratory Science II hours per week of work experience. The academic aspect Second half of an intensive one-year clinical internship includes a reflective journal and a written report; repeat- and training at an approved, partner medical institution able for credit. in the requisite skills for a career in medical laboratory Prerequisites: Mathematics 211 and 319, both passed science. Practical experience in tests and procedures of hematology, histology, blood bank, clinical microscopy,

A124 Monmouth University Appendix A: Course Descriptions

clinical chemistry, bacteriology, parasitology, mycology, interactions, including their reactions at the air-sea and immunology, serology, radioisotopes, and related sub- sea-bottom interfaces. Sampling and analytic techniques. jects. Limited to Medical Laboratory Science majors who Course Type(s): ME have completed all other requirements. Prerequisite: Clinical Internship ML 411. MS 498A Cr. 1.0 – 3.0 Course Type(s): EX Special Topics in Marine Sciences Seashore Ornithology. Brief identifications of birds of the MM 490 Cr. 9.0 ocean, salt marsh, sand dunes, and adjacent land areas. Experience in Clinical Medicine Includes discussion of habits and ecology. Intensive, practical, first-hand experience in clinical med- Course Type(s): ME icine at Monmouth Medical Center. A comprehensive introduction to the skills required to practice medicine: MS 498B Cr. 1.0 excellent communication, critical reading of the literature, Special Topics in Marine Sciences epidemiologic methods (disease patterns in populations), Marine Pollution and Solutions. The identification, moni- and understanding medicine as a human experience. toring, origin, movement, and fate of toxic substances in The practicum consists of clinical observations, seminars, the marine environment with emphasis on New Jersey’s community service, discussion groups, and a research estuaries and oceanic environments. The impacts of con- paper. This course is under the auspices of the Biology taminants on biota and man will be discussed. Department. Limited to Monmouth Medical Center Course Type(s): ME Scholars with Junior standing. This is a pass/fail course as of 16/FA. Course Type(s): EX MS 498C Cr. 1.0 – 3.0 Special Topics in Marine Sciences MS 198 Cr. 4.0 Management of Marine Resources. An overview of the economic, political, legal, and social problems related Oceanography to management of the diversity of legitimate uses of Study of the physical and chemical properties of sea-wa- marine resources, including fisheries, mineral and energy ter; oceanic circulation; waves and tides; and estuarine resources, and waste disposal. and shoreline processes. Course Type(s): ME Course Type(s): ME MU 101 Cr. 3.0 MS 298 Cr. 4.0 Music Appreciation Introduction to Marine Biology Development of insights into historically significant exam- The student will be able to identify the environmental ples of Western vocal and instrumental music. parameters of marine habitats and their effect on the Course Types(s): AT distribution of the marine flora and fauna. The student will collect and identify numerous representatives of local marine forms and become proficient in the utilization of MU 140 Cr. 1.0 the various kinds of equipment necessary to complete Applied Music Industry I these tasks. The student will also gain knowledge regard- Students will be introduced to the modern music busi- ing marine organism physiology, behavior, and anatomy. ness ecosystem, find out how all facets of the evolving Course Type(s): ME business function, and learn about the skills needed for a variety of diverse careers in the industry. MS 298A Cr. 4.0 Course Types(s): AT Introduction to Marine Sciences Oceanography will be explored. MU 145 Cr. 1.0 Course Type(s): ME Band I Instrumental experience in concert and stage band com- MS 298C Cr. 1.0 – 4.0 binations to improve one’s musicianship; public performances on campus and in the community; two concerts a Special Topics in Marine Science year. May be taken for as many as eight semesters. Marine and Environmental Chemistry. The study of the Course Types(s): AT chemical constituents of seawater, their properties, and

Monmouth University A125 Appendix A: Course Descriptions

MU 146 Cr. 1.0 MU 156 Cr. 1.0 Band II Chamber Orchestra Instrumental experience in concert and stage band com- The Monmouth University Chamber Orchestra is a small binations to improve one’s musicianship; public perfor- orchestral ensemble of strings with woodwinds, brass, mances on campus and in the community; two concerts a and percussion that is designed to meet the needs of the year. May be taken for as many as eight semesters. Music and Theatre Department and public performances Course Types(s): AT on campus and in the community. May be taken for as many as eight semesters. MU 147 Cr. 1.0 Course Types(s): AT Chorus I Training in choral music of various styles, in vocal tech- MU 157 Cr. 1.0 nique, and in aspects of expressive performance; concert Chamber Choir I participation required. May be taken for as many as eight The Monmouth University Chamber Chorus is an ensem- semesters. ble of sixteen to twenty-four auditioned singers who Course Types(s): AT wish to extend their knowledge and skills in choral arts in a challenging musical setting. The repertoire for this MU 148 Cr. 1.0 ensemble requires a moderate/high degree of individual Chorus II musicianship and mastery of specific singing techniques Training in choral music of various styles, in vocal tech- and period music interpretation. The group functions as nique, and in aspects of expressive performance; concert a concert-ready and portable ensemble that responds to participation required. May be taken for as many as eight requests for particular types of venues, such as: sport- semesters. ing events, concert tours as a vehicle for a wider public Course Types(s): AT performance experience with regard to public relations, meaningful connections with other academic institutions, and university recruitment. Audition required and registra- MU 150 Cr. 3.0 tion is by the instructor. Introduction to Piano Course Types(s): AT Group instruction in piano with an emphasis on developing beginning skills in keyboard technique, music reading, MU 158 Cr. 1.0 harmonization, and performance of repertoire. Designed for students with little or no previous musical experience. Chamber Choir II Course Types(s): AT A continuation of Music 157, the Monmouth University Chamber Chorus is an ensemble of sixteen to twenty-four auditioned singers who wish to extend their knowledge MU 151 Cr. 3.0 and skills in choral arts in a challenging musical setting. Group Piano I The repertoire for this ensemble requires a moderate/ Group instruction in piano with an emphasis on music high degree of individual musicianship and a mastery of reading, music theory, piano technique, harmonization, specific singing techniques and period music interpreta- improvisation, and performance of repertoire. Designed tion. The group functions as a concert-ready and portable for music majors and students with some previous musi- ensemble that responds to requests for particular types of cal experience. venues, such as: sporting events, lecture/presentations, Course Types(s): AT dedications, special events, and graduation ceremonies. Additionally, the group will undertake periodic concert MU 152 Cr. 3.0 tours as a vehicle for a wider, public performance expe- Group Piano II rience and with regard to public relations, meaningful Group instruction in piano with an emphasis on more connections with other academic institutions, and univer- advanced music reading, music theory, piano technique, sity recruitment. Audition required and registration is by harmonization, improvisation, and performance of reper- instructor. toire. Designed for students who would like to continue to Prerequisite: Music 157. develop the skills acquired in Music 151. Course Types(s): AT Prerequisite: Music 151. Course Types(s): AT

A126 Monmouth University Appendix A: Course Descriptions

MU 161 Cr. 2.0 MU 167 Cr. 3.0 Group Instrument I Introduction to Electronic Music Designed to develop instrumental technique and rep- Fundamentals of electronic music acquired through lec- ertoire; open to students who have some proficiency in tures, recordings, and hands-on use of electronic synthe- strings, woodwinds, brass, or percussion. sizers. Course Types(s): AT Course Types(s): AT

MU 162 Cr. 2.0 MU 170 Cr. 3.0 Group Instrument II Electronic Music Composition Designed to develop instrumental technique and rep- A course designed for musicians who wish to compose ertoire; open to students who have some proficiency in and record music in a soundtrack, avant-garde, or clas- strings, woodwinds, brass, or percussion. sical genre. Students will be required to use University Course Types(s): AT recording facilities. Course Types(s): AT MU 163 Cr. 1.0 Group Strings MU 171 Cr. 3.0 Designed especially for music education students who Group Voice I are required to have some proficiency in group strings Fundamentals of technique and performance of song liter- to meet state certification guidelines. Open to beginners ature; voice production and principles of singing, including only. Non-music majors may enroll by permission of the breath control, resonance, tone quality, diction, and pro- Department of Music and Theatre Arts. nunciation. Course Types(s): AT Course Types(s): AT

MU 164 Cr. 1.0 MU 172 Cr. 3.0 Group Woodwinds Group Voice II Designed especially for music education students who are Fundamentals of technique and performance of song liter- required to have some proficiency in group woodwinds ature; voice production and principles of singing, including to meet state certification guidelines. Open to beginners breath control, resonance, tone quality, diction, and pro- only. Non-music majors may enroll by permission of the nunciation. Department of Music and Theatre Arts. Course Types(s): AT Course Types(s): AT MU 180 Cr. 1.0 MU 165 Cr. 1.0 Applied Music: Jazz Piano Group Brass Weekly, fifty-minute private lessons in jazz piano; may be Designed especially for music education students who repeated for additional credits. are required to have some proficiency in group brass to Prerequisite: Permission of the instructor. meet state certification guidelines. Open to beginners Course Types(s): AT only. Non-music majors may enroll by permission of the Department of Music and Theatre Arts. MU 181 Cr. 1.0 Course Types(s): AT Applied Music: Bass Weekly, fifty-minute private lessons in bass; may be MU 166 Cr. 1.0 repeated for additional credits. Group Percussion Prerequisite: Permission of the instructor. Designed especially for music education students who Course Types(s): AT are required to have some proficiency in group percussion to meet state certification guidelines. Open to begin- MU 188 Cr. 3.0 ners only. Non-music majors may enroll by permission of Fundamentals of Guitar the Department of Music and Theatre Arts. General music skills as applied to guitar playing; students Course Types(s): AT develop left- and right-hand technique; introduction to

Monmouth University A127 Appendix A: Course Descriptions

basic repertoire and history of repertoire. MU 197 Cr. 1.0 Course Types(s): AT Applied Music: Strings Weekly, fifty-minute private lessons in strings; may be MU 190 Cr. 1.0 repeated for additional credit. Applied Music: Percussion Prerequisite: Permission of the instructor. Weekly, fifty-minute private lessons in percussion; may be Course Types(s): AT repeated for additional credit. Prerequisite: Permission of the instructor. MU 198 Cr. 1.0 – 3.0 Course Types(s): AT Special Topics in Music (100 Level) An intensive study of a particular subject or problem in MU 191 Cr. 1.0 music to be announced prior to registration. May be con- Applied Music: Voice ducted on either a lecture-discussion or a seminar basis. Weekly, fifty-minute private lessons in voice; may be Prerequisite: As announced in the course schedule. repeated for additional credit. Course Types(s): AT Prerequisite: Permission of the instructor. Course Types(s): AT MU 199 Cr. 1.0 Applied Music: Private Instruction MU 192 Cr. 1.0 Private instrumental and vocal instruction. The instructor Applied Music: Piano is selected by the student with the approval of the Music Weekly, fifty-minute private lessons in piano; may be faculty. Students must consult the Music Department. repeated for additional credit. Course Types(s): AT Prerequisite: Permission of the instructor. Course Types(s): AT MU 216 Cr. 3.0 From Blues to Rap: The African-American Music MU 193 Cr. 1.0 Tradition Applied Music: Upper Brass Contributions of African-Americans to American music: Weekly, fifty-minute private lessons in upper brass; may slave songs, spirituals, blues, rhythm and blues, soul, and be repeated for additional credit. rap music. Prerequisite: Permission of the instructor. Prerequisites: English 101 and 102 or permission of the Course Types(s): AT instructor. Course Type(s): AT, WT MU 194 Cr. 1.0 Applied Music: Lower Brass MU 217 Cr. 3.0 Weekly, fifty-minute private lessons in lower brass; may The American Music Tradition be repeated for additional credit. A survey of American music from the colonial period to Prerequisite: Permission of the instructor. the present, including folk and ethnic music, military and Course Types(s): AT parade music, war songs, Tin Pan Alley pop, Broadway show tunes, and composers such as Stephen Foster, MU 195 Cr. 1.0 Woody Guthrie, and Irving Berlin. Applied Music: Woodwinds Prerequisites: English 101 and 102 or permission of the Weekly, fifty-minute private lessons in woodwinds; may instructor. be repeated for additional credit. Course Type(s): AT, WT Prerequisite: Permission of the instructor. Course Types(s): AT MU 218 Cr. 3.0 History and Literature of Music I MU 196 Cr. 1.0 Survey of musical idioms and forms from Ancient Greek Applied Music: Guitar to the Baroque periods. Primary focus on Western music Weekly, fifty-minute private lessons in guitar; may be in Western culture; some time will be spent exploring the repeated for additional credit. music of Asia, Africa, and South America; exploration of Prerequisite: Permission of the instructor. the great musical literature that has survived from antiqui- Course Types(s): AT ty through 1700 AD.

A128 Monmouth University Appendix A: Course Descriptions

Prerequisites: English 101 and 102 or permission of the history; rock genres, including rockabilly, protest rock, instructor. blues-rock, punk, heavy metal, and rock and roll as a Course Type(s): AT, WT global phenomenon. Course Type(s): AT, WT MU 219 Cr. 3.0 History and Literature of Music II MU 291 Cr. 3.0 Survey of musical forms and idioms from the Classical Jazz in America period until the present. Primary focus is to expose the Musical and cultural overview of the jazz tradition in student to the vast body of musical masterworks created America, with special emphasis on Dixieland, swing, bop, in the modern era, as well as exploration of world music. and jazz fusion, and artists such as Louis Armstrong, Prerequisites: English 101 and 102 or permission of the Count Basie, Duke Ellington, Charlie Parker, and John instructor. Coltrane. Course Type(s): AT, WT Course Type(s): AT, WT

MU 221 Cr. 3.0 MU 292 Cr. 3.0 Theory I Roots, Rock, Reggae Basic knowledge of the procedures of harmony and A survey of Jamaican reggae music from its inception to melody. the present. The music form’s political, religious, and cul- Prerequisite: Music 151 or departmental approval. tural connections will also be examined, as will the major Course Types(s): AT works of reggae composers, such as Bob Marley, Jimmy Cliff, and Peter Tosh. MU 222 Cr. 3.0 Course Types(s): AT Theory II The rudiments of music writing, from the harmonization MU 298 Cr. 1.0 – 3.0 of simple melodies to the writing of more complex music. Special Topics in Music (200 Level) Emphasis on more advanced compositions. An intensive study of a particular subject or problem in Prerequisite: Music 221 or departmental approval. music to be announced prior to registration. May be con- Course Types(s): AT ducted on either a lecture-discussion or a seminar basis. Prerequisite: As announced in the course schedule. MU 240 Cr. 1.0 Course Types(s): AT Applied Music Industry II Students will be introduced to a variety of skills needed MU 301 Cr. 3.0 in the music industry. Each student will be required to The Business of Music complete specific, hands-on projects in preparation for a An introduction to the inner workings and business strat- major internship off campus. egies of the music industry. In addition to an analysis of Prerequisites: Music 140 and 301. the recording arm of the industry, other areas such as Course Types(s): AT concert production, management, media relations, and talent acquisition will also be examined. MU 241 Cr. 1.0 Course Types(s): AT Applied Music Industry III Students will be introduced to a variety of skills needed MU 321 Cr. 3.0 in the music industry. Each student will be required to Music Theory III complete a specific hands-on project as preparation for a Music Theory III is the third semester of a sequential, major internship off campus. Limited to Music majors. two-year music theory curriculum. After a brief review of Prerequisites: Music 140, 240, and 301. the material covered in Music Theory I (Music 221) and Course Types(s): AT Advanced Theory and Harmony (Music 222), an introduction to the music materials and stylistic practices associat- MU 290 Cr. 3.0 ed with nineteenth-century music is provided. Procedure Rock and Roll in American Culture will entail examining and working with melodic, rhythmic, Impact of rock and roll on American culture and music harmonic, and structural elements found in the music being studied.

Monmouth University A129 Appendix A: Course Descriptions

Prerequisites: Music 221 and 222. problems of coordination and control, as well as interpre- Course Types(s): AT tation, rehearsal, performance, and program planning. Each student will function as an assistant to the choral/ MU 322 Cr. 3.0 instrumental conductors. Music Theory IV Prerequisite: Music 328. Music Theory IV is the fourth semester of a sequential, Course Types(s): AT two-year music theory curriculum. After a brief review of the material covered in Music Theory 1 (Music 221), MU 331 Cr. 2.0 Advanced Theory and Harmony (Music 222), and Music Music for the Child Theory III (Music 321), an introduction to the music Methods and materials of teaching in the elementary materials, stylistic practices, and the unique forms and school (K-8); singing, rhythmic expression, listening, use approaches associated with twentieth-century music is of simple instruments, and correlating music with other provided. Procedure will entail examining and working areas of learning. For Music majors only. Also listed as with the melodic, rhythmic, harmonic, and structural ele- Education 331. ments found in the music being studied. Prerequisites: Music 151 and 218. Prerequisites: Music 221, 222, and 321. Course Types(s): AT Course Types(s): AT MU 333 Cr. 2.0 MU 327 Cr. 3.0 The Teaching of Music in the Secondary School Instrumental Arranging and Basic Orchestration Study and application of appropriate concepts, methods, Practical problems of orchestration, including transpo- skills, and materials for secondary-school music teachers. sition, characteristics, and limitation of various band, For Music majors only. Also listed as Education 333. orchestral, keyboard, and electronic instruments; arrang- Prerequisites: Music 151 and 218. ing for instrumental ensembles of various sizes. Course Types(s): AT Prerequisite: Music 222. Course Types(s): AT MU 340 Cr. 3.0 Music and Music Publishing for TV, Radio, and Film MU 328 Cr. 3.0 Defines and examines the many opportunities available Conducting to the musician in the mass media, including theme Basic choral and instrumental conducting techniques with composition, post scoring, jingle production, news music, emphasis on the physical problems of coordination and production libraries, music editing, soundtrack production, control, as well as interpretation, rehearsal, performance, on-air and cable network yearly campaigns, EFX and and program planning. Each student will function as an usage, available orchestrational sources, client relations, assistant to the choral/instrumental conductors. timings and conversations, on-air and theatrical publish- Prerequisites: Music 218, 151, and four semesters of ing, professional societies (ASCAP, BMI, SESAC), bud- Music 145, 146, and/or 147, 148. geting, and union relations and affiliations. Course Types(s): AT Course Types(s): AT

MU 328W Cr. 2.0 MU 341 Cr. 3.0 Workshop in the Techniques of Composing Music Songwriting I Explores problems in melody, rhythm, and harmony, Designed to analyze and study the many components including texture and the elements of musical form, pre- of songwriting, focusing on today’s contemporary music sented in line with the needs of individual students as featured on radio, film, and television. Various styles will revealed in their original composition. be studied and developed, from rap to country music. Prerequisite: Music 222. Nashville style group writing will be used as will Writer in Course Types(s): AT the Round type performances. Ability to play an instrument is recommended but not required. MU 329 Cr. 3.0 Course Types(s): AT Conducting II A continuation of Music 328. Basic choral and instrumental conducting techniques with emphasis on the physical

A130 Monmouth University Appendix A: Course Descriptions

MU 342 Cr. 3.0 MU 399 Cr. 1.0 – 3.0 Songwriting II Independent Study in Music A continuation of Songwriting I and will focus on final An intensive study of a particular subject or problem in arrangements and production of songs to be presented music to be announced prior to registration. to publishers, record labels, etc. Also covered will be how Course Types(s): AT to properly present works to producers and session musicians in the form of basic lead sheets and music notation. MU 401 Cr. 3.0 Course Types(s): AT Music Business Internship Seminar Practical experience in the music industry in fields such MU 345 Cr. 3.0 as concert production, promotion, publicity, music pub- Record Production lishing, and management. This course is repeatable for Examines all of the aspects of record production, from credit. choice of artist and material to the actual art of recording Prerequisites: Music 301, departmental approval, and itself. Will meet in a fully equipped recording studio and Junior standing. will be co-taught by the lecturing professor and a profes- Course Type(s): AT, EX sional sound engineer. The recording techniques to be taught will be applicable to all forms of music, including MU 402 Cr. 3.0 classical jazz, rock, and mass/multimedia. The student will Music Internship Seminar II have hands-on instruction on the use of analog and digital Practical experience in the music industry in fields such recording machines, sound boards, and outboard gear. as concert production, promotion, publicity, music publish- Course Type(s): AT, IM ing, and management. Limited to Music majors only. Prerequisite: Music 401. MU 353 Cr. 3.0 Course Type(s): AT, EX Contemporary Rock Ensemble I Designed to run as a professional touring band would MU 403 Cr. 3.0 in preparation for a major tour and/or recording session. Music Internship Seminar III Covers many different genres with varying instrumen- Practical experience in the music industry in fields such tation. Taught by a seasoned road veteran with twenty as concert production, promotion, publicity, music publish- years of experience in major tours/acts. ing, and management. Limited to Music majors only. Course Types(s): AT Prerequisite: Music 402. Course Types(s): AT MU 354 Cr. 3.0 Contemporary Rock Ensemble II MU 405 Cr. 3.0 A continuation of Rock Ensemble I, which is designed to Composition run as a professional touring band would in preparation Using the technique of Replicate-Generate From- for a major tour and/or recording session. It will cover Generate, this course combines the student’s knowledge many different genres with varying instrumentation. of traditional styles, form, and analysis in order to repli- Taught by a seasoned road veteran with twenty years of cate music in many styles. The student will then begin to experience in major tours/acts. combine his or her own musical ideas into these composi- Course Types(s): AT tions. The second half of the semester will be devoted to the original compositions of the student while employing MU 398 Cr. 3.0 the disciplines previously studied. Classical as well as Special Topics in Music (300 Level) contemporary motifs will be explored in this lecture-dis- An intensive study of a particular subject or problem in cussion-workshop course. music to be announced prior to registration. May be con- Prerequisites: Music 218, 219, 221, and 222. ducted on either a lecture-discussion or a seminar basis. Course Types(s): AT Prerequisite: As announced in the course schedule. Course Types(s): AT MU 406 Cr. 3.0 Composition II Using the technique of Replicate-Generate From-

Monmouth University A131 Appendix A: Course Descriptions

Generate, this course combines the student’s knowledge NU 100 Cr. 3.0 of traditional styles, form, and analysis in order to repli- Technology and Health Informatics cate music in many styles. The student will then begin to Designed to provide an introduction to the computer combine his or her own musical ideas into these compo- technology used in healthcare and its impact on deci- sitions. The second half of the semester will be devoted sion-making. Includes an overview of the basic comput- to the original composition of the student while employing er skills required to process electronic information, the the disciplines previously studied. Classical as well as nature and types of health information available on the contemporary motifs will be explored in this lecture-dis- World Wide Web, the development of search skills asso- cussion-workshop course. ciated with finding information, linking electronic infor- Prerequisite: Music 405. mation to health decision-making processes, ethical and Course Types(s): AT social issues involving the use of technology, and identifying major issues in computer and Internet security. Also MU 453 Cr. 3.0 listed as Health Studies 100. Advanced Record Production Course Type(s): TL Addresses the aesthetics of record production. Studio techniques, pre-production approaches, actual recording, NU 201 Cr. 6.0 and final mixing are at the heart of this course. Students Nursing I will learn microphone techniques as well as control room Principles of nursing practice and basic nursing skills are techniques. The full responsibilities of the producer will introduced to provide for basic biopsychosocial needs be taught and discussed in the class, as well as practiced of patients and their significant others and to gain con- outside of the studio/classroom. Lectures and demonstra- fidence and competence in patient care and medication tions will precede the students’ practical application and administration across the lifespan. An introduction to final product. human responses, therapeutic communication, client Prerequisite: Music 345. advocacy, and nursing care is the foundation for pro- Course Types(s): AT fessional nursing practice. Students are introduced to nursing diagnosis, problem solving, decision making and MU 489 Cr. 1.0 – 3.0 critical thinking skills. A minimum grade of C+ is required Internship in Music in this course to continue to Nursing 202. Supervised practical experience in math; repeatable for Prerequisites: Biology 111, 112, Chemistry 109 all passed credit. with a grade of C+ or higher. Corequisites: Nursing 201L Prerequisites: Departmental approval and Junior standing. and 201P. Course Type(s): AT, EX Course Types(s): none

MU 498 Cr. 1.0 – 3.0 NU 201L Cr. 0.0 Special Topics in Music (400 Level) Nursing I Lab An intensive study of a particular subject or problem in Communication skills, the nursing process, and medical music to be announced prior to registration. May be con- mathematical calculations are areas of development. ducted on either a lecture-discussion or a seminar basis. Methods for interpretation of medical orders, calculation Prerequisite: As announced in the course schedule. of safe medications dosing and preparation, and adminis- Course Types(s): AT tration of medications will be emphasized. Corequisites: NU 201 and 201P. MU 499 Cr. 1.0 – 3.0 Course Types(s): none Independent Study in Music Reading and research on a selected topic under the NU 201P Cr. 0.0 direction of a Music Department faculty member. Nursing I Practicum Course Types(s): AT Students will learn the didactic content and apply the associated nursing skills during the clinical experience in MU REC Cr. 0.0 the medical setting with live patients. Senior Recital - Music Major Corequisites: NU 201 and NU 201L. Course Types(s): none Senior Recital - Music Major. This is a pass/fail course. Course Types(s): AT

A132 Monmouth University Appendix A: Course Descriptions

NU 202 Cr. 6.0 adapted to the unique health and developmental needs Nursing II of children and their families to maximize health potential. Professional nursing care for individuals and their signif- Health promotion, risk reduction, disease prevention, and icant others experiencing acute and/or chronic illness is restoration of developing children and women are inte- emphasized. Students continue to develop skills in nurs- grated and facilitated in the care of mothers, neonates, ing diagnosis, problem solving, decision-making and criti- families, and children in acute and community-based set- cal thinking skills in caring for adult and geriatric patients. tings. A minimum grade of C+ in this course is required to The nursing process is applied in caring for adult/geriatric continue to Nursing 204. patients and their significant others across health care Prerequisites: Nursing 202 and 206, both passed with a settings such as the hospital, end-of-life facilities, and grade of C+ or higher. home care. A minimum grade of C+ is required in this Course Types(s): none course to continue to Nursing 203. Prerequisites: Nursing 201 and 205, both passed with NU 204 Cr. 6.0 a grade of C+ or higher, and Nursing 201L and 201P. Nursing IV Corequisites: Nursing 202L and 202P. Part I - Sound professional nursing care for individuals Course Types(s): none and their significant others who are experiencing acute or complex health issues is emphasized. Clinical experienc- NU 202L Cr. 0.0 es continue to foster students’ ability to develop plans and Nursing II Lab implement strategies for health promotion, risk reduction, Clinical skills validation and simulations related to altered health maintenance, rehabilitation, injury prevention, and patterns of urologic and renal health, treatment of acute and complex health issues of adult and cardiac health, respiratory health, and gastrointestinal geriatric patients from diverse backgrounds. Students fur- health. Basic nursing skills are expanded and focused on ther improve their abilities to critically think and apply evi- the geriatric patient. dence-based practice to formulate differential diagnoses, Corequisites: NU 202 and NU 202P. clinical impressions, nursing diagnoses for treatment, and Course Types(s): none evaluation of care provided to adult and geriatric patients. Clinical opportunities facilitate safe, legal, and ethical care for adult and geriatric patients in a variety of clinical NU 202P Cr. 0.0 settings. Part II - Students will gain knowledge, skills, val- Nursing II Practicum ues, and meanings associated with positive promotion of Foundational clinical experiences help students to devel- Psychiatric-Mental Health Nursing across the lifespan, as op plans and implement strategies for health promotion, well as having an opportunity to apply previously learned risk reduction, health maintenance, rehabilitation, injury behavioral and scientific concepts of health and wellness. prevention and treatment of acute and complex health Psychiatric-Mental Health Nursing principles and thera- issues of adult and geriatric patients from diverse back- peutic and effective communications with clients will be grounds. Critical thinking and evidence-based practice are addressed. Student activities focus on initiating, continu- introduced for students to formulate differential diagnoses, ing and terminating a one-to-one relationship. The student clinical impressions, nursing diagnoses for treatment and will use therapeutic communications and observation to evaluation of care provided to adult and geriatric patients. identify client needs and responses to care. Concepts Clinical opportunities are provided to deliver safe, legal, related to ethical/legal, professional accountability, com- and ethical care for adult and geriatric patients in a variety munity, and teaching are applied in patient care. Past, of clinical settings. present, and future trends in mental health are explored. Corequisites: NU 202 and NU 202L. Discussion of the roles of the Psychiatric-Mental Health Course Types(s): none team, with emphasis on the nursing role, is integrated throughout the course. A minimum grade of C+ in this NU 203 Cr. 6.0 course is required to continue to Nursing 205. Nursing III Prerequisite: Nursing 203 passed with a grade of C+ or Family theory is applied for examining families in child- higher. bearing years through pregnancy, labor, birth, post-par- Course Types(s): none tum mothers and their newborns, infancy, childhood and adolescence. The concentration is on the changing needs NU 205 Cr. 3.0 of women and families during the reproductive life cycle Pathophysiology in the delivery of ethically sound nursing care. Care is Concepts for anatomy, physiology, and chemistry courses

Monmouth University A133 Appendix A: Course Descriptions

provide the foundation for exploring human dysfunction NU 312 Cr. 3.0 across the lifespan. Emphasis is placed on the relation- Individual Health Assessment ship of health patterns of major body systems to changes Theory and practice of health-assessment skills, identifi- that occur during the illness experience. Major pathophys- cation of deviations from normal, and documentation of iologic concepts are explored using a symptom-based findings. Use of techniques in a university laboratory to approach that focuses on the most common diagnoses collect subjective and objective assessment data from a encountered in the clinical setting. Theories relation etiol- developmental, hereditary, environmental, and nutritional ogy, pathogenesis, and clinical manifestations are used perspective. Relationship of health assessment to the role to study common disease processes. Concepts learned and responsibilities of the professional nurse in applica- in this course are fundamental to nursing practice. A min- tion of the nursing process. Application of these skills is imum grade of C+ in this course is required to continue to expected in Nursing 415. Nursing 206. Prerequisites: Biology 111 and 112; and malpractice Prerequisites: Biology 111, 112 and Chemistry 109, all insurance. passed with a grade of C+ or higher. Course Types(s): none Course Types(s): none NU 324 Cr. 3.0 NU 206 Cr. 3.0 Human Sexuality Introduction to Pharmacology for Nurses An introductory course designed to provide the student Basic pharmacotherapeutics, pharmacodynamics, with a factual background as well as an in-depth under- and pharmacokinetics are introduced. Students will be standing of his or her own and others’ sexuality and how instructed on the actions, interactions, adverse effects, it affects health. Focuses on developing an understanding and nursing implications of each drug classification. of the essential components of human sexuality and their Focuses on the principles and concepts of pharmacolo- interrelationship with human development. Social, cul- gy and related nursing practices including the pharma- tural and developmental determinants will be examined cological approach to medication dosage/calculations, for their influence upon human sexuality. Examines the quality and safety in the administration of medication, and relationship between human sexuality and professional patient/client education. The principles of altered pharma- nursing practice. Content will include: the use of a sexual codynamics relative to age and ethnicity will be included. history in the nursing assessment, sexually transmitted A minimum grade of C+ is required in this course to con- disease, effects of pregnancy and aging on sexuality, tinue to Nursing 415. effects of medical, surgical, and chronic health problems Prerequisites: Nursing 201 and 205, both passed with a on an individual’s sexual functioning and identity. The role grade of C+ or higher; and Nursing 201L and 201P. of the nurse as an educator/counselor is discussed. Also Course Types(s): none listed as Health Studies 324. Course Type(s): GS, NU.EL NU 311 Cr. 3.0 Issues and Trends in Professional Nursing NU 330 Cr. 3.0 Utilizing the Monmouth University philosophy of nursing, Women’s Health the course explores the role of the nurse as a profession- Healthcare needs/concerns of women from diverse cul- al practitioner and as a member of the healthcare team. tures will be examined. The focus will be on African, Content includes: trends and issues affecting healthcare Asian, Caribbean, and Latina perspectives of health ben- of consumers, nursing, nursing education, and the health- efits, health practices, physical and physiological threats, care delivery system, professional accountability, legal and ethical issues. Body image, sexuality, marriage cus- and ethical concerns, client advocacy, as well as political toms, reproduction, childbirth, parenting, lifestyle choices, and social issues related to healthcare. Nursing majors menopause, and aging will be examined within the con- only. text of culture and contrasted to those of Western women. Prerequisite: Permission of chair required for non-BSN Also listed as Health 330. students. Course Type(s): BI.EL, CD, GS, NU.EL Course Type(s): WT NU 355 Cr. 3.0 Research Methods in Nursing Focuses on the nurse as a consumer of research.

A134 Monmouth University Appendix A: Course Descriptions

Emphasis is placed upon studying the steps of the effective. Knowledge of reliable sources of information on research process as a basis for understanding investiga- the Internet will improve decision-making regarding thera- tion of nursing problems and the application of findings to pies. Also listed as Health 370. practice. Seeks to prepare students with an introduction Course Type(s): BI.EL, GU, NU.EL to basic methodological and statistical concepts. Not open to students who have passed Nursing 350. NU 375 Cr. 3.0 Prerequisites: English 101 and 102 or permission of the Health in Developing Countries: A Cross-Cultural instructor. Perspective Course Type(s): WT Designed to introduce students to the concept of health as a cross-cultural issue. Students will examine their own NU 360 Cr. 3.0 health beliefs and practices and expand their understand- Transcultural Health ing of health and health issues of the developing world. Focus on African, Asian, Caribbean, South- and Latin- Contemporary health issues will be analyzed. Healthcare American, Middle-East, and Indian beliefs, values and delivery systems in selected countries in Asia and Africa health practices, physical and psychological threats to will be examined and compared to the American health- health, and ethical issues. Differences of cultural beliefs care system. Students are expected to problem solve and related to health, illness, and the impact on the delivery of postulate solutions to contemporary and emerging health healthcare will be examined. Also listed as Health 360. issues. Also listed as Health 375. Course Type(s): BI.EL, GU, HE.EL Course Type(s): BI.EL, GU, NU.EL

NU 365 Cr. 3.0 NU 380 Cr. 3.0 Wisdom, Wellness and Aging Nutrition and Health Provides an understanding of the cross-cultural variations An introduction to the physiology of nutrition, basic con- in the status of aging and health in older adults. Examples cepts of normal nutrition, and nutrition in chronic disease of various cultures include examining older adults from (such as diabetes mellitus, cardiovascular disease, and non-English-speaking countries such as North Korea, obesity) will be explored. A study of the basic nutrients South Korea, Iran, Mexico, China, and Brazil. Examines and the gastrointestinal system in its role of digestion, older adults from these diverse populations as well as absorption, and metabolism. Food needs of an individ- other nations. Topics to be covered include examinations ual throughout life (birth to old age) will be considered, of health implications on aging populations in non-En- along with necessary dietary modifications caused by glish-speaking countries. Compare countries, such as decreased activity. Food fads and fallacies will be dis- Japan, India, and Nigeria, to explore how their specific cussed, as will factors to consider in choosing a healthy culture influences caregiving, social support networks, diet. Current concerns, such as how safe are the addi- and community. Specific, cultural views of love, intimacy, tives in our foods, the role of sugar, salt, and highly and sexuality in older adults will be examined. Also listed processed foods, alternative therapies such as herbal as Health 365. remedies, and phytochemicals and their potential roles in Course Type(s): HE.EL modern nutrition, will be studied. Weight management will be addressed as it relates to medical nutrition therapy. NU 370 Cr. 3.0 Also listed as Health 380. Alternative/Complementary Health Therapies Course Type(s): NU.EL Cultural origins of Complementary Alternative Medicine (CAM) therapies will be discussed. Perspectives of health NU 398 Cr. 1.0 – 3.0 and healing through co-mingling Eastern Traditional Special Topics in Nursing (300 Level) Complementary and Alternative Medicine (TCAM) ther- An intensive study of a particular subject or problem in apies and Western biomedical practices into an integra- nursing to be announced prior to registration. May be tive strategy will be examined. Appropriate therapies for conducted on either a lecture-discussion or a seminar health promotion and specific illness contexts, potential basis. risks/benefits, ethical issues addressing treatment choic- Prerequisite: As announced in the course schedule. es, and global entities that employ CAM therapies will be Course Types(s): none discussed. There will be an emphasis on choosing CAM therapies that are supported by research as safe and

Monmouth University A135 Appendix A: Course Descriptions

NU 399 Cr. 1.0 – 3.0 tems (public/nonprofits vs. private/for profits), access to Independent Study in Nursing care, healthcare financing, quality of care issues, and Guided research and in-depth study of an area of nursing social issues, such as gender and culture, and their and/or healthcare of particular interest to the student. impact on health and healthcare. The dynamics of the Prerequisite: Permission of the directing professor and policy-making process at different levels (federal, state, department chair. and local) will be explored, along with policy analysis and Course Types(s): none how policy influences healthcare decisions. The complexities and challenges of healthcare reform will be identified. Also listed as Health Studies 440. NU 413 Cr. 3.0 Prerequisites: English 101 and 102 or permission of the Community Health Nursing I: Nursing of the Young instructor. Family Course Type(s): WT The family as the basic unit of care in the community: a developmental approach to the nursing care of expand- NU 450 Cr. 3.0 ing families from conception through adolescence; the Nursing for the Future concept of health, environmental, and genetic influences; impact of political and economic policies, educational The acquisition of knowledge and skills necessary for principles, ethics, health promotion, illness prevention, personal and professional growth designed to address and common deviations from health. the elements of successful leadership in a manner that is Prerequisite: Nursing 311. practical and relevant for today’s professional nurse. Course Type(s): RD Prerequisites: Nursing 204 passed with a grade of C+ or higher; and English 101 and 102. Course Type(s): WT NU 414 Cr. 3.0 Community Health Nursing II: Nursing of NU 476 Cr. 3.0 Communities Interpersonal Violence Care of groups and communities: a developmental Examines the various types and patterns of violence relat- approach focusing on adolescence through senescence; ed to cultural values, beliefs, biases, and societal issues, community health and public health theories, epidemiolo- as well as the historical perspectives of violence. Content gy, health promotion, illness prevention, research, ethics, includes: family, community, youth, and workplace vio- palliative care, vulnerable populations, and common devi- lence, and child, domestic, elder, and sexual abuse. ations from health. Theories concerning gender violence, gangs, bias and Prerequisite: Nursing 413. Corequisite: Nursing 415. hate crimes, and terrorism are challenged. Public health Course Types(s): none and healthcare issues related to violence, and primary-, secondary-, and tertiary-level interventions for victims and NU 415 Cr. 3.0 offenders of violence are discussed. Individual respon- Community Health Nursing Laboratory sibilities associated with identification and reporting vio- The nine-hour clinical laboratory for Community Health lence are identified. Health-care measures to identify and Nursing. The nursing process is applied in a variety of prevent violence are analyzed. Methods of treatment for community settings to clients from the formation of the victims and perpetrators of violence are evaluated. family through senescence. Application of principles of Course Type(s): NU.EL health education, health promotion, and illness prevention in a culturally sensitive manner. A minimum grade of C+ NU 498 Cr. 1.0 – 3.0 is required in this course to continue to Nursing 450. Special Topics in Nursing (400 Level) Prerequisites: Nursing 311, 312, 355, and 413. An intensive study of a particular subject or problem in Corequisite: Nursing 414. nursing to be announced prior to registration. May be Course Type(s): EX conducted on either a lecture-discussion or a seminar basis. NU 440 Cr. 3.0 Prerequisite: As announced in the course schedule. Health Policy Course Types(s): none Delves into the core elements that define health policy. Describes factors, such as the healthcare delivery sys-

A136 Monmouth University Appendix A: Course Descriptions

NU 499 Cr. 1.0 – 3.0 for social dancing and improved fitness. In addition, part- Independent Study in Nursing ner dance positions and keeping music tempos will be Guided research and in-depth study of an area of nursing addressed. Dual Skills Class. This is a pass/fail course. and/or healthcare of particular interest to the student. Course Types(s): none Prerequisites: Completion of all 300-level courses and permission of the directing professor and department PE 118 Cr. 1.0 chair. Ballroom Dance II Course Types(s): none Provides a comprehensive foundation for both men and women to successfully perform on any social dance floor. PE 110 Cr. 1.0 Students will learn introductory steps of the Hustle, Salsa, Swimming and Tango. Intermediate/advanced skills of the Viennese Provides a comprehensive foundation for recreational Waltz, Foxtrot, and East Coast Swing will be taught. A swimming. Students will learn and practice skills associ- minimum of eight step patterns per dance will be intro- ated with proper stroke development, water safety, and duced. Students will practice dance etiquette and social improved general fitness. Individual Class. This is a pass/ skills, leading to increased confidence for social dancing fail course. and improved fitness. In addition, partner dance positions Course Types(s): none and keeping music tempos will be addressed. Dual Skills Class. This is pass/fail course. PE 112 Cr. 2.0 Course Types(s): none Lifeguard Certification/Water Safety Provides the skills and knowledge necessary to become PE 119 Cr. 1.0 an American Red Cross Lifeguard. Certification will be Golf I given to all students who meet the Red Cross Standards Introduces the basic golf fundamentals, such as basic for Life Saving, Standard First Aid, and CPR for the swings, equipment, rules, terms of the game, drills, eti- Professional Rescuer. This is a pass/fail course. quette, and playing the course. Individual Class. This is a Course Types(s): none pass/fail course. Course Types(s): none PE 114 Cr. 1.0 Advanced Swimming PE 120 Cr. 1.0 Develop and practice advanced stroke technique and cre- Golf II ate swimming workouts. Individual Class. This is a pass/ Practicing more advanced skills in golf and playing the fail course. course. Individual Class. This is a pass/fail course. Course Types(s): none Course Types(s): none

PE 116 Cr. 1.0 PE 125 Cr. 1.0 Badminton Tennis Learn basic skills, history, rules, and strategy for a single Students will learn the basic skills, history, rules and strat- and double game in badminton. Dual Skills Class. This is egy for a singles and doubles game in tennis. The main a pass/fail course. emphasis will be placed on skill acquisition with focus on Course Types(s): none specific movements and techniques important to game play. The analysis of skills, rules, safety consideration and strategy of play will be covered. Dual Skills Class. This is PE 117 Cr. 1.0 a pass/fail course. Ballroom Dance I Course Types(s): none Provides a comprehensive foundation for both men and women to successfully perform on any social dance floor. Students will learn the introductory steps to Foxtrot, PE 126 Cr. 1.0 English, the Viennese Waltz, East Coast Swing, Cha Tennis II Cha, and the Charleston. A minimum of 5 step patterns Practicing more advanced skills and learning technique per dance will be introduced. Students will practice dance and tactics in singles and doubles games in tennis. Dual etiquette and social skills, leading to increased confidence Skills Class. This is a pass/fail course. Course Types(s): none

Monmouth University A137 Appendix A: Course Descriptions

PE 127 Cr. 1.0 specific movements and techniques important to game Volleyball play. The analysis of skills, rules, safety consideration, Students will learn the basic skills, history, rules and and strategy of play will be covered. Team Class. This is strategy for playing the team sport of volleyball. The main a pass/fail course. emphasis will be placed on skill acquisition with focus on Course Types(s): none specific movements and techniques important to game play. The analysis of skills, rules, safety consideration, PE 142 Cr. 1.0 and strategy of play will be covered. Team Class. This is Pilates a pass/fail course. Students will apply the principles of Pilates exercises to Course Types(s): none improve the strength, flexibility, and endurance of the core muscles. Consistent Pilates exercise practice will help to PE 128 Cr. 1.0 improve posture, balance, and coordination; relieve pain Yoga and tension; and enhance athletic performance. Students Students will learn and practice basic styles of Hatha will learn and practice the proper form and technique for Yoga. A combination of asanas (physical postures), a variety of Pilates exercises. Emphasis will be placed on breathing techniques, and relaxation/meditation methods proper body alignment, mind-body awareness, and exer- will help students improve fitness levels, reduce stress, cise safety. Individual Class. This is a pass/fail course. and enhance mind-body awareness. Emphasis will be Course Types(s): none placed on proper body alignment and exercise safety. Individual Class. This is a pass/fail course. PE 143 Cr. 1.0 Course Types(s): none Endurance Running Working together to develop and achieve individual PE 130 Cr. 1.0 endurance running goals while cultivating a life-long love Basketball of running in a low-stress, social atmosphere. Pre- and Students will learn the basic skills, history, rules, and post-run discussions focus on select topics about the strategy for playing the team sport of basketball. The history, science, and culture of running. Individual Class. main emphasis will be placed on skill acquisition with This is a pass/fail course. focus on specific movements and techniques important to Course Types(s): none game play. The analysis of skills, rules, safety consideration, and strategy of play will be covered. Team Class. PE 144 Cr. 1.0 This is a pass/fail course. T’ai Chi Course Types(s): none Students will improve health, mental focus, and overall well-being through the practice of QiGong and T’ai Chi. PE 131 Cr. 1.0 Often called meditation in motion, this ancient Chinese Soccer form of exercise blends graceful flowing movements with Students are provided with learning experiences that will breathing and relaxation techniques. Students will learn serve as a basic foundation for teaching the team sport of proper form and technique for a variety of movements, soccer. The main emphasis will be placed on skill acqui- eventually combining them into a simplified adaptation of sition with focus on specific movements and techniques the Yang Short form of T’ai Chi. Particular emphasis will important to game play. The analysis of skills, rules, be placed on the use of T’ai Chi and QiGong to reduce safety consideration, and strategy of play will be covered. stress and anxiety. Individual Class. This is a pass/fail Team Class. This is a pass/fail course. course. Course Types(s): none Course Types(s): none

PE 132 Cr. 1.0 PE 156 Cr. 1.0 Softball Aerobics Students will learn the basic skills, history, rules and Learn and practice low- and high-impact aerobic activi- strategy, for playing the team sport of softball. The main ties. Individual Class. This is a pass/fail course. emphasis will be placed on skill acquisition with focus on Course Types(s): none

A138 Monmouth University Appendix A: Course Descriptions

PE 161 Cr. 1.0 include scientific principles and practical applications of Self Defense exercise to promote a healthy lifestyle. The health-related Designed to give the student an opportunity to experience fitness components, heart health, stress management, physical activity through martial arts training at an intro- nutrition, weight management, and cancer prevention will ductory level. Individual Class. This is a pass/fail course. be examined. Particular emphasis will be placed on the Course Types(s): none analysis of personal fitness and wellness status, and will lead to the creation and implementation of a behavior change program. Delivered in a lecture/practical perfor- PE 163 Cr. 1.0 mance format. Not open to students who have taken Weight Training HE 215. Students will develop and practice an individualized, Course Type(s): HE.EL, HEPE weight-training program using free weights and resistance machines. Proper training techniques, exercise safety, and improvement of health and fitness will be empha- PE 220 Cr. 3.0 sized. Individual Class. This is a pass/fail course. Exercise Physiology Course Types(s): none A scientific foundation for understanding the physiological response and adaptation to exercise training. A comprehensive study of basic theories and practical applications PE 168 Cr. 1.0 of exercise physiology principles to physical education Stress Reduce Relax and sports performance. Focus on metabolic, cardiovas- Learn and practice breathing, progressive relaxation, cular-respiratory, neuromuscular-skeletal, and endocrine visualization, autogenic training, and other relaxation systems as they relate to acute and chronic responses to techniques to reduce your stress. Individual Class. This is exercise. Environmental concerns, cardiovascular disease a pass/fail course. risk factors, and the immune response to exercise. Course Types(s): none Prerequisites: Biology 111 and 112 and Math 105 or higher. PE 198 Cr. 1.0 Course Type(s): HE.EL Special Topics in Physical Education An intensive study of a particular subject in physical edu- PE 230 Cr. 3.0 cation to be announced prior to registration. Prerequisite: Biomechanics/Kinesiology As announced in the course schedule. Introduction to the major principles of biomechanics, Course Types(s): none providing students with foundational knowledge that allows for the systematic analysis of human movement. PE 199 Cr. 1.0 Emphasis is placed on analyzing key forces and move- Independent Study in Physical Education ment in the context of sport and exercise. Focus on an area in Physical Education under the direc- Prerequisites: Biology 111, 112 and Mathematics 105 or tion of a Physical Education faculty member. Prerequisite: higher. Prior permission of the directing professor and depart- Course Type(s): HE.EL ment chair required. Course Types(s): none PE 310 Cr. 3.0 Sport and Exercise Psychology PE 201 Cr. 2.0 Explores the psychological determinants and conse- Safety and First Aid quences of physical activity, with an emphasis on psycho- Safety problems that affect the individual, the community, logical factors relevant to enhancing sport performance. and the nation; a standard course in first aid, including Students will also analyze key theories in exercise psy- adult CPR and Red Cross Certification for those who chology in order to understand exercise’s influence on qualify. psychological health outcomes. Course Type(s): HE.EL, HEPE Prerequisite: Psychology 103. Course Type(s): HE.EL PE 215 Cr. 3.0 Fitness Concepts and Measurements A comprehensive study of wellness and fitness and will

Monmouth University A139 Appendix A: Course Descriptions

PE 340 Cr. 3.0 PE 398 Cr. 1.0 – 3.0 Motor Development and Learning Special Topics in Physical Education Introduces students to the fundamental concepts of motor An intensive study of a particular subject or problem in learning and development changes in human movement homeland security to be announced prior to registration. that occur over the lifespan. Basic research findings and May be conducted on either a lecture-discussion or a applications of general human growth principles are dis- seminar basis. cussed in relation to the development and acquisition of Prerequisite: As announced in the course schedule. motor skills. Emphasis will also be placed on theoretical Course Types(s): none foundations for understanding motor learning principles that can be applied to the teaching and learning of physi- PE 410 Cr. 4.0 cal activities. Exercise Testing and Prescription Prerequisites: Biology 111, 112 and Math 105 or higher. Provides the foundation of knowledge and skills neces- Course Type(s): HE.EL sary for assessing the health and physical fitness profile and developing effective exercise programs for healthy PE 351 Cr. 3.0 individuals and those with controlled chronic diseases. Prevention and Care of Athletic Injuries Prerequisites: Health 101, Physical Education 220 and Basic information and skills for the care and prevention of 230. athletic injuries. Course Type(s): HEPE Course Type(s): HE.EL, HEPE PE 499 Cr. 1.0 – 3.0 PE 360 Cr. 3.0 Independent Study in Physical Education Coaching Courses Reading and research on a selected topic under the Theory and practice of teaching/coaching selected sports: direction of a Physical Education faculty member. basketball, soccer, track and field, baseball, softball, field Course Types(s): none hockey, and ice hockey. Course Types(s): none PH 101 Cr. 3.0 Physics in Our Lives PE 389 Cr. 1.0 – 3.0 Major concepts and methodologies in physics and their Internship in Health and Physical Education importance in today’s society. Introduction to principles of Supervised, pre-professional field experience in health physics and their applications to today’s technology using and physical education. The student will secure an intern- lectures and demonstration ship site related to his/her interests and career goals. Course Type(s): NS Potential internship sites include health and fitness clubs, community wellness agencies, coaching opportunities, PH 103 Cr. 3.0 hospitals, corporations, and private services. The stu- The Physics of Sound and Music dent will work fifty hours per credit per term at his/her Presents the topics of sound and music from a physics internship site. Students are required to obtain a faculty point of view. Covered topics are harmonic motion, waves sponsor, develop learning objectives at the start of their (both traveling and standing), the human voice and ear, internship, keep a journal of their internship activities the production of music and musical scales, and the throughout their placement, and write a final paper reflect- physics of several representative instruments. ing upon their internship experience. Also listed as Health Course Type(s): NS Studies 389. Prerequisites: Junior standing (and others by permission of a faculty advisor), placement opportunity and approv- PH 105 Cr. 3.0 al by the Health and Physical Education Department. Physics for the Life Sciences I Limited to Physical Education majors only. Satisfies the An introduction to classical physics intended primarily Experiential Education General Education requirement. for students majoring in the life sciences. Topics include: This is a pass/fail course. mechanics, dynamics, heat, electricity, magnetism, and Course Type(s): EX optics. Prerequisite or Corequisite: Mathematics 101, 109, 115, or a higher-level mathematics course. Corequisite:

A140 Monmouth University Appendix A: Course Descriptions

Physics 105L. taken together, provide a thorough introduction to classi- Course Type(s): NS cal physics using calculus. Topics covered include: one- and two-dimensional motion, Newton’s laws and their PH 105L Cr. 1.0 applications, energy, momentum and impulse, rotational Physics for the Life Sciences Laboratory I motion, gravitation, and thermodynamics. Laboratory work to complement Physics 105. Prerequisite: Mathematics 125. Corequisite: Physics 211L. Experiments in the fields of statics, dynamics, energy, Course Type(s): NS momentum, heat, sound, electricity, magnetism, optics, and spectroscopy. Three hours per week. PH 211L Cr. 1.0 Corequisite: Physics 105. General Physics with Calculus Laboratory I Course Type(s): NS Laboratory experiments to complement the topics covered in Physics 211. Includes experiments in statics, dynamics, PH 106 Cr. 3.0 and thermodynamics. Physics for the Life Sciences II Corequisite: Physics 211. An introduction to classical physics intended primarily Course Type(s): NS for students majoring in the life sciences. Topics include mechanics, dynamics, heat, electricity, magnetism, and PH 212 Cr. 4.0 optics. General Physics with Calculus II Prerequisites: Physics 105 and 105L, both passed with a The second of a two-semester sequence of courses that, grade of C- or higher. Corequisite: Physics 106L. taken together, provide a thorough introduction to classi- Course Type(s): NS cal physics using calculus. Topics covered include: sound and wave mechanics, electrostatics, circuits, magnetic PH 106L Cr. 1.0 forces and fields, Faraday’s Law, reflection and refraction, Physics for the Life Sciences Laboratory II and optics. Laboratory work to complement Physics 106. Prerequisites: Mathematics 126, Physics 211 and 211L, Experiments in the fields of statics, dynamics, energy, all passed with a grade of C- or higher. Corequisite: momentum, heat, sound, electricity, magnetism, optics, Physics 212L. and spectroscopy. Three hours per week. Course Type(s): NS Corequisite: Physics 106. Course Type(s): NS PH 212L Cr. 1.0 General Physics with Calculus Laboratory II PH 150 Cr. 3.0 Laboratory experiments to complement the topics covered Principles of Astronomy in Physics 211. Includes experiments in sound, electricity, The historical development of astronomy and the modern magnetism, circuits, and optics. concepts of the universe, including demonstrations and Corequisite: Physics 212. viewing sessions with optical telescopes. Course Type(s): NS Course Type(s): NS PH 298 Cr. 1.0 – 3.0 PH 198 Cr. 1.0 – 3.0 Special Topics in Physics (200 Level) Special Topics in Physics (100 Level) An intensive study of a particular subject or problem in An intensive study of a particular subject or problem in physics to be announced prior to registration. May be physics to be announced prior to registration. May be conducted on either a lecture-discussion or a seminar conducted on either a lecture-discussion or a seminar basis. basis. Prerequisite: As announced in the course schedule. Prerequisite: As announced in the course schedule. Course Type(s): NS Course Type(s): NS PH 299 Cr. 1.0 – 3.0 PH 211 Cr. 4.0 Independent Study in Physics General Physics with Calculus I Reading and research on a selected topic under the The first of a two-semester sequence of courses that, direction of a Physics faculty member. Course Type(s): NS

Monmouth University A141 Appendix A: Course Descriptions

PH 301 Cr. 3.0 system. Also listed as Religious Studies 104. Modern Physics Course Type(s): SJL Topics from physics of the twentieth century, including special relativity, the origins of quantum theory, quantum PL 106 Cr. 3.0 mechanics, atomic structure, nuclear physics, and ele- Elementary Logic mentary particles. A consideration of valid reasoning as it relates to lan- Prerequisite: Physics 302 passed with a grade of C- or guage and definition. Primary attention is given to dis- higher. cerning and identifying informal fallacies, techniques for Course Type(s): NS determining the validity of inference, and the evolution of symbolic systems. Recommended for students preparing PH 302 Cr. 3.0 to take the GRE or LSAT. Theoretical Physics Course Types(s): none Presents physics topics aimed at the advanced undergraduate level. The subjects range over classical PL 198 Cr. 1.0 – 3.0 mechanics, electromagnetism, and statistical mechanics, Special Topics in Philosophy (100 Level) with explicit links made to topics from Physics 301. The An intensive study of a particular subject or problem in course is calculus-based and seeks to round out the philosophy to be announced prior to registration. May be physics education of physics minors. conducted on either a lecture-discussion or a seminar Prerequisite: Physics 212 passed with a grade of C- or basis. higher. Prerequisite: As announced in the course schedule. Course Type(s): NS Course Types(s): none

PH 398 Cr. 1.0 – 3.0 PL 201 Cr. 3.0 Special Topics in Physics (300 Level) Philosophy of Religion An intensive study of a particular subject or problem in An examination of certain salient features of Western reli- physics to be announced prior to registration. May be gious thought, emphasizing the problems of religious lan- conducted on either a lecture-discussion or a seminar guage, the nature and validity of religious experience, tra- basis. ditional and contemporary ideas of God, morality, death, Prerequisite: As announced in the course schedule. and evil. Also listed as Religious Studies 201. Course Type(s): NS Prerequisite: Philosophy 101. Course Types(s): none PH 399 Cr. 3.0 Independent Study in Physics PL 202 Cr. 3.0 Reading and research on a selected topic under the Great Issues in World Philosophy direction of a Physics faculty member. An examination of great philosophical works from sev- Course Type(s): NS eral cultural traditions. The course uses original works from Western, Indian, and Chinese civilizations to focus PL 101 Cr. 3.0 on philosophical approaches to a cluster of great issues Introduction to Philosophy while putting the philosophers and their works in historical A historico-critical inquiry into the nature of the philosoph- context. ical enterprise; the meaning of existence; knowledge and Course Type(s): none truth; and values in their religious, ethical, and aesthetic significance. PL 202H Cr. 3.0 Course Types(s): none Great Issues in World Philosophy Critical investigation of some of the critical ideas and PL 104 Cr. 3.0 arguments that have been defended and promoted by Ethics thinkers in a variety of cultures. Open only to students in Theoretical ethics and its application to enduring and the Honors Program. contemporary moral issues. Thorough examination of the Course Type(s): HO basic principles of a rational, humane, and practical moral

A142 Monmouth University Appendix A: Course Descriptions

PL 203 Cr. 3.0 PL 222 Cr. 3.0 Philosophy of Language Philosophy of Love and Friendship Investigation of questions about the concepts of lan- A study of philosophical theories of love and friendship guage, meaning, and understanding. Consideration of from the time of classical Greece to the twentieth century. some of the major contributions on these and related con- Course Types(s): none cepts. Also listed as Communication 203. Course Types(s): none PL 250 Cr. 3.0 History of Philosophy I PL 204 Cr. 3.0 The beginning of philosophical speculation in Ionia, its Existentialism golden age in Athens, the Roman interlude, and the flour- Existentialism is about what it means to be an individu- ish and decline of medieval philosophy. al who has to create a meaning for his or her own life. Course Types(s): none Establish the context for existentialism within the history of philosophy as a whole, but also consider the impact PL 260 Cr. 3.0 that existentialist ideas have generally had in literature, Informal Logic art, and culture. An introduction to some of the most important principles Course Types(s): none of informal logic. Topics include: concepts, classification, definitions, propositions, argument structure, diagramming PL 205 Cr. 3.0 arguments, explanation, and fallacies. Ethics and Literature Course Type(s): RD Explore the nature of ethical problems and theories through philosophy and literature. PL 277 Cr. 3.0 Course Types(s): none Comparative Religions Students are introduced to the fundamental differences PL 210 Cr. 3.0 and similarities of world religions that, throughout his- Philosophy in Film tory, were and are at war with each other. Highlights a An introduction to philosophy using films in conjunction plurality of distinct creeds that, postulating an Absolute with traditional readings. Study some of the most import- Truth, search to regain that Ultimate Reality through var- ant questions in the history of philosophy, such as: the ious ways of life or moral codes. Also listed as Religious nature of reality and its relationship to appearances, the Studies 277. nature of the self, human and artificial intelligence, the Course Type(s): BI.EL, GU possibility of freedom, the nature of ethics, and the theory of meaning. PL 298 Cr. 1.0 – 3.0 Course Types(s): none Special Topics in Philosophy (200 Level) An intensive study of a particular subject or problem in PL 211 Cr. 3.0 philosophy to be announced prior to registration. May be Social and Political Philosophy conducted on either a lecture-discussion or a seminar Comparative study of the philosophical assumptions basis. underlying significant Western conceptions of social order Prerequisite: As announced in the course schedule. and community. Course Types(s): none Course Types(s): none PL 298H Cr. 1.0 – 3.0 PL 216 Cr. 3.0 Special Topics in Philosophy (200 Level) Religions and Philosophies of India An intensive study of a particular subject or problem in Introduction to the fundamental elements of the orthodox philosophy to be announced prior to registration. May be and non-orthodox philosophical and religious systems conducted on either a lecture-discussion or a seminar of India. Highlights plurality of timeless distinct gnostic basis. Only open to students in the Honors Program. systems that, having discovered the Self, search for lib- Course Type(s): HO eration from the stream of time. Also listed as Religious Studies 216. Course Type(s): BI.EL, CD

Monmouth University A143 Appendix A: Course Descriptions

PL 305 Cr. 3.0 PL 350 Cr. 3.0 Philosophy of Art Multicultural Ethics Place of beauty and art in human life; standards of taste A study of some of the most influential authors in the his- and aesthetic experience; classical and contemporary tory of ethical history, and also feminist and multicultural theories. criticism of those classic sources. Course Types(s): none Course Type(s): CD

PL 307 Cr. 3.0 PL 360 Cr. 3.0 American Philosophy Philosophy and Literature Classical and contemporary philosophical theories An exploration of the intersections of philosophy and liter- developed in the United States by such philosophers as ature with a particular focus on questions concerning the Jonathan Edwards, Emerson, Royce, Santayana, James, nature of authorship and moral authority. Dewey, and Whitehead. Course Type(s): RD Prerequisite: Philosophy 101. Course Types(s): none PL 370 Cr. 3.0 Multicultural Social and Political Philosophy PL 309 Cr. 3.0 A study of some of the most influential authors in the his- Seminar in Plato tory of social and political philosophy, and also feminist Against the background of pre-Socratic problems, the and multicultural criticism of those classic sources. intensive study of selected dialogues with emphasis upon Course Type(s): CD Plato’s lasting contributions to Western philosophy. Prerequisite: Philosophy 101. PL 398 Cr. 1.0 – 3.0 Course Types(s): none Special Topics in Philosophy (300 Level) An intensive study of a particular subject or problem in PL 316 Cr. 3.0 philosophy to be announced prior to registration. May be The Modern Mind: From Descartes to the Present conducted on either a lecture-discussion or a seminar A systematic study of the central theses of philoso- basis. phers and philosophical schools from early Continental Prerequisite: As announced in the course schedule. Rationalism and British Empiricism to the contemporary Course Types(s): none patterns of philosophical thought. Prerequisite: Three credits in Philosophy. PL 420 Cr. 3.0 Course Types(s): none The Philosophy of Speech and Writing An investigation of several philosophical theories concern- PL 324 Cr. 3.0 ing the nature of speech and writing, and an exploration American Political Thought of how theories of speech and writing have affected both The development of political thought in the United States contemporary philosophy and contemporary culture. with emphasis on the late nineteenth- and twentieth-cen- Course Type(s): RD tury philosophers and statesmen, along with the development of ideology of groups in American politics. Also PL 490 Cr. 3.0 listed as Political Science 324. Seminar in Philosophy Prerequisite: Political Science 101 or 103. Selected topics in which participating students present Course Types(s): none and discuss research papers. Prerequisite: Approval of the philosophy faculty at the rec- PL 340 Cr. 3.0 ommendation of the instructor. Plato’s Dialogues Course Types(s): none A critical study of Plato’s dialogues, with a particular emphasis on the role that reasoned oral discourse plays PL 498 Cr. 1.0 – 3.0 in these texts. Special Topics in Philosophy (400 Level) Course Type(s): RD An intensive study of a particular subject or problem in philosophy to be announced prior to registration. May be

A144 Monmouth University Appendix A: Course Descriptions

conducted on either a lecture-discussion or a seminar PR 400 Cr. 3.0 basis. Love, Life, and Liberty Prerequisite: As announced in the course schedule. An examination of the historical and philosophical aspects Course Types(s): none of love and the assertion for freedom, starting from the biological concept of life. Throughout history, the various PL 499 Cr. 3.0 interpretations of these ideas have shaped the world. Individual Studies in Philosophy Students will be introduced to some of the most import- Guided research on selected topics; conference with ant, related works that are the fiber of History, Philosophy, sponsoring professor. and Science. The analysis of revered, cultural traditions Prerequisites: Junior standing, twelve credits of will show the impact of love on the rational thinking and Philosophy, prior permission of the directing professor artistic creation. Also listed as Religious Studies 400. and department chair. Prerequisites: Eighty-seven credits and completion of all Course Types(s): none other general education requirements. Course Type(s): ISP PO 330 Cr. 3.0 Environmental Policy PR 401 Cr. 3.0 Introduces social, political, and organizational processes Perceptions that influence and shape environmental and natural-re- An in-depth visual study dealing with the various ways source policy. Focuses on the political arena and exam- that artists perceive the world around them as it relates to ines how citizens and community groups influence legisla- specific subject matter, to aesthetics, and to cultural, his- tive initiatives. Also listed as Political Science 330. torical, and psychological implications. Beauty and reality Course Type(s): MEBP, PO, PSAM, PSPA, SUS will be examined in all categories studied, with emphasis on the personal perceptions of the student. PO 350 Cr. 3.0 Prerequisites: Eighty-seven credits and completion of all American Political Economy other general education requirements. Course Type(s): GS, ISP Examination of the institutional, economic, and political factors that influence the economic decision-making process at all levels of government. Analysis of the theories, PR 402 Cr. 3.0 processes, principles, and concepts of public budgeting Witchcraft and Magic and governmental management of the economy. Also list- The meanings, origins, and historical significance of ed as Political Science 350. beliefs in witchcraft and magic in Europe, America, and Prerequisite: Political Science 103. selected traditional societies. Includes the relationship Course Type(s): PO between religion, magic, and witchcraft and the reasons for the decline in witchcraft beliefs. The disciplines repre- PO 402 Cr. 3.0 sented include History and Anthropology. Prerequisites: Internship Seminar in Policy Studies Eighty-seven credits and completion of all other general education requirements. Supervised, practical experience in policy studies; empha- Course Types(s): none sis on policy process, research, evaluation, and analysis. Prerequisites: Completion of ninety credits, director approval, and placement. PR 403 Cr. 3.0 Course Type(s): EX, PO Roma/Gypsies in Literature, Pop Culture, and History PO 499 Cr. 3.0 Offers an interdisciplinary introduction to the people Independent Study in Policy Studies known as Gypsies (though the preferred term is Roma Directed individual study of Policy Studies in areas of or Romani), whose ancestors left northern India by the special interest. eleventh century, and who presently live dispersed in a Prerequisite: Prior permission of the directing professor world-wide diaspora. We will examine representations and department chair. of Gypsies in world literature, pop culture, and history, Course Types(s): none and investigate this people’s position at the confluence of myth, metaphor, and reality. We will discuss the par- ticulars of Roma’s history, including origins, migrations,

Monmouth University A145 Appendix A: Course Descriptions

experiences with slavery and the Holocaust, and their Prerequisites: Eighty-seven credits and completion of all position within the New Europe. Special attention will be other general education requirements. paid to the relation between historical and non-historical Course Type(s): GS, ISP representations, and to the production of stereotypes and tropes associated with Gypsies/Roma. PR 408 Cr. 3.0 Prerequisites: Eighty-seven credits and completion of all The Jewish Experience other general education requirements. The impact of modernity upon the Jewish people and the Course Type(s): ISP religion of the Jews. Delineates the course of modern Jewish religious philosophy through an examination of PR 404 Cr. 3.0 its characteristic problems and varying approaches to Ethnic Lives their solutions. The perspectives stressed are History and Institutional racism in America, its effect on intergroup Philosophy of Religion. relations, and the response of ethnic group members to it. Prerequisites: Eighty-seven credits and completion of all Ethnicity in America is examined from a global perspec- other general education requirements. tive. Readings in Sociology and Literature. Course Types(s): none Prerequisites: Eighty-seven credits and completion of all other general education requirements. PR 409 Cr. 3.0 Course Type(s): ISP Communicating with Computers The historical development of computer communication, PR 405 Cr. 3.0 analysis of high-level languages, and educational func- Toxic Wastes tions of computer communication; related research and Examination of the nature of toxic wastes in New Jersey, projects, together with computer lab demonstration. how waste dumps are sited, the basic chemistry and tox- Prerequisites: Eighty-seven credits and completion of all icology of dump components, the impact on people and other general education requirements. the environment, the development of public policy for con- Course Types(s): none trol and cleanup of Superfund sites in New Jersey, and implications for the future and the world. The disciplines PR 410 Cr. 3.0 represented include Chemistry, Economics, and Political Architecture in History as Art and Technology Science. An exploration of structure, symbolism, and social mean- Prerequisites: Eighty-seven credits and completion of all ing in architecture from imperial Rome, medieval France, other general education requirements. Renaissance Italy, and Europe and America in the nine- Course Types(s): none teenth and twentieth centuries. The disciplines represented include Art and Technology. PR 406 Cr. 3.0 Prerequisites: Eighty-seven credits and completion of all The Individual and Society other general education requirements. The impact of two cultural ideologies; the influence of Course Type(s): ARHIS individualism and collectivism on individual thought and behavior, social interaction, societal values, and global PR 411 Cr. 3.0 order. The disciplines represented include Psychology, Gender and Global Culture Ethics, Cultural Anthropology, and Sociology. Examines how gender influences cultural beliefs and Prerequisites: Eighty-seven credits and completion of all practices around the world. Examines how gender shapes other general education requirements. culture, particularly in ways that restrict and limit our lives. Course Type(s): ISP Uses an interdisciplinary approach to examine how gender and culture shape individual lives, as well as the larg- PR 407 Cr. 3.0 er global communities in which we live. Throughout the Morality and Community course, students will examine ethical and social issues Problems involved in making moral decisions in com- concerning gender and culture. plex situations. Focuses on lying and deceit, deleterious Prerequisites: Eighty-seven credits and completion of all effects on the life of the community, and also on clarifying other general education requirements. codes of ethical behavior. The disciplines represented Course Type(s): GS, ISP include Literature and Ethics.

A146 Monmouth University Appendix A: Course Descriptions

PR 412 Cr. 3.0 PR 416 Cr. 3.0 Education, Equality, and Elitism Management and Liberal Arts Tensions between equality and elitism in education; Exploration and comparison of the development and con- consideration of inequalities in educational systems, pro- text through literature of real issues faced by managers in posed remedies; historical models; accounts of issues the public and private sectors. of race, gender, and class; and critiques of American Prerequisites: Eighty-seven credits and completion of all education in terms of its international competitiveness. other general education requirements. Disciplines represented are Philosophy and Education, Course Types(s): none with supporting materials from Literature. Prerequisites: Eighty-seven credits and completion of all PR 418 Cr. 3.0 other general education requirements. Eastern-Western Approaches to Wellness, Health, Course Types(s): none and Healing Exploration and comparison of Eastern and Western PR 413 Cr. 3.0 approaches to wellness, health, and healing, known cur- Population Dynamics and a Sustainable Future rently as the mind/body question. Examination of how An exploration of the complex and interrelated issues of beliefs inherent in these traditions influence concepts of population dynamics, resource consumption, socioeco- health and disease. nomic development, environmental protection, and global Prerequisites: Eighty-seven credits and completion of all interdependence. other general education requirements. Prerequisites: Eighty-seven credits and completion of all Course Type(s): HE.EL, HEPE, ISP other general education requirements. Course Type(s): SUS PR 419 Cr. 3.0 Mathematics of Artistic Design PR 414 Cr. 3.0 Exploration of the mathematics that may be used to Parent Child Socialization: A Cross-Cultural describe and create some artistic designs in architecture, Approach sculptures, paintings, and other sources. Appropriate An intensive, cross-cultural investigation of childhood mathematical concepts from topology, number theory, socialization. Topics include: socialization, encultura- symmetry groups, the geometries, and the calculi will be tion, sex-role socialization, and socialization processes discussed and studied. Original, artistic designs will be in various cultures, such as China, Japan, Polynesia, created, employing mathematical concepts and computer and the United States. Disciplines represented include software. Psychology and Cultural Anthropology united through Prerequisites: Eighty-seven credits and completion of all cross-cultural methods. other general education requirements. Prerequisites: Eighty-seven credits and completion of all Course Types(s): none other general education requirements. Course Types(s): none PR 420 Cr. 3.0 Society and Technology of Information PR 415 Cr. 3.0 The technology of communication systems and its impact Technology and Women’s Lives on society’s growth, with emphasis on the printing press, The impact of modern technology in women’s lives. The television, and the computer. The disciplines represented aspects to be examined in depth include technology and include Science, History, Economics, and Sociology. the workplace (employment), technology and the home Prerequisites: Eighty-seven credits and completion of all (housework), and technology and reproduction (contra- other general education requirements. ception, pregnancy, and infertility). The disciplines repre- Course Types(s): none sented include Sociology and Ethics. Prerequisites: Eighty-seven credits and completion of all PR 422 Cr. 3.0 other general education requirements. AIDS and the Global Society Course Type(s): GS A global perspective of the HIV/AIDS pandemic using three major disciplinary approaches of biology, public health, and social anthropology. The impact of the dis-

Monmouth University A147 Appendix A: Course Descriptions

ease on individuals, families, and communities in Western other general education requirements. and non-Western countries; associated social, psycholog- Course Types(s): none ical, ethical, economic, and health issues are explored. Prerequisites: Eighty-seven credits and completion of all PR 427 Cr. 3.0 other general education requirements. Ideas in the Art of Asian Civilization Course Type(s): HE.EL, HEPE, ISP, NU.EL An exploration of how ideas associated with Buddhism, Hinduism, Confucianism, Taoism, and Shinto influenced PR 423 Cr. 3.0 and shaped painting, sculpture, architecture, and some Perspectives on Human Rights minor arts in traditional India, China, and Japan. An interdisciplinary and cross-cultural exploration of the Prerequisites: Eighty-seven credits and completion of all question of human rights. The disciplinary perspectives of other general education requirements. Philosophy, Political Science, History, and Literature are Course Types(s): none used to examine the different dimensions of human rights in the world. PR 428 Cr. 3.0 Prerequisites: Eighty-seven credits and completion of all Children’s Folklore other general education requirements. An investigation of the theoretical perspectives of devel- Course Types(s): none opment psychologists, anthropologists, and comparative historians. Working in the field of Literary Studies, PR 424 Cr. 3.0 students will learn to analyze children’s folklore with Place, Identity, and Behavior theoretical and methodological tools borrowed from the Integrates geography and psychology in order to examine disciplines of anthropology, psychology, and comparative the interrelationship of people with geographic places that historical analysis. Topics include: rhymes, riddles, jokes, are experienced directly through residence, work, and songs, lore, and other language use in American children travel, and indirectly through media, family stories, and and children from other cultural groups. education. Prerequisites: Eighty-seven credits and completion of all Prerequisites: Eighty-seven credits and completion of all other general education requirements. other general education requirements. Course Type(s): ISP Course Types(s): none PR 429 Cr. 3.0 PR 425 Cr. 3.0 Health and Healing Across Cultures Critical Play: Theories and Aesthetics of Video A cross-cultural examination of health and healing. Games Through lecture, discussion of the readings, case studies, Critical examination of the role of video games and play and film presentations, students will explore the biological toward the construction of cultural values, social struc- and sociocultural factors that affect health, illness, dis- tures, and identities. This interdisciplinary course studies ease, and healing, both now and in the past. Students will the theories and aesthetics of video games by drawing also examine the impact of the healer and supernatural from the fields that include, but are not limited to: Art and belief systems on the process of healing. In addition to Art History, Anthropology, and Sociology. the evaluation of the cultural health aspects of Africans, Prerequisites: Eighty-seven credits and completion of all African-Americans, Hispanics/Latinos, Haitians, and the other general education requirements. Hmong, these populations will also be compared to the Course Type(s): ISP general American population in terms of overall health and access to health care. PR 426 Cr. 3.0 Prerequisites: Eighty-seven credits and completion of all Contemporary Issues in Free Speech other general education requirements. Course Type(s): ISP Global study of free speech that offers an interdisciplinary examination of the evolution of political and personal freedom. Examination of Western history, comparison of PR 431 Cr. 3.0 non-Western freedoms, and consideration of the philo- Popular Culture and Scientific Discourse sophical arguments that have raged over centuries about A study in the ideological influences of science on the degree of freedom individuals should have. American society and culture, with a special emphasis on Prerequisites: Eighty-seven credits and completion of all how scientific language is presented, packaged, and dis-

A148 Monmouth University Appendix A: Course Descriptions

torted for public consumption. States. Prepares students to identify immigration prob- Prerequisites: Eighty-seven credits and completion of all lems and research solutions. general education requirements. Prerequisites: Eighty-seven credits and completion of all Course Types(s): none other general education requirements. Course Type(s): ISP PR 432 Cr. 3.0 Ethics and Professionalism in Science and PR 435 Cr. 3.0 Engineering The Way and the Word: Hinduism Provides a broad view of ethics and professionalism in A comparison of classic texts central to two Asian tradi- the context of Science and Engineering. Teaches valu- tions, The Bhagavad Gita and The Analects; the impact able practical skills, as well as the basic analytic tools of the ethos of each tradition on secular narratives, required to make the ethical decisions confronted by Asian and Western. The disciplines represented include professionals in any field. Describes the special role of Comparative Religion and Literature. Also listed as professionals in society and uses the key perspectives of Religious Studies 435. engineering and philosophy to explore their responsibili- Prerequisites: Eighty-seven credits and completion of all ties. Additional perspectives, e.g., organizational psychol- other general education requirements. ogy and law, will be incorporated as appropriate. A key Course Type(s): ISP course dynamic will be the interplay between producers and consumers of technology as common ethical dilem- PR 436 Cr. 3.0 mas are approached from both viewpoints. The topics Urban Legends covered will include: problem solving in the context of eth- An examination of urban legends from multiple perspec- ics and codes of conduct, professional societies, working tives. as a member of a team and international issues, as well Prerequisites: Eighty-seven credits and completion of all as how to be a productive and contributing professional. other general education requirements. Prerequisites: Eighty-seven credits and completion of all Course Type(s): ISP other general education requirements. Course Type(s): ISP PR 437 Cr. 3.0 Perspectives on the Human Experiences: Family PR 433 Cr. 3.0 Violence Death and Dying Designed as an interactive seminar course that engages A study of attempts to understand the meaning of death students in interactive discussions and experiential exer- and the cultural practices that surround death and dying. cises related to understanding and working with families The disciplines represented include: bioethics, literature, who have experienced violence, including both survivors and philosophy. and perpetrators. The impact of culture on family violence Prerequisites: Eighty-seven credits and completion of all across intergenerational family members (e.g., children, other general education requirements. parents, and grandparents) and diverse populations Course Type(s): HE.EL, HEPE, ISP, NU.EL and settings are thoroughly reviewed. Students learn a strengths-based empowerment approach and application PR 434 Cr. 3.0 of resiliency theory to assessment, prevention, interven- Immigration and the United States tion planning, and evaluation of individuals, families, and Traces the historical experience of immigrants in the U.S., communities impacted by abuse and violence. examines their place in the stratification system, the forms Prerequisite: Eighty-seven credits and completion of all of prejudice and discrimination they have encountered, other general education requirements. and their patterns of assimilation into the larger society. Course Type(s): ISP The disciplines of History and Sociology are used to examine problems, including social and ethical issues, PR 438 Cr. 3.0 encountered by immigrants, United States citizens, and Nature of the Self: East and West policy makers. Topics will include a historical examina- A comparative study of Asian and Western theories about tion of immigration policy, push/pull factors that influence the nature and definition of self using an interdisciplinary immigration, and settlement patterns within the United approach - philosophy, religion, and history.

Monmouth University A149 Appendix A: Course Descriptions

Prerequisites: Eighty-seven credits and completion of all PR 442 Cr. 3.0 other general education requirements. Modern Images, Irrational Thought Course Type(s): ISP Philosophy from the time of Plato has been an evolution of ideas, one set replaced by another, in a dialogue that PR 439 Cr. 3.0 changes from what has become accepted as normal to Interdisciplinary Perspective on Social Business an ever-changing view derived from rational thought as Micro-credit has become one of the most successful it relates to the present and the projected future. As in social business interventions in addressing poverty in the Philosophy, Art has a cyclical evolution: 1) an initial intui- developing world. As a successful initiative, it is now trav- tive leap of newness, 2) a refinement and loosely agreed eling from the developing world to the developed world. upon normalcy, and 3) a stage, for lack of better descrip- Addresses the historical, philosophical, and theoretical tion, “Istic”, where nothing new is brought about and underpinnings of social business, and will explore in an contributors either branch out or embellish what they can’t interdisciplinary approach the ethical and social issues penetrate with a new leap. Through the two main disci- related to social business. Social business, itself, is plines of Art and Philosophy, the course will investigate cross-disciplinary, providing a basis for working together, changes in rationality in the late nineteenth century and transcending our differences across disciplinary lines, and trace their movements and influences into the twenty-first. envisioning creating a world without poverty. Prerequisites: Eighty-seven credits and completion of all Prerequisites: Eighty-seven credits and completion of all other general education requirements. other general education requirements. Course Type(s): ISP Course Type(s): ISP PR 443 Cr. 3.0 PR 440 Cr. 3.0 ESP, Yesterday and Today Violent Crime From the first Paleolithic Shaman to Madam Marie on Nature and distribution of violent crime in American soci- the Boardwalk in the twenty-first century, civilizations ety and other nations; causal theories of violence and fac- have been fascinated by visionaries, mediums, psychics, tors correlated with violence; relationship between gender and those who claim to channel entities from alternative and violent crime; policy strategies to reduce violent vic- realities. Clairvoyance, Telepathy, Astral Projection, and timization. The disciplines represented include: Biology, Psychokinesis are all part of the hidden, or sixth, sense Psychology, and Sociology. referred to as Telesthesia. The idea has surfaced and Prerequisites: Eighty-seven credits and completion of all influenced mankind from Egyptian Soothsayers, the other general education requirements. Oracle of Delphi, Revelations in the Bible, Nostradamus, Course Types(s): none Madam Blavatsky, Edgar Cayce, and as recently as Jane Roberts in the late twentieth century and is taking modern PR 441 Cr. 3.0 form in the concept of The New Age. Through the main Countercultures in American History disciplines of History and Psychology, this course will investigate the ever-changing social attitudes and beliefs Explores countercultures in the United States from multi- concerning Extra Sensory Perception from the cave ple-disciplinary perspectives including history, literature, dwellers to the modern carnival. and sociology. Elements from philosophy and psychology Prerequisites: Eighty-seven credits and completion of all will also be included. The course will show that the coun- other general education requirements. terculture in the 1960’s was just one historical manifes- Course Type(s): ISP tation of American historical movements that are anti-au- thoritarian and espouse personal and/or societal transformation/regeneration. By examining different groups, the PR 444 Cr. 3.0 course will show that countercultures have a legacy of Leadership, Public Health, and Higher Education change in American society. The disciplines represented in this course are Education Prerequisites: Eighty-seven credits and completion of all and Health Studies. Content focuses on problems, includ- other general education requirements. ing social and ethical issues, encountered by leaders in Course Type(s): ISP Higher Education and Public Health. Topics will include leadership theories, practice, and evaluation. Prepares students to identify problems, research solutions, implement plans, and evaluate results that advance the

A150 Monmouth University Appendix A: Course Descriptions

mission of non-profit organizations committed to improv- pletion of all other general education requirements. ing public health and institutions of Higher Education. Course Type(s): ISP Emphasis will be placed on issues involved in Higher Education and Public Health. PR 448 Cr. 3.0 Prerequisites: Eighty-seven credits and completion of all Ecocriticism and Medieval England other general education requirements. An ecocritical study of historical documents and literary Course Type(s): ISP texts in medieval England. Prerequisites: Eighty-seven credits and completion of all PR 445 Cr. 3.0 other general education requirements. Spike Lee and the Black Aesthetic in Perspective Course Type(s): ISP An examination of race, gender, sexuality, and class in the cinematic representations developed by Spike Lee in PR 449 Cr. 3.0 connection with African-American aesthetic values. Spike The Helping Professions in Film and Media Lee has been classified by many as the most import- Provides students an opportunity to look at ethical and ant (and certainly most successful) African-American social issues from a multidisciplinary perspective. Looks filmmaker in American history. The often controversial at the helping professions (for example: teachers, coun- productions of Lee have been extensively examined by selors, and medical professions), how the codes of ethics critics and scholars since his first film She’s Gotta Have for these professions are similar but different, and how It was released. This class will consider various Spike these professions have been villainized and romanticized Lee Joints from multiple perspectives including history, in film. communication studies, sociology, and gender studies. Prerequisites: Eighty-seven credits and completion of all We will critically examine Lee’s work within the broad his- other general education requirements. torical framework of African- American cultural history and Course Type(s): ISP in terms of his engagement with controversial social, political, and economic issues in American society in these films. The Lee films will also be analyzed for the aesthet- PR 450 Cr. 3.0 icization of larger historical, cultural, and social aspects Propaganda in America of U.S. society. The two main disciplines utilized in the An analytic study of persuasive texts central to the course include history and communication studies. development of American values and attitudes. Prerequisites: Eighty-seven credits and completion of all Advertisements, tracts, and fiction will be placed in their other general education requirements. historic, international, and intellectual contexts. The disci- Course Type(s): ISP plines represented include rhetoric and literature. Prerequisites: Eighty-seven credits and completion of all PR 446 Cr. 3.0 other general education requirements. Course Types(s): none The Confessional Poets: Surviving Madness An exploration of the works of key figures in the confessional style of contemporary American poetry. These PR 451 Cr. 3.0 poets suffered multiple levels of mental anguish and used Ethnic and Religious Conflicts and Their Political confessional poetry to share and heal their suffering, as Implications they attempted to survive their lives. Examines the relationship between ethnicity, national- Prerequisites: Eighty-seven credits and successful com- ism and violence. Focus will be on the formation and pletion of all other general education requirements. the causes that ignite ethnic conflicts. Discussion of the Course Type(s): ISP political tools and strategies to manage them as well as the role of international communities in preventing and PR 447 Cr. 3.0 resolving these conflicts. To understand the international implications of the ethnic conflict we shall examine exam- A Graphic World: Sequential Art and World History ples from around the world but we shall focus mainly on An interdisciplinary course that will use the perspectives five cases: Yugoslavia, Rwanda, Ireland, Russia, and of historical, literary, and artistic analysis to examine Palestine. important themes such as, but not limited to, nationalism, Prerequisites: Eighty-seven credits and completion of all inequality, industrialization, war, religion, or cultural diffu- other general education requirements. sion, through the medium of the graphic novel. Course Type(s): ISP Prerequisites: Eighty-seven credits and successful com-

Monmouth University A151 Appendix A: Course Descriptions

PR 452 Cr. 3.0 organizations in Western Europe as well as the charac- Understanding and Producing Theatre and Its Role teristics of the right wing extremism in Eastern Europe. in Modern Society The course will identify the causes that led to the popu- Designed to allow students to examine Theatre in intense larity of these groups, sub-culture of the skin-heads and and very specific ways using and examining the literature the neo-Nazi and the attitude of the far-right groups in and visual arts aspects of theatre. The course content Eastern Europe towards the Roma population. We shall will focus on the Summer season of the Shadow Lawn also analyze their consequences for the political stability Stage or an appropriate selection of plays during the and democracy in the European Union. academic year. Students will not only discuss in class Prerequisites: Eighty-seven credits and completion of all the plays being performed, but will also have the experi- other general education requirements. ence of watching them being designed, constructed, and Course Type(s): ISP rehearsed. Prerequisites: Eighty-seven credits and completion of all PR 457 Cr. 3.0 other general education requirements. Issues in Cognitive Science Course Type(s): ISP Focuses on a number of key ideas about mental representations (e.g., logic, rules, concepts, and analogies) PR 453 Cr. 3.0 and contrasts how work in psychology (e.g., building Censoring Culture: Banned and Burned in the USA computational models) helps us to evaluate their suit- An interdisciplinary study of censorship in modern ability as models of the human mind and of the nature of America. Utilizing the combined methodologies of history intelligence in general. Cognitive Science is an inherently and literary criticism, broadly construed to include feminist interdisciplinary approach to the study of the mind and and cultural theory, it will explore specific instances of intelligence, drawing upon work in philosophy, psychol- censorship in art, literature and history in twentieth- and ogy, artificial intelligence, neuroscience, linguistics and twenty-first-century American culture. It will focus on the anthropology. The course will touch on many of these reading of censored texts, novels, paintings, photographs, areas, but the focus is work in the disciplines of psychol- newspapers and film as cultural artifacts and probe the ogy and artificial intelligence. The course will also cover nuances and boundaries of freedom of speech and the ethical implications of work in cognitive science. expression in a democratic society. Prerequisites: Eighty-seven credits and completion of all Prerequisites: Eighty-seven credits and completion of all other general education requirements. other general education requirements. Course Type(s): ISP Course Type(s): ISP PR 458 Cr. 3.0 PR 454 Cr. 3.0 The Meaning of Meaning Word and Image Focuses on the various perspectives about meaning that Explores the relationship between the two basic modes have developed in the philosophical literature and their of representation in our culture - words and pictures. The applications to actual language use as uncovered by interaction between the two will be investigated histori- linguists and anthropologists. Efforts to understand the cally and theoretically through a close examination of a meaning of meaning have been carried out in a variety of variety of media, from books and posters to comics and disciplines, philosophy, psychology, literary studies, arti- Web sites. Emphasis is on the power of word-image rep- ficial intelligence, linguistics, and anthropology. Although resentations to define social and ethical concerns and the course will touch on many of these areas, the focus also shape our lives, as well as on the beauty of some is on the work in the disciplines of philosophy, linguistics, works of composite art created by poets and artists, from and anthropology. The course will also cover the social William Blake to Art Spiegelman. and ethical implications of the different approaches to the Prerequisite: Eighty-seven credits and completion of all meaning of meaning. other general education requirements. Prerequisites: Eighty-seven credits and completion of all Course Type(s): ISP other general education requirements. Course Type(s): ISP PR 456 Cr. 3.0 Right Wing Extremism in Europe Presents a comparative analysis of several far-right

A152 Monmouth University Appendix A: Course Descriptions

PR 459 Cr. 3.0 Prerequisites: Eighty-seven credits and completion of all The Science and Politics of Climate Change other general education requirements. Earth’s climate has changed in the past and will change Course Type(s): ISP in the future; however, current climate science describes a rate of climate change expected in the next hundred PR 470 Cr. 3.0 years that is similar to those experienced during mass War and Peace extinctions in the past. This rate of change implies emer- An exploration of the forces leading toward war and gency conditions for most living creatures including man, peace in our century. Through literature, history, and and a need for urgent action if human-caused contribu- sociology, the course looks at the dynamics of the two tions to climate change are to be stopped or slowed. This world wars, the development and use of nuclear weap- course will examine the science and politics of climate ons and the subsequent arms race, and rapidly evolving, change with an emphasis on understanding the physical current situations, such as the dissolution of the Soviet science behind climate change, the biological impacts Union, tensions in the Middle East, and the role of the of changing climate in a variety of biomes, suggested United States in the New World Order. The disciplines political and physical remediation and the political conse- represented in the course include Literature, History, and quences of suggested remediation. This course will also Sociology. examine the actions of certain lobbyists, political parties, Prerequisites: Eighty-seven credits and completion of all and multinational corporations and their impacts on the other general education requirements. politics of climate change. Course Type(s): ISP Prerequisites: Eighty-seven credits and completion of all other general education requirements. PR 480 Cr. 3.0 Course Type(s): ISP, SUS The Spiritual Experience (In Literature and Philosophy) PR 460 Cr. 3.0 Selected writings of religious literature and philosophy, How Technology Affects Values including poetry, spiritual autobiography, meditations, and The correlation of values to technology; conceptualization works of devotion and mysticism in the light of the cultural of the interrelationships among science, technology, val- moment that produced them. Writings of both East and ues, and society. Preparing to understand technical inno- West, of men and women, and of varied cultures and his- vation, the impact of technical innovations on the quality torical eras. The disciplines represented include literature of life, and the need for critical evaluation of societal and philosophy. matters involving the consequences of technology. The Prerequisites: Eighty-seven credits and completion of all disciplines represented include History and Sociology. other general education requirements. Prerequisites: Eighty-seven credits and completion of all Course Types(s): none other general education requirements. Course Type(s): ISP PR 490 Cr. 3.0 Revolution and Creative Response PR 461 Cr. 3.0 Revolution and Creative Response will study three revolu- The Great Recession and its Effect on Society tions: the Industrial Revolution, the Soviet Revolution, and The Great Recession officially began in December 2007 the South African Revolution - the historical conditions, and ended in June 2009. The severity and extended the critical events, and the central people. It will then ana- duration of the second biggest economic downturn in lyze how certain artists responded or reacted to these. history have inflicted long-lasting damage on individuals, Combines elements of history and textual analysis (the families, and communities. This course will explore the methods used in the study of literature or film). historical sequence of events, similarities with the Great Prerequisites: Eighty-seven credits and completion of all Depression, business and government decisions, and other general education requirements. the theoretical underpinnings culminating in the Great Course Type(s): ISP Recession. Emphasis is given to the evaluation of the aftermath - the severe adverse effect on society! The PR 495 Cr. 3.0 course explores economics, decision-making, ethics, Coping with Conflict political and social issues - knowledge essential to the Approaches to coping with conflict, drawn from the per- intellectual development of future leaders. spectives of law (focusing on negotiation and mediation)

Monmouth University A153 Appendix A: Course Descriptions

and of social psychology (focusing on processes of esca- Organizations, International Political Economy, Ethics and lation, de-escalation, and settlement). Students will inte- International Relations, International Security Issues, and grate these perspectives by devising strategies for dis- Revolutions and Nationalism) as well as on cross-national pute resolution in settings, such as the home, university, comparative politics of Europe, Asia, the Middle East, and and the work place. The disciplines represented include Latin America. law and social psychology. Course Type(s): SS.SV Prerequisites: Eighty-seven credits and completion of all other general education requirements. PS 103 Cr. 3.0 Course Types(s): none American National Government A survey of United States government, emphasizing PR 496 Cr. 3.0 the Constitution, functions of political parties, pressure Plant Biotechnology and Society groups, the relationships of citizens to the government, Students will learn and understand the principles of the development of administrative control, and problems modern food production, with emphasis on plant bio- unique to each of the three branches of government. technology and ethics of genetically modified (GM) Course Type(s): SS.SV foods. In addition, the needs of a growing world population and economical, sociological, and demographical PS 105 Cr. 3.0 aspects associated with present food production will be Introduction to Public Policy addressed. Presents an integrated view of plant biotech- Analysis of policy-making processes in American society, nology and its effects on society. The objective is to help including health care, the environment, education, crime, students be able to better understand and evaluate the and employment; application of competing perspective potential of GM foods in both developed and developing and value orientation to policy areas; impact on specific countries and to address the ethical questions of modern groups within American society and the global community. agriculture. Course Type(s): PO, PSPA, SS.SV Prerequisites: Eighty-seven credits and completion of all other general education requirements. Course Types(s): none PS 107 Cr. 3.0 Introduction to Social Justice PR 498 Cr. 3.0 Provides a conceptual and practical basis to understand, interpret, and solve social problems in fair, equitable, and Special Topics in Perspectives (400 Level) just ways. Also listed as Sociology 107. An intensive study of a particular subject or problem in Course Type(s): SS.SV perspectives to be announced prior to registration. Prerequisites: Eighty-seven credits and completion of all other general education requirements. PS 109 Cr. 1.0 Course Types(s): none Civic Engagement and Leadership Civic responsibility, engagement, and leadership are PR 499 Cr. 1.0 – 3.0 encouraged through active student involvement in a community or campus organization. Students will perform Independent Study in Perspectives twelve hours of public service over the course of the Guided research and in-depth study of a selected topic semester working for an organization that addresses a under the direction of a faculty member. particular issue of public concern. Also listed as Sociology Prerequisites: Eighty-seven credits and completion of all 109. other general education requirements. Course Types(s): none Course Types(s): none PS 198 Cr. 1.0 – 3.0 PS 101 Cr. 3.0 Special Topics in Political Science (100 Level) Introduction to Political Science: Power and An intensive study of a particular subject or problem in Globalization political science to be announced prior to registration. Readings and assignments give students a foundation in May be conducted on either a lecture-discussion or a two subfields of Political Science - Comparative Politics seminar basis. and International Relations. Prepares students for elective Prerequisite: As announced in the course schedule. courses focused on specific global issues (International Course Types(s): none

A154 Monmouth University Appendix A: Course Descriptions

PS 202 Cr. 3.0 and cross-disciplinary application of sustainable practices. State and Local Government Also listed as Biology 221. A comparative study of state, local, and suburban politics Course Type(s): MEBP, SUS in the United States with special emphasis on New Jersey and the New Jersey-New York metropolitan area. PS 225 Cr. 3.0 Prerequisites: Political Science 101 or 103; and English Supreme Court Decisions in American History 101 and 102 or permission of the instructor. Analyzes American history through United States Course Type(s): PSAM, WT Supreme Court decisions. Explores how the court developed and grew in strength, and the effect it has had on PS 212 Cr. 3.0 America’s political and cultural development. It will also Workshop in NJ’s County Pre-Trial Prosecution consider how the Court’s size, structure, and political System: Legal and Political Aspects importance impacted on society according to the historical Legal and political analysis of New Jersey’s pretrial pros- era being studied. Also listed as History 225. ecution process. The roles, pressures, attitudes, and Course Type(s): HSUS strategies of the county prosecution system personnel will be subjects for field research seminar study. PS 250 Cr. 3.0 Course Type(s): PSAL, PSAM Social Science Research and Writing An introduction to the different ways in which social scien- PS 221 Cr. 3.0 tists study the social world. Designed to develop students’ Early Political Thought understanding of the major purposes of social research Consideration of the major political theories of the as well as the major types of quantitative and qualita- Western world and their relevance to contemporary tive research designs. Students will learn the research politics. Semester I: Plato to Marx. Semester II: later process itself, from conceptualization and measurement nineteenth-and twentieth-century political thinkers, with to operationalization, sampling, ethics, and the analysis special emphasis on the behavioral school. and presentation of their proposed study. As part of the Prerequisites: Political Science 101 or 103; and English research process, students will use spreadsheet, presen- 101 and 102 or permission of the instructor. tation, and word processing software to build datasets, Course Type(s): WT analyze data, and design and present research. Also listed as Sociology 250. Course Type(s): TL PS 222 Cr. 3.0 Modern Political Thought PS 274 Cr. 3.0 Consideration of the major political theories of the Global Inequalities Western world and their relevance to contemporary politics. Semester I: Plato to Marx. Semester II: later A sociological and political look at global inequalities. nineteenth- and twentieth-century political thinkers, with Explores diverse themes and aspects of a global society, special emphasis on the behavioral school. including the forces that are causing and perpetuating Prerequisites: Political Science 101 or 103; and English global inequalities. It also looks at the social, political, 101 and 102 or permission of the instructor. economic, and cultural consequences of those inequali- Course Type(s): WT ties. Also listed as Sociology 274. Prerequisite: Political Science 101 or Sociology 101. Course Type(s): BI.EL, GLS, GU, SJS, SUS PS 223 Cr. 3.0 Introduction to Global Sustainability PS 275 Cr. 3.0 Introduces students to the global, environmental, eco- Politics and Policy of Latin America nomic, and social foundations of sustainability and the policy and scientific challenges involved with accommo- Introduces students to the critical political issues and chal- dating population growth, development, and resources lenges in Latin America, a geographic region that includes used while assuring that future generations will have the Mexico, Central America, the Caribbean, and South natural and economic resources to support an enhanced America. Hemisphere integration continues to accelerate, quality of life. An emphasis will be placed on understand- and political developments south of the border increasing- ing of sustainability principles from multiple perspectives ly impact the United States. Immigration, trade, drugs, and the environment require hemisphere collaboration among

Monmouth University A155 Appendix A: Course Descriptions

a diverse set of peoples and governments. Surveys con- PS 288 Cr. 3.0 temporary politics and economics, as well as the basic Cooperative Education: Political Science regional history in a way that invites comparison and the Through actual work experience, connects classroom development of regional (Southern Cone, Andean Region, learning and real-world practice. Under the guidance of a Central America, Caribbean) and hemispheric perspec- faculty advisor, students select a cooperative placement. tives on the challenges linked to hemispheric integration. Students will spend ten to fifteen hours per week at their Course Type(s): PSCG placement. Repeatable for credit. Prerequisite: Political Science 101 or 103. PS 277 Cr. 3.0 Course Type(s): EX Gender and Politics The study of gender and how it relates to politics. PS 289 Cr. 3.0 Includes an analysis of the women’s movement through Political Science Internship historical literature by and about women. Also includes An internship in a political office. The student will keep a feminist and gender theories, the mass behavior of daily log and develop a research topic on the basis of the women, elite women, and public policy as it relates to log and experience. By working an eight-hour day from women’s issues. Monday through Friday, the intern will develop firsthand Course Type(s): GS, PSAM knowledge of a state or local office and will secure an experience rating for future positions after graduation. PS 278 Cr. 3.0 Prerequisites: Political Science 101 or 103 and the com- International Political Economy pletion of sixty credits. The role that international institutions, transnational Course Type(s): EX actors, and foreign governments play in the production, distribution, and consumption of resources will be investi- PS 290 Cr. 3.0 gated. Since much of international political economy has Media Law to do with various thinkers and schools of thought, an How the mass media is constrained and protected by the appropriate emphasis will be given to some of the import- law and court interpretation. Overview will focus on libel, ant works in the field. For example, we will be analyzing copyright, obscenity, free press, and other legal/illegal the contributions of Liberal, Marxist, and Statist thinkers aspects. Also listed as Communication 290. and the various perspectives that have been used to ana- Course Type(s): PSAL lyze the way policies are made, agreements are reached, and resources distributed. Following the establishment of this theoretical framework, we will focus on the growth PS 298 Cr. 1.0 – 3.0 of regional integration, the role of hegemony in main- Special Topics in Political Science (200 Level) taining the stability of international systems, strategies of An intensive study of a particular subject or problem in economic development, and the role of multinational and political science to be announced prior to registration. transnational companies in both the industrial and devel- May be conducted on either a lecture-discussion or a oping world. In essence, this course is concerned with seminar basis. looking at the relationship between power and wealth and Prerequisite: As announced in the course schedule. the balance between the state and the market. Also listed Course Types(s): none as Sociology 278. Prerequisite: Political Science 101. PS 299 Cr. 1.0 – 3.0 Course Type(s): GLS, PSIP Reading and Research in Political Science Guided study of a topic in political science not substan- PS 281 Cr. 3.0 tially treated in a regular course, under the direction of a International Relations member of the political science faculty. Extensive reading The major theoretical concepts and issues of international and at least one written report are required. relations, emphasizing theories, actors, structures, ideolo- Course Types(s): none gies, and environment of international politics. Prerequisite: Political Science 101 or 103 or permission of PS 301 Cr. 3.0 the instructor. Political Parties and Elections Course Type(s): PSIP Historical and functional analysis of United States political

A156 Monmouth University Appendix A: Course Descriptions

parties; the workings of party machinery and practical PS 309 Cr. 3.0 politics, including national, state, and local party activi- Political Science Internship Seminar ties, election procedures, third party movements, interest Practical experience in the operation of a legal, political groups, and public opinion. campaign, or government position to guide the intern’s Prerequisite: Political Science 101 or 103. future professional development. The student will keep a Course Type(s): PSAM journal and produce a report analyzing the intern’s experience and/or work environment. Repeatable for credit. PS 304 Cr. 3.0 Prerequisite: Junior standing or permission of the instruc- Public Opinion and Propaganda tor. The effects of mass communications upon political opin- Course Type(s): EX ion, control of news, dissemination agencies, propaganda techniques, and pressure groups; the role of opinion polls PS 311 Cr. 3.0 and survey techniques. Introduction to Constitutional Law Prerequisite: Political Science 101 or 103. Examination of United States constitutional law by the Course Types(s): none case method: the federal government and the relative powers of Congress, the President, and the Supreme PS 305 Cr. 3.0 Court. The American Congress Prerequisite: Political Science 101 or 103. An analysis of the structure, organization, and functioning Course Type(s): PSAL of Congress; the relationship between Congress and the executive and judicial branches of government, the impor- PS 312 Cr. 3.0 tance of the Congressional investigative powers and of Constitutional Law: Civil Rights quasi-legislative agencies, boards, and commissions. Examination of United States constitutional law by the Prerequisite: Political Science 101 or 103. case method: Constitutional, civil, and political liberty Course Type(s): PSAM with special emphasis on the First, Fifth, and Fourteenth Amendments. PS 306 Cr. 3.0 Prerequisite: Political Science 101 or 103. The American Presidency Course Type(s): PSAL, SJL The various theories of the presidency; the president’s relationship with Congress, the public, the party structure, PS 313 Cr. 3.0 the administration, and the vice-president; and the pres- The Pre-Trial Prosecution System ident’s powers and responsibilities in foreign and military The pre-trial prosecution process as a political system. affairs. The roles, attitudes, and strategies of those authorities Prerequisites: Political Science 101 or 103; and English who allocate values within the system are examined. Also 101 and 102 or permission of the instructor. listed as Criminal Justice 313. Course Type(s): PSAM, WT Prerequisite: Political Science 101 or 103. Course Type(s): PSAL, SJL PS 307 Cr. 3.0 The American Judiciary PS 315 Cr. 3.0 Systematic study of the judiciary at the federal and New Urban Politics Jersey level, including an analysis of the jurisdictional lim- The problems of urban life as they are manifested in the its of courts and the procedural rules for actions in each political process, the interaction of cities with other levels respective system; an intensive study of institutions of of government, and the performance of political functions law (legal systems, federal courts, state courts) and inter- within the urban environment. preters and consumers of law (judges, lawyers, litigants, Prerequisite: Political Science 101 or 103. interest groups) as well as a study of the impact of court Course Type(s): PSAM, PSPA decisions on federal and state public policy. Prerequisite: Political Science 101 or 103. Course Type(s): PSAL, PSAM, SJL PS 324 Cr. 3.0 American Political Thought The development of political thought in the United States,

Monmouth University A157 Appendix A: Course Descriptions

with emphasis on the late nineteenth- and twentieth-cen- PS 355 Cr. 3.0 tury philosophers and statesmen, along with the devel- Administrative Law and Regulation opment of ideology of groups in American politics. Also The federal and state regulatory agencies, commissions, listed as Philosophy 324. and boards; how they function, the legal procedures they Prerequisite: Political Science 101 or 103. employ, to what extent they are successful in serving Course Type(s): PSAM and protecting the community, and efforts to effect their reform. PS 330 Cr. 3.0 Prerequisite: Political Science 101 or 103. Environmental Policy Course Type(s): PSAL, PSPA, SJL Introduces social, political, and organizational processes that influence and shape environmental and natural PS 360 Cr. 3.0 resource policy. Focuses on the political arena and exam- Political Economy in the Developing World ines how citizens and community groups influence legisla- This course introduces undergraduate students to the tive initiatives. Also listed as Policy Studies 330. core concepts, theories, and debates of political economy Course Type(s): MEBP, PSAM, PSPA, SUS in the context of developing world countries. The primary unit of analysis will be the national case study (i.e., PS 350 Cr. 3.0 Brazil or Indonesia) rather than the international system American Political Economy or international institutions (for example, World Bank, Examines the institutional, economic, and political factors IMF, or global financial markets) The aim is to provide the that influence the economic decision-making process at intellectual tool set to evaluate questions and challenges all levels of government. Analysis of the theories, proof political and economic development and moderniza- cesses, principles, and concepts of public budgeting and tion across a range of national case studies from Latin governmental management of the economy. Also listed America, the Caribbean, Africa, the Middle East, and as Policy Studies 350. Asia. Also listed as Sociology 360. Prerequisite: Political Science 103. Course Type(s): PSIP, SJS Course Type(s): PO, PSAM, PSPA PS 361 Cr. 3.0 PS 351 Cr. 3.0 Comparative European Governments Public Administration A comparative analysis of political processes in Western- The administration, organization, management, financial, European governments, with special emphasis on the and personnel problems within the various governmental methodology of comparative politics. agencies; problems arising from the interrelations of the Prerequisite: Political Science 101 or 103. three branches of government. Course Type(s): PSCG Prerequisite: Political Science 101 or 103. Course Type(s): PSPA PS 364 Cr. 3.0 Law and Society PS 352 Cr. 3.0 The evolution of law, social forces influencing law, social Public Personnel Administration impact of law, and law as an instrument of social control The nature of the career service in government, effective and social change. Also listed as Sociology 364. tools in personnel administration, and the changing role of Prerequisite: Sociology 101 or Political Science 101 or the Civil Service Commission. 103. Prerequisite: Political Science 101 or 103. Course Type(s): PSAL, SIN, SJL Course Type(s): PSPA PS 371 Cr. 3.0 PS 353 Cr. 3.0 International Service Seminar Public Budgeting Process Students will learn to unite theory and practice by studying A treatment of the budget as an instrument of public poli- theories and policies based on human security, and learn- cy and marginal control of public programs. ing about their applications through service-learning proj- Prerequisite: Political Science 101 or 103. ects. Students will enhance their understanding of human Course Type(s): PSPA security by volunteering in international community organizations and reflecting on the social, political, and eco-

A158 Monmouth University Appendix A: Course Descriptions

nomic factors and policies that affect them. Also listed as Western Europe, Russia, Japan, Israel, and third-world Social Work 371, Anthropology 371, and Sociology 371. nations. Also listed as Gender Studies 377. Prerequisite: Political Science 101. Prerequisites: English 101 and 102 or permission of the Course Type(s): EX, PSIP instructor. Course Type(s): BI.EL, GS, GU, PSCG, WT PS 372 Cr. 3.0 Democracy in South Asia PS 378 Cr. 3.0 Explores the prospects of democracy in South Asia with a Ethics in International Relations focus on India, Pakistan, Afghanistan, Nepal, Bangladesh, Create a learning environment that stresses the under- and Sri Lanka. Provides the historical depth, cultural com- standing of ethics and its necessary role in the contempo- plexity, and comparative context in which to understand rary world. Through an evaluation of peace theories, pat- historical legacies and contemporary issues challenging terns of diplomacy, and conflict in international relations, democracy in South Asia. the learner will realize that ethical considerations are Course Type(s): PSCG essential to the human experience. Prerequisite: Political Science 101. PS 373 Cr. 3.0 Course Type(s): PSIP Comparative Politics in Asia Comparative study of the political processes of selected PS 382 Cr. 3.0 Asian nations with emphasis on problems arising as a International Organizations result of the transition from traditional societies to modern The nature, functions, and development of international nation states. organizations with particular emphasis on the United Prerequisite: Political Science 101 or 103. Nations and its role in international relations. Course Type(s): PSCG Prerequisite: Political Science 101 or 103. Course Type(s): PSIP, PSPA PS 375 Cr. 3.0 Islam and Politics PS 383 Cr. 4.0 Examination of the interrelationship between Islam as a Model UN Conference religion and a way of life and politics in different regions Introduces students to how the United Nations works of the world. Following a quick survey of the belief and and will gives them real-life experience in how countries practice of Islam since its inception, the focus will be bargain, negotiate, and resolve conflicts. It is a blend of placed on the past 100 years, particularly the Muslim theoretical/historical knowledge and practical/experien- responses to the challenges of colonialism, moderniza- tial components. The practical/experiential components tion, and globalization and Islam’s reassertion in public will include taking part in actual negotiations at a colle- affairs and society. Concludes with ways for improving giate-level Model United Nations conference. Experiential Islam-West relations in the hope that these will generate Education credit will only be given upon completion of the better understanding and peace. Also listed as Religious model UN conference. Repeatable for credit at the discre- Studies 375. tion of the department. Course Type(s): PSCG Prerequisites: Political Science 101 and Humanities 201. Course Type(s): EX, PSIP PS 376 Cr. 3.0 Comparative Politics of the Middle East PS 385 Cr. 3.0 Comparative study of the political processes of selected American Foreign Policy Middle-Eastern nations with an emphasis on problems A study of American foreign policy with emphasis on the arising as a result of the transition from traditional societ- theoretical framework and institutional setting of the con- ies to modern nation states. temporary policymaking process. Course Type(s): PSCG Prerequisite: Political Science 101 or 103. Course Type(s): PSIP, PSPA PS 377 Cr. 3.0 A Comparative Study of Women in the World PS 388 Cr. 3.0 A comparative study of the political, cultural, social, Cooperative Education: Political Science and economic statuses of women in the United States, Classroom learning and real-world practice are connected

Monmouth University A159 Appendix A: Course Descriptions

through actual work experience. Under the guidance of a PS 398 Cr. 1.0 – 3.0 faculty advisor, students select a cooperative placement. Special Topics in Political Science (300 Level) Students will spend ten to fifteen hours per week at their An intensive study of a particular subject or problem in placement. Repeatable for credit. political science to be announced prior to registration. Prerequisite: Political Science 101 or 103. May be conducted on either a lecture-discussion or a Course Type(s): EX seminar basis. Prerequisite: As announced in the course schedule. PS 389 Cr. 3.0 Course Types(s): none Political Science Internship An internship in a political office. The student will keep a PS 399 Cr. 3.0 daily log and develop a research topic on the basis of the Independent Study in Political Science log and experience. By working an eight-hour day from Guided study of a topic in political science not substan- Monday through Friday, the intern will develop firsthand tially treated in a regular course, under the direction of a knowledge of a state or local office and will secure an member of the political science faculty. Extensive reading experience rating for future positions after graduation. and at least one written report are required. Prerequisites: Political Science 101 or 103 and comple- Course Types(s): none tion of sixty credits. Course Type(s): EX PS 401 Cr. 3.0 Seminar in Political Science PS 390 Cr. 7.0 – 12.0 Review of research methods and significant develop- Washington Center Internship ments in political science. An individual research project, This internship allows students in all majors to intern at assigned according to the interest and needs of the stu- government agencies, public service organizations, and dent, is required. business associations located in Washington, DC. Under Prerequisites: Junior standing and fifteen credits in the supervision of Washington Center supervisors and Political Science. faculty, students gain substantive entry-level professional Course Types(s): none experience along with academic credit over the course of one semester. In general, students are required to intern in a government agency or public organizations four and PS 425 Cr. 3.0 a half days per week and attend educational seminars Political Communication and workshops and participate in professional forums The impact of communication on political action. conducted by the Washington Center. In addition, stu- Persuasive strategies and mediated reality that affects dents must complete learning objectives and assignments political choices. Focus on the interpretation of political specified by Monmouth University faculty sponsors. Also rhetoric and the role media plays in campaigns. Also list- listed as Communication 390 and Sociology 390. ed as Communication 425. Prerequisites: Junior standing and a minimum GPA of Course Type(s): PSAM 2.50. Course Type(s): EX PS 431 Cr. 3.0 Public International Law PS 393 Cr. 3.0 Detailed examination of the system of rules governing Washington Center Course relations among states including in-depth review of the Students participating in a Washington Center internship sources of public international law, transnational entities are required to enroll in a three-credit seminar. A list of involved in applying international law, domestic applica- available courses is forwarded to all students prior to the tion of international law including jurisdiction and extra- beginning of the fall, spring, or summer term. Regular territoriality, the validity of state action vis-a-vis public offerings include: politics, professional communication, international legal restrictions, and enforcement of inter- the fine and performing arts, and economics. Also listed national law as to states and individuals. as Communication 393 and Sociology 393. Prerequisites: Political Science 101 or 103; and English Prerequisites: Junior standing and a minimum GPA of 101 and 102. 2.50. Course Type(s): GU, PSAL, PSIP, SJL, WT Course Types(s): none

A160 Monmouth University Appendix A: Course Descriptions

PS 488 Cr. 3.0 PY 201 Cr. 3.0 Cooperative Education: Political Science Educational Psychology Classroom learning and real-world practice are connected The application of principles and theories designed for through actual work experience. Under the guidance of a psychology students, prospective teachers, and par- faculty advisor, students select a cooperative placement. ents interested in educational processes. Also listed as Students will spend ten to fifteen hours per week at their Education 201. placement. Repeatable for credit. Prerequisite: Psychology 103. Prerequisite: Political Science 101 or 103. Course Types(s): none Course Type(s): EX PY 202 Cr. 1.0 PS 489 Cr. 3.0 Career Preparation in Psychology Political Science Internship An orientation to career opportunities available with a An internship in a political office. The student will keep a background in psychology as well as preparation for daily log and develop a research topic on the basis of the employment and graduate/professional training in psy- log and experience. By working an eight-hour day from chology. For Psychology majors only. Monday through Friday, the intern will develop firsthand Course Types(s): none knowledge of a state or local office and will secure an experience rating for future positions after graduation. PY 203 Cr. 3.0 Prerequisites: Political Science 101 or 103 and comple- Child Psychology tion of sixty credits. Physical and mental development from conception to Course Type(s): EX early adolescence; motor, emotional, and social behavior; intelligence and language development; personality for- PS 498 Cr. 1.0 – 3.0 mation; play and other imaginative activities. Also listed Special Topics in Political Science (400 Level) as Education 203. An intensive study of a particular subject or problem in Prerequisite: Psychology 103. political science to be announced prior to registration. Course Type(s): NU.EL May be conducted on either a lecture-discussion or a seminar basis. PY 204 Cr. 3.0 Prerequisite: As announced in the course schedule. Adolescent Psychology Course Types(s): none Students are given up-to-date knowledge of the field of developmental psychology in general but particular- PS 499 Cr. 3.0 ly focuses on issues that are relevant to individuals as Readings and Research in Political Science they transition from being children to young adolescents; Guided study of a topic in political science not substan- as they go through the physical, emotional, cognitive, tially treated in a regular course, under the direction of a and social changes of adolescence; and finally as they member of the political science faculty. Extensive reading experience emerging adulthood. It will enable students to and at least one written report are required. Prerequisites: understand, contrast, and critically evaluate various devel- Senior standing; status as Political Science or History and opmental theories that apply to adolescent development. Political Science major with a 3.00 or higher GPA in major Both the normative patterns of adolescent development course work; prior permission of directing professor and and individual variability within these norms are covered. department chair. Prerequisite: Psychology 103. Course Types(s): none Course Type(s): NU.EL

PY 103 Cr. 3.0 PY 205 Cr. 3.0 Introduction to Psychology Psychology of Adulthood and Aging The scientific study of behavior and mental processes, Development from mid-life to old age; physical, intellectu- including motivation, emotion, intelligence, maturation, al, social, emotional, and personality changes, interests, learning, personality, perception, and thinking. attitudes, and maladjustments with emphasis on later life. Course Type(s): SS.SV Prerequisite: Psychology 103. Course Types(s): none

Monmouth University A161 Appendix A: Course Descriptions

PY 206 Cr. 3.0 PY 288 Cr. 3.0 Child and Adolescent Development Cooperative Education: Psychology An introduction to the field of human development. Provides students with an opportunity to apply class- Concepts and theories of child and adolescent growth room theory in practice through actual work experience. and development will be covered from the prenatal period Placements are selected to forward the student’s career through adolescence. interest through experiential education. Repeatable for Prerequisite: Psychology 201. credit. Course Types(s): none Prerequisites: Completion of thirty credits and a minimum GPA of 2.00. PY 207 Cr. 3.0 Course Type(s): EX Social Psychology A survey of human behavior and mental processes in PY 298 Cr. 1.0 – 3.0 their social context. Addresses interpersonal processes, Special Topics in Psychology (200 Level) including social influence, relationships, prosocial and An intensive study of a particular subject or problem in antisocial behavior, prejudice, and group dynamics. Also psychology to be announced prior to registration. May addresses intrapersonal processes, including the self, be conducted on either a lecture-discussion or a seminar social perception, social cognition, cognitive dissonance, basis. and attitudes. Prerequisite: Psychology 103. Prerequisite: As announced in the course schedule. Course Types(s): none Course Types(s): none

PY 208 Cr. 3.0 PY 301 Cr. 3.0 Abnormal Psychology Psychology of Learning The principal forms of psychopathology, including symp- Basic issues and methods in the scientific study of learn- toms, etiology, and therapeutic recommendations; bor- ing, with attention to major theories about mental and derline adjustment, neurosis, psychosis, and character neural processes in conditioning, skill learning, and vari- disorders. ous types of cognitive learning and memory. Prerequisite: Psychology 103. Prerequisite: Psychology 103. Course Types(s): none Course Types(s): none

PY 220 Cr. 4.0 PY 302 Cr. 3.0 Research I: Methods and Basic Data Analysis Memory and Cognition Laboratory Scientific study of mental processes, especially pertaining Introduces students to the essence of the scientific meth- to the acquisition, retention, and use of knowledge and od and the use of empirical inquiry. Students will be intro- mental skills. Emphasis on memory, imagery, and natural duced to various issues concerning data collection and language, with limited attention to developmental and other method procedures used in psychology. Students individual differences. will learn to appropriately summarize, describe, and ana- Prerequisites: Psychology 103 and 220. lyze obtained data to test research hypotheses. Course Types(s): none Prerequisite: Psychology 103 and Mathematics 101, or Mathematics 105 or higher; and English 101 and 102 or PY 302L Cr. 1.0 permission of the instructor. Memory and Cognition Thesis Laboratory Course Type(s): TL, WT Techniques for the experimental study of memory, thought, and language processes. Includes pattern recog- PY 230 Cr. 3.0 nition, serial recall, memory organization, imagery, deci- History of Psychology sion-making, and story schematization. The historical development of psychology, including its Prerequisites: Psychology 311 and 320, both passed with relationship to other disciplines; the contributions of phi- a grade of C or higher. Corequisites: Psychology 302 and losophy and the growth of scientific methodology. 491. Prerequisite: Psychology 103. Course Types(s): none Course Types(s): none

A162 Monmouth University Appendix A: Course Descriptions

PY 305 Cr. 3.0 by the agency in consultation with the psychology depart- Theories of Personality ment. An introduction to methods for studying personality and Prerequisites: Psychology 208, 220, and completion of building personality theories; psychodynamically orient- fifty-seven credits. ed theories as well as biosocial, behavioristic, cognitive, Course Type(s): EX humanistic, and existential approaches. Prerequisite: Psychology 103. PY 311 Cr. 4.0 Course Types(s): none Research II: Behavioral Statistics and Laboratory A continuation in statistical concepts and application, PY 305L Cr. 1.0 including analysis of variance, nonparametric techniques, Social and Personality Thesis Lab regression equations, correlations. Laboratory: Instruction Research strategies used in the scientific study of person- in data analysis using SPSS (Statistical Package for the ality and social psychology. Deals with the following top- Social Sciences), training in software tools for formatting ics: constructing surveys, writing quality question items, and presenting research findings. correlational design, two-group design, multigroup design, Prerequisite: Psychology 220, passed with a grade of C factorial design, within-subjects design, and the use of or higher. statistical methods in research. These topics will be cov- Course Type(s): TL ered in the context of student projects. Each student will design and carry out his or her own research project. PY 320 Cr. 4.0 Three hours per week. Research III: Experimental Methods and Laboratory Prerequisites: Psychology 207 or 305, and Psychology An introduction to theory and application of experimental 311 and 320; all passed with a grade of C or higher. methods in psychology. Three hours of lecture, two hours Course Types(s): none of individual laboratory work per week. Prerequisites: Psychology 220 passed with a grade of C PY 307 Cr. 3.0 or higher; and English 101 and 102 or permission of the Leadership and Group Processes instructor. Corequisite: Psychology 311. An introduction to the study of group dynamics, particular- Course Type(s): WT ly with regard to leadership and power. Exploration of past and present research on groups; current theoretical under- PY 321 Cr. 4.0 standing of important group processes, such as group Qualitative Research Methods formation, changes over time, group decision-making and An interdisciplinary overview of qualitative research performance, social influence, and intermember relations. methods employed in the social sciences and education. Prerequisite: Psychology 103. Qualitative methods are offered as an alternative way of Course Types(s): none knowing about individuals and groups. Topics covered include: theory, fieldwork, interviewing, observational PY 307L Cr. 1.0 studies, time sampling, writing field notes, questionnaires Leadership and Group Processes Thesis Laboratory (survey research), archival research, and conducting Study and evaluation of empirical methods used in qualitative research in various settings. Emphasis also group-dynamics research. Students will critique published placed upon the factors that affect the fieldwork process research and learn to identify and avoid common threats (e.g., gender, emotions). Also listed as Anthropology 321. to the validity of their own research. Three hours per Prerequisite: Psychology 103. week. Course Type(s): WT Prerequisites: Psychology 103, and Psychology 311 and 320, all passed with a grade of C or higher. Corequisites: PY 322 Cr. 3.0 Psychology 307 and 491. Industrial Organizational Psychology Course Types(s): none The application of psychological principles to human problems in business and industry: personnel psychology, PY 310 Cr. 3.0 counseling, motivation, supervision, organizational struc- Field Experience in Psychology ture, efficiency, and engineering psychology. Supervised, volunteer work in approved facilities; profes- Prerequisite: Psychology 103. sional development and training and supervision provided Course Types(s): none

Monmouth University A163 Appendix A: Course Descriptions

PY 331 Cr. 3.0 PY 342 Cr. 3.0 Psychology of Women Children’s Play and Culture The current state of knowledge about the psychology of An intensive examination of children’s play. Theoretical women based on theoretical and empirical contributions and empirical contributions from psychology and anthro- from psycho-biology, personality, social, and life-span pology as a developmental and cross-cultural foundation psychology. for the following topics: the historical development of the Prerequisite: Psychology 103. concept of childhood, theories of play, conceptions of play Course Type(s): GS and work, the functions of play, play and child development, gender differences, cross-cultural forms of play, and PY 331L Cr. 1.0 children’s peer cultures. Also listed as Anthropology 342. Psychology of Women Thesis Lab Prerequisite: Psychology 203. Research strategies used in the study of the psychology Course Types(s): none of women. Deals with the following topics: constructing surveys, writing quality question items, two-group design, PY 342L Cr. 1.0 multigroup design, factorial design, within-subject design, Children’s Play Thesis Laboratory correlational design, and the use of statistical methods in Research strategies used in the study of children’s play. research. These topics will be covered in the context of Projects include: methods of interviewing and survey student projects. Each student will design and carry out techniques, naturalistic observation, participant observa- his or her own research project. Three hours per week. tion, and time sampling. Students also design and under- Prerequisites: Psychology 311 and 320, both passed with take their own research projects and prepare written and a grade of C or higher, and Psychology 331 or Gender oral reports of their findings. Studies/Sociology 225. Prerequisites: Psychology 311, 320, and 321, passed with Course Types(s): none a grade of C or higher. Corequisite: Anthropology 342. Course Type(s): EX PY 332 Cr. 3.0 Psychology of the Male Experience PY 350 Cr. 3.0 Examines stereotypes about men in Western society, Evolutionary Psychology many of which are challenged in the light of empirical The role of evolutionary thinking in human psychology, research; theoretical and empirical contributions from including ideas and evidence from animal behavior; top- personality, social and life-span psychology, and psycho- ics include a brief history of socio-political resistance to biology; consideration of methods and sources of bias in Darwinian ideas, basic principles of evolutionary (popu- research used in gender studies. lation) biology, behavioral strategies affecting cognitive Prerequisite: Psychology 103. and social psychology, especially survival issues (feeding, Course Type(s): GS predator avoidance), mating systems (attraction, mate retention, reproduction, and rearing offspring), and social PY 335L Cr. 1.0 exchange issues. Exploration of potential application in Gender and Sex Roles Thesis Laboratory other disciplines (medicine, law, history, marketing, and Research strategies used in the study of gender and sex economics). roles. Projects include: methods of archival research, Prerequisite: Psychology 103. interview and survey techniques, naturalistic observation, Course Types(s): none and correlational and experimental procedures. Students also design and carry out their own research project, and PY 350L Cr. 1.0 prepare written and oral reports of the findings. Three Evolutionary Psychology Thesis Laboratory hours per week. Research strategies used in studying the role of evolution Prerequisites: Psychology 103, and Psychology 311 and in human psychology. Projects include: methods of archi- 320; all passed with a grade of C or higher. Corequisites: val research, interview and survey techniques, naturalistic Psychology 331 or 332 and 491. observation, correlational and experimental procedures. Course Type(s): GS Students will design and carry out their own research project and prepare written and oral reports of the findings. Three hours per week. Prerequisites: Psychology 103, and Psychology 311 and

A164 Monmouth University Appendix A: Course Descriptions

320, all passed with a grade of C or higher. Corequisites: PY 388 Cr. 3.0 Psychology 350 and 491. Cooperative Education: Psychology Course Types(s): none Provides students with an opportunity to apply classroom theory in practice through actual work experience. PY 360 Cr. 3.0 Placements are selected to forward the student’s career Intimate Relationships interest through experiential education. Repeatable for Provides an overview of current theory and research in credit. the field of intimate relationships. Focuses on topics such Prerequisites: Completion of thirty credits and a minimum as: our need for relationships, interpersonal attraction, GPA of 2.00. love, attachment, communication, relationship mainte- Course Type(s): EX nance, relationship trajectories, relationship dissolution, jealousy, and extra-dyadic relationships. Special attention PY 389 Cr. 1.0 – 3.0 will be given to understanding these topics through the Independent Internship in Psychology use of scientific journal articles. Students apply the psychological concepts they have Prerequisites: Psychology 207. learned in the classroom and laboratory to work-related Course Types(s): none experiences. Working with the cooperation of the Life Career Advising Center and a faculty sponsor, the stu- PY 360L Cr. 1.0 dent will secure an internship site. On a volunteer basis, Intimate Relationships Thesis Laboratory students will work forty hours per credit per term at their Research strategies used in the study of intimate rela- internship sites. Students are required to develop learning tionships. Deals with the following topics: constructing objectives at the start of their internship, keep a journal surveys, writing quality question items, two-group design, of their internship experience throughout their placement, multi-group design, factorial design, within-subject design, and write a final paper that includes an integrated review and the use of statistical methods in research. These of the literature and reports their progress in meeting their will be covered in the context of student projects. Each learning objectives. student will design and carry out his or her own research Prerequisites: Junior standing, twenty-one credits com- project. Three hours per week. pleted in Psychology, overall GPA of 3.00, approval by Prerequisites: Psychology 360; and Psychology 320 and Psychology Department. Limited to Psychology majors. 311; all passed with a grade of C or higher. Course Type(s): EX Course Types(s): none PY 398 Cr. 1.0 – 3.0 PY 370 Cr. 3.0 Special Topics in Psychology (300 Level) Sensation and Perception An intensive study of a particular subject or problem in Evolution of animal and human sensory systems and psychology to be announced prior to registration. May perceptual mechanisms and processes; current research be conducted on either a lecture-discussion or a seminar data and person-machines comparisons. basis. Prerequisites: Psychology 103 and 220. Prerequisite: As announced in the course schedule. Course Types(s): none Course Types(s): none

PY 370L Cr. 1.0 PY 398L Cr. 1.0 – 3.0 Sensation and Perception Thesis Laboratory Special Topics in Psychology Thesis Laboratory Basic laboratory techniques for the study of perceptu- An intensive study of a particular subject or problem in al experiences. Includes sensory thresholds, intensity psychology to be announced prior to registration. May scaling, color judgments, visual shape and depth, visual be conducted on either a lecture-discussion or a seminar illusions, brain lateralization, interactions among sensory basis. modalities, and attention. Three hours per week. Course Types(s): none Prerequisites: Psychology 311 and 320, both passed with a grade of C or higher. Corequisites: Psychology 370 and PY 401 Cr. 3.0 491. Introduction to Clinical Psychology Course Types(s): none The application of psychological approaches to the study and treatment of behavior problems, diagnosis, therapeu-

Monmouth University A165 Appendix A: Course Descriptions

tic techniques, and the professional role of the clinical PY 406L Cr. 1.0 psychologist in society. Neurosciences Thesis Laboratory Prerequisites: Psychology 208 and 305. Human and animal neuroanatomy; surgical techniques, Course Types(s): none including lesion, stimulation, and perfusion; histology; drug and hormone administration; and physiological PY 401L Cr. 1.0 recording techniques. Three hours per week. Clinical Psychology Thesis Laboratory Prerequisite: Psychology 103. Corequisite: Psychology A practicum in assessment and therapeutic techniques, 406. incorporating standard research procedures used in clini- Course Types(s): none cal psychology. The scientific study of individual differences and their impact on behavior. PY 407 Cr. 3.0 Prerequisites: Psychology 208, and Psychology 311 and Social Cognition 320; all passed with a grade of C or higher. Corequisites: Focus on social cognition, a research area within social Psychology 401 and 491. psychology that studies the social and cognitive process- Course Type(s): EX es through which individuals notice, interpret, remember, and use information about their social world. Exploration PY 404 Cr. 3.0 of past and present social research, current theoretical Animal Behavior understanding, and potential applications of important Why and how animals (vertebrates and invertebrates) social-cognitive processes. do the things they do. Emphasizes rules governing the Prerequisite: Psychology 103. evolution of behavior rather than mere description of how Course Types(s): none animals behave. Focus includes behavioral ecology, habitat selection, feeding strategies, predator-prey tactics, PY 407L Cr. 1.0 mating systems and strategies, social behavior (conflict Social Cognition Thesis Laboratory and cooperation), and population dynamics. The course Study and evaluation of empirical methods used in begins with a historical overview and ends with the evolu- social cognition research. Students will critique published tion of human behavior. Also listed as Psychology 404. research and learn to identify and avoid common threats Prerequisite: Psychology 103; or Biology 103 or above, to the validity of their own research. Three hours per passed with a grade of C- or higher. week. Course Types(s): none Prerequisites: Psychology 311 and 320, both passed with a grade of C or higher. Corequisites: Psychology 407 and PY 404L Cr. 1.0 491. Animal Behavior Thesis Laboratory Course Types(s): none Methods in the study of animal behavior. Projects on instinctive behavior, early experience, learning, domi- PY 408 Cr. 3.0 nance relationships, territoriality, behavioral ecology, and Cultural Psychology sociobiology. One all-day field trip and an independent An interdisciplinary course that utilizes theoretical, empir- project will be required. ical, and methodological contributions from psychology Prerequisites: Psychology 311 and 320, both passed with and anthropology to discuss the position of culture in a grade of C or higher. Corequisite: Psychology 404. understanding human behavior and thought. Culture is Course Types(s): none viewed as a cognitive construct that is learned, lived, shared, and performed. A sample of topics include: the PY 406 Cr. 3.0 history of cultural and cross-cultural psychology, meth- Introduction to Neurosciences odological approaches, aggression, education, develop- The organization of the nervous system in terms of its ment, play, language, social relationships, intelligence, anatomy, physiology, neurochemical correlates, and evo- emotion, motivation, and mental health issues. Also listed lution; behavioral processes, such as attention, sleep, as Anthropology 408. motivation, instinct, learning, and language. Course Types(s): none Prerequisite: Psychology 103. Course Types(s): none

A166 Monmouth University Appendix A: Course Descriptions

PY 411 Cr. 3.0 PY 489 Cr. 1.0 – 3.0 Animal Behavior Internship Independent Internship in Psychology Covers psychological principles that are relevant to the Working with the Department of Psychology’s Field psychology of animal behavior, animal training, and learn- Placement Coordinator, the student will secure an intern- ing, memory, and cognitions. Students watch demonstra- ship site and be assigned a faculty sponsor. Students will tions of these principles on-site at Six Flags Safari with intern fifty hours per credit per term in their placements. a selection of exotic animals. Animal training careers are In collaboration with their faculty sponsor, students will explored, and students gain public speaking experience develop learning objectives, maintain a journal and log of via facilitating educational outreach events. Students will their hours, and submit assignments that demonstrate an apply what they have learned to other vocations, such as advanced application of psychological concepts to their teaching and therapy, in weekly presentations and round internship experiences. Weekly meetings with faculty tables. For Psychology majors only. sponsors are required. Limited to Psychology majors. Prerequisites: Psychology 103 and 220, passed with a Prerequisites: Junior standing, Psychology 208 and 220, minimum grade of C or higher. overall GPA of 3.00, and approval by the Psychology Course Type(s): EX Department. Course Type(s): EX PY 426 Cr. 3.0 Theories of Childhood and Development PY 490 Cr. 3.0 An overview of and evaluative approach to developmental Senior Seminar in Psychology theories and conceptions of childhood. The theoretical Readings, invited speakers, student presentations, and frameworks covered include: constructivism, learning the- discussion of current and review topics in psychology. ory, psychoanalysis, psychosocial, and ethological/evolu- Course emphasis to vary with orientation of directing pro- tionary approaches. Theorists discussed include: Bowlby, fessor. Dewey, Erikson, Freud, Montessori, Piaget, Skinner, and Prerequisites: Psychology 320, passed with a grade Vygotsky. of C or higher, and completion of eighteen credits in Prerequisites: Psychology 203, 320, and 321. Psychology. Course Types(s): none Course Types(s): none

PY 431 Cr. 3.0 PY 491 Cr. 2.0 Psychological Tests and Measurements Research IV: Thesis in Psychology Introduction to theory of measurement; its application to Study and research in psychology under the supervision psychological and educational testing and exposure to of a psychology faculty member, leading to the prepara- frequently used tests with ethical and practical consider- tion of a Senior thesis. ations. Prerequisites: Psychology 311 and 320, both passed with Prerequisite: Psychology 311, passed with a grade of C a grade of C or higher. Corequisite: Any Psychology 300- or higher. 400 level course with a lab. Course Types(s): none Course Types(s): none

PY 488 Cr. 3.0 PY 498 Cr. 1.0 – 3.0 Cooperative Education: Psychology Special Topics in Psychology (400 Level) Provides students with an opportunity to apply class- An intensive study of a particular subject or problem in room theory in practice through actual work experience. psychology to be announced prior to registration. May Placements are selected to forward the student’s career be conducted on either a lecture-discussion or a seminar interest through experiential education. Repeatable for basis. credit. Prerequisite: As announced in the course schedule. Prerequisites: Completion of thirty credits and a minimum Course Types(s): none GPA of 2.00. Course Type(s): EX PY 498L Cr. 1.0 Special Topics in Psychology Thesis Laboratory An intensive study of a particular subject or problem in

Monmouth University A167 Appendix A: Course Descriptions

psychology to be announced prior to registration. RS 203 Cr. 3.0 Prerequisite: As announced in the course schedule. Philosophy and History of Christianity I Course Types(s): none Survey the development of Christianity in the Middle East and Europe and its continued expansion from the first PY 499A Cr. 1.0 – 3.0 to the fifteenth century. Focus on selected literature and Independent Study in Psychology most significant historical events in the development of Independent study in psychology (experimental) research Christianity. Highlights some of the institutions and people under supervision of a faculty member. May be taken for that came out of this movement and how they helped to a maximum of six credits. shape the philosophical, religious, political, economic, and Prerequisites: Junior standing and prior permission of social realities of their day. instructor and department chair. Course Types(s): none Course Types(s): none RS 216 Cr. 3.0 PY 499B Cr. 1.0 – 3.0 Religions and Philosophies of India Independent Study in Psychology Introduction to the fundamental elements of the orthodox Independent studies in psychology (reading and theoret- and non-orthodox philosophical and religious systems of ical) special project under supervision of a faculty mem- India. Highlights plurality of timeless, distinct gnostic sys- ber. May be taken for a maximum of six credits. tems that, having discovered the Self, search for liberation Prerequisites: Junior standing and prior permission of from the stream of time. Also listed as Philosophy 216. instructor and department chair. Course Type(s): BI.EL, CD Course Types(s): none RS 272 Cr. 3.0 RS 101 Cr. 3.0 Magic, Witchcraft, and Religion Introduction to Religious Studies Explores the motivation of human behavior within the Introduction to the study of religion. Emphasis on the cul- realm of religion and the supernatural with an empha- tural history of the study of religion, classical theories and sis on the role of gods and goddesses. A cross-cultural methods in the study of religion, and contemporary con- approach will be used while exploring cultures both past versations and issues in the study of religion. Readings and present across the globe. Also listed as Anthropology drawn from anthropology, sociology, history, political the- 272. ory, psychology, economics, and the biological sciences. Prerequisites: English 101 and 102 or permission of the Course Type(s): CD instructor. Course Type(s): WT RS 104 Cr. 3.0 Ethics RS 277 Cr. 3.0 Theoretical ethics and its application to enduring and Comparative Religions contemporary moral issues. Thorough examination of the Students are introduced to the fundamental differences basic principles of a rational, humane, and practical moral and similarities of world religions that, throughout history, system. Also listed as Philosophy 104. were and are at war with each other. Highlights a plural- Course Types(s): none ity of distinct creeds that, postulating an Absolute Truth, search to regain that Ultimate Reality through various RS 201 Cr. 3.0 ways of life or moral codes. Also listed as Philosophy 277. Philosophy of Religion Course Type(s): BI.EL, GU An examination of certain salient features of Western religious thought emphasizing the problems of religious RS 298 Cr. 1.0 – 3.0 language, the nature and validity of religious experience, Special Topics in Religion traditional and contemporary ideas of God, morality, Exposition and discussion of a current event or an endur- death, and evil. Also listed as Philosophy 201. ing human concern with religious significance. Prerequisite: Philosophy 101. Course Types(s): none Course Types(s): none

A168 Monmouth University Appendix A: Course Descriptions

RS 375 Cr. 3.0 Perspectives 435. Islam and Politics Prerequisites: Eighty-seven credits and completion of all Examination of the interrelationship between Islam as a other general education requirements. religion and a way of life and politics in different regions Course Type(s): ISP of the world. Following a quick survey of the belief and practice of Islam since its inception, the focus will be RS 436 Cr. 3.0 placed on the past 100 years, particularly the Muslim The Reformation responses to the challenges of colonialism, moderniza- A study of sixteenth- and early-seventeenth-century reli- tion, and globalization and Islam’s reassertion in public gious and political developments in Europe: causes of affairs and society. Concludes with ways for improving the Reformation, its political and social institutionalization, Islam-West relations in the hope that these will generate ideas of reformers, wars of religion, and the Counter- better understanding and peace. Also listed as Political Reformation. Also listed as History 436. Science 375. Prerequisite: Junior standing or twelve credits in History. Course Type(s): none Course Type(s): HSEU

RS 397 Cr. 3.0 RS 499 Cr. 3.0 Christianity in Africa Independent Study in Religious Studies Examination of Christianity from a historical perspective. Guided research on selected topics; conference with Discussion of the foundation of the religion, its spread sponsoring professor. to the Roman Empire, and its introduction to Africa. Prerequisites: Junior standing and prior permission of the Discussion of the proliferation of Christian missions and directing professor and department chair. missionaries and the relationship between Christianity Course Types(s): none and other religions in Africa. Examination of the impact of Christianity on the social, cultural, and political life of SC 100 Cr. 3.0 Africans. Also listed as History 397. Discovery and Thinking in Natural Sciences Prerequisites: English 101 and 102 or permission of the The development of major concepts in the biological, instructor. chemical, and physical sciences; their importance today. Course Type(s): WT Course Type(s): NS

RS 400 Cr. 3.0 SC 110 Cr. 3.0 Love, Life, and Liberty Nutrition Science Examination of the historical and philosophical aspects An overview of the science of human nutrition, including of love and the assertion for freedom starting from the the basics of protein, carbohydrate, lipid, vitamin, mineral, biological concept of life. Throughout history, the various water, and alcohol metabolism. An analysis of the rela- interpretations of these ideas have shaped the world. tionship of diet to various health issues and current con- Students will be introduced to some of the most important troversies in nutrition will be covered. Students will learn related works that are the fiber of history, philosophy, and the elements of nutritional analysis by evaluating their science. The analysis of revered cultural traditions will personal diets. Emphasis will be on the manner in which show the impact of love on the rational thinking and artis- nutrition knowledge is acquired, including a nutrition study tic creation. Also listed as Perspectives 400. conducted by the students. Prerequisites: Eighty-seven credits and completion of all Course Type(s): NS other general education requirements. Course Type(s): ISP SC 120 Cr. 3.0 RS 435 Cr. 3.0 The Science of Cooking Covers concepts from chemistry, biology and physics The Way and the Word that underpin the transformations that occur during A comparison of classic texts central to two Asian tradi- food preparation and cooking. An understanding of why tions, The Bhagavad Gita and The Analects; the impact cooking techniques and recipes work will be examined. of the ethos of each tradition on secular narratives, Cooking demonstrations and experiments will be used Asian and Western. The disciplines represented include to illustrate the scientific concepts involved. Note: This Comparative Religion and Literature. Also listed as course involves the preparation and (optional) consump-

Monmouth University A169 Appendix A: Course Descriptions

tion of food. If you have specific food allergies or needs, ods, project management, and other management tech- contact the instructor to discuss any arrangements that niques. may be appropriate. Course Types(s): none Course Type(s): NS SE 205 Cr. 3.0 SC 130 Cr. 3.0 Requirements Engineering and Specifications Climate Science for 21st-Century Citizens Elicitation, analysis, specification, validation, and manage- Earth’s climate has changed in the past and will change ment of user requirements; conflict resolution; process, in the future. Climate science and hypotheses about notations, methods and tools, requirements standards, climate change and man’s effects on climate figure prom- operational concepts documents (OCD), and system inently in the news and popular culture. However, forces requirements specifications (SRS). and feedbacks impacting climate are poorly understood Prerequisites: Software Engineering 104 and Computer by the general public. This lack of understanding origi- Science 175. nates partially because climate science is complicated Course Types(s): none and interdisciplinary, and partially because addressing climate change requires significant changes in the glob- SE 207 Cr. 3.0 al energy economy, turning it into a political issue with Software Design and Architecture skewed and un-scientific public discourse. This course Design process notations, methods, paradigms, and tools. aims to cover parts of climate science that are well estab- System architecture tradeoff analysis; component and lished, differentiate them clearly from parts of climate subcomponent specification. Generic (domain) design; science where genuine uncertainty exists and use these architectural styles, frameworks, and patterns. Test and contrasts to illustrate the scientific methods, culture of sci- integration plan documents. Architecture standards; ence, and science practices of the twenty-first century. design tools. Course Type(s): SUS, NS Prerequisites: Software Engineering 104 and Computer Science 176 or 275; and English 101 and 102 or permis- SC 198 Cr. 3.0 sion of the instructor. Special Topics in Science Course Type(s): WT Study of a particular subject or problem in science to be announced prior to registration. May be conducted on SE 299 Cr. 3.0 either a lecture-discussion or seminar basis. Courses Independent Study in Software Engineering would meet General Education requirements in the natu- Independent Study of a particular subject or problem in ral sciences. software engineering under the guidance of a software Course Type(s): NS engineering faculty member. Course Types(s): none SC 270 Cr. 3.0 Oceanography SE 306 Cr. 3.0 Provides a survey of physical, chemical, geological, and Formal Methods in Software Engineering biological resources and processes that define and affect Covers a variety of formal methods and applies them the coastal ocean including ocean basins, coasts, beach- to software-specification development. Assumes a firm es, estuaries, and offshore waters. Environmental consid- grounding in mathematical logic, knowledge of proof tech- erations include the role of the oceans in the association niques, and skill in the translation of problems expressed with global climate change issues, problems associated in English into predicate logic. with coastal development, exploitation of marine resourc- Prerequisite: Mathematics 120 or 130. es, and ocean and coastal pollution. Course Types(s): none Course Type(s): MEBP, NS SE 312 Cr. 3.0 SE 104 Cr. 3.0 Software Verification, Validation, and Maintenance Introduction to Software Engineering Covers inspections of requirements, design and code, as Introduction to the methods and tools for software devel- well as testing, the handling of change requests, software opment. Topics include the personal software process, evolution, code comprehension, and change manage- requirements engineering, software design, testing meth- ment.

A170 Monmouth University Appendix A: Course Descriptions

Prerequisites: Software Engineering 104 and Computer languages, active server pages, Pert/CGI, and the exten- Science 176 or 275. sible markup language. Course Types(s): none Prerequisites: Computer Science 102 and Computer Science 176 or 275. SE 351 Cr. 3.0 Course Types(s): none Microprocessor Laboratory Introduces the student to microprocessor-based, hard- SE 357 Cr. 3.0 ware-interface design. Provides practice in developing Engineering Web-based Systems software that drives the interfaces between a micropro- A practical introduction to the principles, methods, and cessor and the outside world. Topics include: logic circuit tools required to create high-quality software applica- analysis and synthesis, digital hardware components, tions for the distributed, client-server context of the Web. microprocessor system architecture, and assembly and C/ Emphasis is on architectural designs, and language and C++ language programming of input/output device drivers. data access methods that are common in Web-based Prerequisite: Mathematics 120 or 130. systems. Course Types(s): none Prerequisites: Software Engineering 205 and 207. Course Types(s): none SE 352 Cr. 3.0 Embedded and Real-Time Software SE 360 Cr. 3.0 Familiarizes students with the fundamental issues related Introduction to Game Development to embedded and real-time software systems and gives An introduction to the creation of computer/video games them an opportunity to become familiar with a commer- and the different elements of games, including computer cially available system for developing and testing embed- graphics, animation, artificial intelligence, algorithms, data ded and real-time software. Topics include: definition of structures, networking, software development cycles, and embedded systems, process concurrency, interprocess human-computer interaction. Also listed as CS 360. communications, synchronization, and process schedul- Prerequisite: Computer Science 205 passed with a grade ing. of C or higher. Prerequisite: Software Engineering 351. Course Types(s): none Course Types(s): none SE 370 Cr. 3.0 SE 353 Cr. 3.0 Program Development Under Unix Comparative Languages Introduction to the use of the UNIX operating system and Begins with a history of the development of programming its utilities for incremental and distributed program devel- languages that provides the background necessary to opment, maintenance, and debugging. The course covers understand programming-language design and evalu- the UNIX shell, utilities, and program development tools ation. This is followed by an introduction to the basic that are used for large projects involving multiple devel- programming language constructs and then critically com- opers on multiple machines. Three hours per week. Also paring their implementation in some of the most common listed as Computer Science 370. languages. Included is a discussion of the advantages Prerequisite: Computer Science 176 or 275 passed with a and disadvantages of modern programming languages grade of C or higher. for a variety of applications. Some of the languages dis- Course Types(s): none cussed are LISP, C, Small Talk, C++, Java, Ada, PL/1, and Prolog. SE 402 Cr. 3.0 Prerequisite: Computer Science 176 or 275. Human Computer Interaction Course Types(s): none Covers basic human psychology, computer technology, and the interface between them. The key topics of HCI SE 356 Cr. 3.0 are examined, grounded in the context of usability and Internet Technologies for Software Engineers the design lifecycle. Provides an intensive look at the leading-edge technolo- Prerequisite: Completion of forty-eight credits of course gies that are used to build Internet applications, what they work. do, and how they do it. Topics covered will include: hyper- Course Type(s): IM text markup language, cascading style sheets, scripting

Monmouth University A171 Appendix A: Course Descriptions

SE 403 Cr. 3.0 Prerequisite: Software Engineering 485A. Software Process Improvement Course Type(s): EX, RD Students will be introduced to the various aspects related to software processes. It will focus on the definition and SO 101 Cr. 3.0 modeling of a software process, as well as on methods Introduction to Sociology for process assessment and improvement. The concepts A systematic introduction to the major questions, perspec- will be illustrated through process-improvement case stud- tives, and methods of sociology; basic conceptual vocab- ies, followed by hands-on experience with the improve- ulary; analysis of individual and group behavior within ment of the personal software-development process. special areas. Prerequisite: Computer Science 205. Course Type(s): SS.SV Course Types(s): none SO 102 Cr. 3.0 SE 418 Cr. 3.0 Social Problems Software Project Management An analysis of social problems in contemporary society; Project management and its application to software-de- poverty, race, gender, and age inequality; work; urbaniza- velopment projects. Emphasis will be on planning, orga- tion; crime; mental illness; and drug use. nizing, monitoring, and controlling. Students will learn Course Type(s): SS.SV how to develop work breakdown structures, estimate task durations, assign resources, specify network precedence, SO 107 Cr. 3.0 and determine a project’s critical path. Methods for sched- Introduction to Social Justice uling in the face of resource constraints will be included, Provides a conceptual and practical basis to understand, as well as function point counting, algorithmic models for interpret, and solve social problems in fair, equitable, and estimating total project cost, and software tools for project just ways. Also listed as Political Science 107. planning and monitoring. Course Type(s): SS.SV Corequisites: Computer Science 176 or 275; and English 101 and 102 or permission of the instructor. Course Type(s): WT SO 109 Cr. 1.0 Civic Engagement and Leadership SE 485A Cr. 3.0 Civic responsibility, engagement, and leadership are encouraged through active student involvement in a Software Practicum community or campus organization. Students will perform Team work on substantial software projects submitted by twelve hours of public service over the course of the corporate sponsors. Interim progress reports required, semester working for an organization that addresses a with a final formal defense and presentation to corporate particular issue of public concern. Also listed as Political staff, faculty, and other students in the course. At the end Science 109. of SE 485A, students must submit their software engi- Course Types(s): none neering portfolio for review by the Software Engineering faculty. Prerequisites: Computer Science 205, Software SO 198 Cr. 1.0 – 3.0 Engineering 205, 207, and 312. Corequisite: Software Special Topics in Sociology (100 Level) Engineering 402. An intensive study of a particular subject or problem in Course Type(s): EX, RD sociology to be announced prior to registration. May be conducted on either a lecture-discussion or a seminar SE 485B Cr. 3.0 basis. Prerequisite: As announced in the course schedule. Software Practicum Course Types(s): none Team work on substantial software projects submitted by corporate sponsors. Interim progress reports required, with a final formal defense and presentation to corporate SO 201 Cr. 3.0 staff, faculty, and other students in the course. At the end Global Social Problems of SE 485B, students must submit their software engi- Leading areas of tension, crisis, and debate in the con- neering portfolio for review by the Software Engineering temporary world with emphasis on global population faculty. trends, global poverty and hunger, and inequality among

A172 Monmouth University Appendix A: Course Descriptions

nations in the world’s economic system and their social Prerequisite: Sociology 101. policy implications. Course Type(s): COSPT, GS, SIN Course Type(s): GLS SO 241 Cr. 3.0 SO 203 Cr. 1.0 Criminology Career Course in Sociology Explanations of the causes of property and violent offens- An introduction to various career opportunities with an es. Discussion of white collar, professional, and organized undergraduate degree in sociology. It will cover some of crime, and the problem of criminal statistics. the skills necessary for successfully seeking employment Prerequisite: Sociology 101 or 102. and gaining acceptance into graduate school. It will pro- Course Type(s): WT vide sociology and related majors with the opportunity to reflect on professions that use the skills gained through a SO 243 Cr. 3.0 BA program in sociology and to consider their future inter- Juvenile Delinquency ests and direction. Students will experience opportunities History of the concept of delinquency; extent and nature to prepare for career situations and develop materials of delinquent behavior; explanations of delinquent behav- to present their abilities to potential employers. This is a ior; police and court responses to juveniles; and a review one-credit hour course meeting once a week. of rehabilitative and treatment modalities. Course Types(s): none Prerequisite: Sociology 101. Course Type(s): SJS SO 225 Cr. 3.0 Introduction to Gender Studies SO 244 Cr. 3.0 Examines gender inequalities and the pervasiveness Deviance of gender as a way of structuring/organizing social life. How society creates and responds to deviant behavior, Emphasizes how gender as a social structure intersects ranging from violations of courtesy to homicide. Analysis with other social structures such as race, class, and sex- of the system of social control, including the police, edu- uality to legitimize power and privilege and/or constrain cation, psychiatry, and the state. diverse groups of people. Critiques conventional theories Prerequisite: Sociology 101 or 102 or Criminal Justice of gender and sociology and covers a broad spectrum of 101. topics using feminist and sociological perspectives. Also Course Types(s): none pays attention to the connection between social structure and human agency - how people’s experiences are both shaped by social forces and shaped through human SO 245 Cr. 3.0 action. Also listed as Gender Studies 225. Classical Sociological Theory Course Type(s): CD, GS, SI, SJS, SS.SV The wide range of theoretical paradigms that characterized the discipline of sociology from the emergent period SO 231 Cr. 3.0 of industrialization to the rise of modernity are investigated. More specifically, the major foundations of classical Urban Sociology sociology theory as it emerged in the mid-nineteenth cen- Theoretical analysis of the modern, urban community, tury, moving beyond the narrowly constructed cannon of including the history of the city and analysis of urban insti- Marx, Weber, and Durkheim, toward a more accurate and tutions and behavior patterns; problems relating to met- inclusive look at our intellectual roots as manifested in the ropolitan and suburban areas, community planning, and works of Gilman, Simmel, DuBois and Mead are explored. urban renewal. Also listed as Geography 231. Throughout the course, we critically engage in a kind Prerequisite: Sociology 101. of sociology of knowledge as we situate these central Course Types(s): none ideas and schools of thought in the social, political, and economic contexts of the larger society, as well as their SO 234 Cr. 3.0 specific social history of the discipline. Finally, we engage Sports and Society the course with a preview of the ways in which the wide The increasingly important role of sports as an institution range of theoretical paradigms that characterized the in modern society. Sports in relation to racism, sexism, nascent years of the discipline of sociology set the stage education, values, and stratification systems. for the development of the modernist and postmodernist

Monmouth University A173 Appendix A: Course Descriptions

traditions, including, but not limited to critical theory; struc- roles and relationships, parenthood, and childhood. tural functionalism; symbolic interactionism; and feminist Prerequisite: Sociology 101. and critical race theories. Course Type(s): GS, SIN, SJS Prerequisite: Sociology 101. Course Type(s): WT SO 267 Cr. 3.0 Sociology of Sex Roles SO 250 Cr. 3.0 An investigation of male and female role differences in Social Science Research and Writing the private and public sectors of society. The conse- An introduction to the different ways in which social scien- quences of sex-role inequality are explored. Particular tists study the social world. Designed to develop students’ emphasis is given to contemporary American society. understanding of the major purposes of social research Prerequisite: Sociology 101. as well as the major types of quantitative and qualita- Course Type(s): GS tive research designs. Students will learn the research process itself, from conceptualization and measurement SO 274 Cr. 3.0 to operationalization, sampling, ethics, and the analysis Global Inequalities and presentation of their proposed study. As part of the A sociological and political look at global inequalities. research process, students will use spreadsheet, presen- Explores diverse themes and aspects of a global society, tation, and word processing software to build datasets, including the forces that are causing and perpetuating analyze data, and design and present research. Also list- global inequalities. It also looks at social, political, eco- ed as Political Science 250. nomic, and cultural consequences of those inequalities. Course Type(s): TL Also listed as Political Science 274. Prerequisite: Political Science 101 or Sociology 101. SO 252 Cr. 3.0 Course Type(s): BI.EL, GLS, GU, SJS, SUS Race and Ethnicity Introduces students to the sociological study of race and SO 278 Cr. 3.0 ethnicity in the United States as interrelated social sys- International Political Economy tems of power that grant a range of material and non-ma- The role that international institutions, transnational terial advantages to different groups of people based actors, and foreign governments play in the production, on socially constructed definitions of race and ethnicity, distribution, and consumption of resources will be investi- particularly as race and ethnicity intersect with a variety of gated. Since much of international political economy has other social structures such as gender and class. Focuses to do with various thinkers and schools of thought, an on the historical legacy and current practices of institu- appropriate emphasis will be given to some of the import- tionalized racism that have and continue to shape social ant works in the field. For example, we will be analyzing relations in the U.S. Also listed as Gender Studies 252. the contributions of Liberal, Marxist, and Statist thinkers Course Type(s): CD GS, SI, SJS and the various perspectives that have been used to analyze the way policies are made, agreements are reached, SO 255 Cr. 3.0 and resources distributed. Following the establishment The Future of Society of this theoretical framework, we will focus on the growth What will the societies of the future look like? Discussion of regional integration, the role of hegemony in main- of the implications of technology, population, and political taining the stability of international systems, strategies of power for social change. economic development, and the role of multinational and Prerequisite: Three credits in Sociology. transnational companies in both the industrial and devel- Course Types(s): none oping world. In essence, this course is concerned with looking at the relationship between power and wealth and SO 261 Cr. 3.0 the balance between the state and the market. Also listed Sociology of Family as Political Science 278. Analysis of the institution of marriage and family in con- Prerequisite: Political Science 101. temporary America with cross-cultural, sub-cultural, and Course Type(s): GLS, PSIP historical references, including mate selection, family

A174 Monmouth University Appendix A: Course Descriptions

SO 280 Cr. 1.0 SO 320 Cr. 3.0 Peer Tutoring Small Group Communication Peer tutoring experience. Students will prepare course-re- The process of group communication, leadership, deci- lated information for presentation to students in courses sion-making, and problem solving; participation in various at the 100- or 200- levels. Peer tutors will meet weekly types of discussion situations and the development of with a faculty supervisor and assigned students. effective communication within the group setting. Also list- Prerequisite: The student must have already taken the ed as Communication 320. 100- or 200-level course he or she is to be tutoring and Course Types(s): none achieved a minimum grade of B in the course. Permission of the instructor required. SO 331 Cr. 3.0 Course Types(s): none Political Sociology Analysis of the interplay among political and social behav- SO 298 Cr. 1.0 – 3.0 ior, bureaucracies, voluntary associations, and govern- Special Topics in Sociology (200 Level) ment. The social basis of democracy; emphasis on con- An intensive study of a particular subject or problem in flict and consensus models of power. sociology to be announced prior to registration. May be Prerequisite: Sociology 101. conducted on either a lecture-discussion or a seminar Course Types(s): none basis. Prerequisite: As announced in the course schedule. SO 332 Cr. 3.0 Course Types(s): none Gender and Sexual Identities Draws on sociological and feminist theories of identity to SO 299 Cr. 1.0 – 3.0 question the definitions, constructions, deconstructions, Independent Study in Sociology ambivalences, and socially constructed nature of gender Guided readings on a topic not otherwise covered in the and sexual identities. In questioning such identities, this curriculum. Student must have a least a 2.50 cumulative course aims at helping students understand the connec- GPA. tions between gender and sexuality, and how those two Course Types(s): none social forces shape people’s individual identities and the identities of others. Examines how structures of race, SO 309 Cr. 3.0 class, gender, and sexuality, and social institutions such Sociology Internship Seminar as family and work shape gender and sexual identities. It Provides an opportunity for students to apply class- pays particular attention to how ones’ social location with- room theory in practice through actual work experience. in power structures shapes personal identities. Also listed Includes both academic and experiential learning. The as Social Work 332. experiential part involves a minimum of 120 hours of work Prerequisite: Sociology 101. experience during the semester for three credit hours. The Course Type(s): CD, GS, SI, SJS academic aspect includes maintaining a journal log and writing a final report. Also listed as Political Science 309. SO 360 Cr. 3.0 Course Type(s): EX Political Economy in the Developing World This course introduces undergraduate students to the SO 316 Cr. 3.0 core concepts, theories and debates of political economy Policy Research in the context of developing world countries. The primary The principles of social research, with emphasis on an unit of analysis will be the national case study (i.e., Brazil understanding of the policy-making or planning process; or Indonesia) rather than the international system or development of applied research skills, combining pol- international institutions (for example, World Bank, IMF, icy-making, implementation, and scientific or empirical or global financial markets). The aim is to provide the research. Also listed as Social Science 316. intellectual tool set to evaluate questions and challenges Prerequisite: Social Science 250. of political and economic development and moderniza- Course Types(s): none tion across a range of national case studies from Latin America, the Caribbean, Africa, the Middle East and Asia. Also listed as Political Science 360. Course Type(s): PSIP, SJS

Monmouth University A175 Appendix A: Course Descriptions

SO 364 Cr. 3.0 zation of work: bureaucracy, professionalism, racism and Law and Society sexism, theories of motivation, and the reward structure. The evolution of law, social forces influencing law, social Prerequisite: Three credits in Sociology. impact of law, and law as an instrument of social control Course Type(s): SIN and social change. Also listed as Political Science 364. Prerequisite: Sociology 101 or Political Science 101 or SO 390 Cr. 7.0 – 12.0 103. Washington Center Internship Course Type(s): SIN, SJL This internship allows students in all majors to intern at government agencies, public service organizations, and SO 371 Cr. 3.0 business associations located in Washington, DC. Under International Service Seminar the supervision of Washington Center supervisors and Students will learn to unite theory and practice by study- faculty, students gain substantive entry-level professional ing theories and policies based on human security, and experience along with academic credit over the course of learning about their applications through service-learning one semester. In general, students are required to intern projects. Students will enhance their understanding of in a government agency or public organizations four and human security by volunteering in international commu- a half days per week and attend educational seminars nity organizations and reflecting on the social, political, and workshops and participate in professional forums and economic factors and policies that affect them. Also conducted by the Washington Center. In addition, stu- listed as Social Work 371, Anthropology 371, and Political dents must complete learning objectives and assignments Science 371. specified by Monmouth University faculty sponsors. Also Prerequisite: Political Science 101. listed as Communication 390 and Political Science 390. Course Type(s): EX, PSIP Prerequisites: Junior standing and a minimum GPA of 2.50. SO 372 Cr. 3.0 Course Type(s): EX Social Stratification Status, power, authority, and social mobility are the key SO 393 Cr. 3.0 concepts that sociologists use to study the role of social Washington Center Course classes in contemporary, American society. The course Students participating in a Washington Center Internship covers notable studies of the American class system. It are required to enroll in a three-credit seminar. A list of provides a close look at the power relations and lifestyles available courses is forwarded to all students prior to the of various classes and considers the pervasive influence beginning of the Fall, Spring, and Summer term. Regular of class identity on social institutions. offerings include: politics, professional communication, Prerequisites: English 101 and 102 or permission of the the fine and performing arts, and economics. Also listed instructor. as Communication 393 and Political Science 393. Course Type(s): CD, SI, SJS, WT Prerequisites: Junior standing and a minimum GPA of 2.50. SO 375 Cr. 3.0 Course Types(s): none Social Change Overview of major contemporary and classical theories SO 396 Cr. 3.0 of social change within an international and historical Sociology of Education context; the social impact of change; effects of social vari- Encourages students to study education as a social insti- ables on change processes; and assessment of predictive tution using a sociological lens, and to become involved models of change. with the education of youth in the local area. The course Prerequisite: Nine credits in Sociology. is divided into three parts. The first part introduces stu- Course Types(s): none dents to the study of education as a social institution, particularly examining how social inequalities such as race, class, gender, and sexuality shape educational SO 379 Cr. 3.0 experiences of youth today. Students will also examine Work and Society the cultural, social, economic, and political structures that An examination of the individual experience of work: shape education as a social institution. The second part socialization, occupational choice, career development, of the course involves preparing students to tutor youth in worker (dis)satisfaction, and unemployment; the organi-

A176 Monmouth University Appendix A: Course Descriptions

surrounding towns. The preparation will be accomplished and 102 or permission of the instructor. through theoretical discussions of what it means to be a Course Type(s): WT good tutor, and through practical training to be admin- istered in collaboration with local tutoring organizations. SO 402 Cr. 3.0 Through the auspices of local organizations, the third part Seminar in Sociological Theory of the course involves Monmouth students tutoring stu- Intensive analysis of selected theories in sociology; a dents from local schools in basic subjects such as math, major critical paper involving substantial research is language arts, and social studies. Students must be required. Prerequisites: Sociology 401, Senior standing, available to tutor three to four days a week for a total of and eighteen additional credits in Sociology. ten hours per week. This course is open to students who Course Type(s): RD have completed twenty-nine credits or more. Course Type(s): EX, SIN SO 403 Cr. 3.0 SO 397 Cr. 3.0 Contemporary Sociological Theory The wide range of theoretical paradigms that character- The Sociology of Aging ized the discipline of sociology from the emergent period A service learning course that encourages students to of modernity to our current postmodern era is investigat- become involved with the elderly population in the area. ed. In the first half of the course, the traditions of critical It introduces students to the sociological study of social theory; structural functionalism; symbolic interactionism; gerontology or, more specifically, aging. Students will and phenomenology as key schools of thought in the examine the cultural, social, and political structures that modernist period are examined. In the second half, the define the aging process and will study and practice eth- most contemporary, and overlapping, additions to the nographic, life history in order to conduct life histories of theoretical landscape in sociology in our study of feminist seniors within the local community. and gender theories; critical race theories; post-modern- Prerequisites: English 101 and 102. ism; and global theoretical perspectives are examined. Course Type(s): EX, WT Throughout the course, there will be critical engagement in a kind of sociology of knowledge as we situate SO 398 Cr. 1.0 – 3.0 these central ideas and schools of thought in the classic Special Topics in Sociology (300 Level) theoretical traditions from which they may intellectually An intensive study of a particular subject or problem in descend, as well as in the more current political and eco- sociology to be announced prior to registration. May be nomic contexts that influenced the emergence of these conducted on either a lecture-discussion or a seminar contemporary perspectives. basis. Prerequisites: Nine credits in Sociology, English 101 and Prerequisite: As announced in the course schedule. 102; or permission of the instructor. Course Types(s): none Course Type(s): WT

SO 399 Cr. 3.0 SO 411 Cr. 3.0 Independent Study in Sociology Seminar in Social Research Guided readings on a topic not otherwise covered in the Consideration of selected, advanced topics in methodolo- curriculum. Students must have at least a 2.50 cumulative gy; a major research project is required. GPA. Prerequisites: Sociology 312, Senior standing, and eigh- Prerequisite: Prior permission of the directing professor teen additional credits in Sociology. and department chair. Course Types(s): none Course Types(s): none SO 490 Cr. 3.0 SO 401 Cr. 3.0 Sociology Thesis Proposal Sociological Theory I Provides students with the opportunity to begin the pro- Main currents in contemporary, sociological thought; prin- cess of conducting original research in sociology in which cipal sociological theorists; major sociocultural systems; they will ultimately produce primary research, analyze and recent theories concerning social causation, social data, and write up their findings, discussion, and conclu- change, and structural-functional analysis. sions. This course allows students to begin the work that Prerequisites: Nine credits in Sociology; and English 101 they will complete in Sociology Thesis class (SO 491),

Monmouth University A177 Appendix A: Course Descriptions

thus ultimately resulting in a final Senior thesis. Students Previously listed as Social Work 101. will write a comprehensive thesis proposal including an Course Types(s): none introduction and statement of purpose, theory section, literature review, and preliminary methods section. SW 198 Cr. 1.0 – 3.0 Prerequisites: Sociology 101 and successful completion Special Topics in Social Work (100 Level) of fifty-seven credits, including nine credits of sociology. An intensive study of a particular subject or problem in Course Types(s): none social work to be announced prior to registration. May be conducted on either a lecture-discussion or a seminar SO 491 Cr. 3.0 basis. Sociology Thesis Prerequisite: As announced in the course schedule. Provides students with the opportunity to complete an Course Types(s): none original research project in sociology in which they will conduct primary research, analyze their data, and write SW 205 Cr. 3.0 up their findings, discussion, and conclusion. This course Global Human Rights and Social Justice will also allow students to combine the work conducted in Examines social issues and injustices from a global per- their proposal class (SO 490) with the work conducted in spective. A central focus will be the struggles of individ- this semester, thus resulting in a complete Senior thesis. uals, families, and communities from around the world. Students will present their work two times: once as prac- Introduces the student to the concepts of social justice, tice for the class and a second time for members of the human rights, social welfare, and oppression, and dis- Department of Political Science and Sociology and invited cusses ways to promote social welfare from a human guests. Hence, the goal of this course is to present a rights and social justice perspective. holistic perspective to students and serve as their gate- Course Type(s): BI.EL, GU, SJS, SUS way to future studies and plans. Prerequisite: Sociology 490. Course Type(s): RD SW 222 Cr. 1.0 Writing for Social Workers SO 498 Cr. 1.0 – 3.0 Designed to prepare BSW students to successfully master the skill of writing professionally and effectively. Course Special Topics in Sociology (400 Level) work and activities will provide a hands-on experience An intensive study of a particular subject or problem in with social work writing tasks. Topics addressed include sociology to be announced prior to registration. May be standards for scholarly writing, conducting literature conducted on either a lecture-discussion or a seminar reviews, writing mechanics, writing logically and coher- basis. ently, adhering to APA format, writing for social media, Prerequisite: As announced in the course schedule. the use of strengths-based empowerment language, and Course Types(s): none résumé writing. Intended to strengthen students’ writing, an essential social work skill, and to support students’ SO 499 Cr. 3.0 efforts on writing tasks assigned in future courses, intern- Independent Study in Sociology ship placements, and in the field of social work. Guided readings on a topic not otherwise covered in the Corequisite: Social Work 223. curriculum. Course Types(s): none Prerequisites: Student must have at least at 2.50 cumulative GPA; prior permission of the directing professor and SW 223 Cr. 3.0 department chair. Human Behavior and Social Environment I Course Types(s): none A study of significant life tasks in the physical, social, and emotional development of the individual. Prerequisites: SW 105 Cr. 3.0 Social Work 105 or 205. Corequisite: Biology 105. Introduction to Social Work Course Types(s): none Social work and its professional practices, its goals, guid- ing philosophy, and basic assumptions; the uses of the SW 224 Cr. 3.0 professional relationship; roles of the professional social Human Behavior and Social Environment II worker and collaborative activity in the helping process. This is the second course in a two-semester course Not open to students who have completed Sociology 105. sequence where students learn to use theory and empir-

A178 Monmouth University Appendix A: Course Descriptions

ical data to analyze human behavior as it develops in ily therapy. Covering eating disorders, gambling, nicotine, a variety of sociopolitical environments. It introduces sexual addiction, and workaholism. students to a broad range of theories and perspectives Prerequisite: Social Work 105, Psychology 103, or relating to biological, psychological, cognitive, and social Sociology 105. development, and race, class, ethnicity, gender, and sex- Course Types(s): none ual orientation variables. Course Type(s): GS SW 265 Cr. 3.0 Creative Therapies SW 260 Cr. 3.0 With creative and interactive approaches, the students Alcohol and Drugs will recognize and appreciate their personal experiences Addresses the special population in social work, specifi- to better assess the needs of their clients, as well as cally the substance abusing population. Through lecture, enhance conventional therapeutic methods. Also intro- small group exercises, and films, the course will educate duces alternate approaches to talk therapy to work with the students as to what are substance abuse and addic- specialized client groups, such as young, traumatized, or tion, what treatment options are available, how to deter- non-verbal clients. mine the appropriate treatment, as well as different forms Prerequisite: Social Work 105, Psychology 103 or Social of therapy and relapse-prevention work. Work 205. Prerequisite: Social Work 101, Psychology 103 or Social Course Types(s): none Work 205. Course Types(s): none SW 266 Cr. 3.0 Spirituality and Social Work SW 261 Cr. 3.0 Explores spirituality as it broadly relates to the profession Diagnosing Mental Health Issues of social work. Holistic concepts under the definition of A detailed explanation of the DSM IV and its practical spirituality will be explored. The many ways spirituality use in the social work profession. Cultural applications, can be used in social work practice settings will be disas well as international implications and the accurate cussed. Methods of spiritual practice and approaches to assessment terminology, will be discussed. healing will be covered. Spirituality will be differentiated Prerequisite: Social Work 105, Psychology 103, or Social from formal religion. Work 205. Prerequisite: Social Work 105, Psychology 103 or Social Course Types(s): none Work 205. Course Types(s): none SW 263 Cr. 3.0 Family Counseling SW 276 Cr. 3.0 Introduces students to the assessment and treatment of Administration of Gerontological Services various family systems. A continuation of the ecological The examination of the theory and practice of the admin- perspective of systems theory and social work practice istration of programs designed to meet the needs of older illustrated in Human Behavior and the Social Environment adults, with an emphasis on structure of organizations, and Social Work Practice Techniques I. Ethnic, culture, impact of public policies and funding patterns on agen- and gender issues are included as they apply to families. cies, styles of administration, development and presenta- Family violence, substance abuse, adolescence conflict, tion of a budget, management of public information, and and marital discord are among the topics discussed. relationships with other gerontological agencies. Prerequisite: Social Work 105, or Psychology 103, or Course Types(s): none Social Work 205. Course Types(s): none SW 278 Cr. 3.0 Family Violence SW 264 Cr. 3.0 The characteristics and dynamics of violent families. Addictions Emphasis on the issue of domestic violence as it relates Addresses the addictions component of social work. to cultural values and beliefs. Myths, motivations, and Working with the clients and families to address the linkages to substance abuse will be addressed, as well as unbalance and dysfunction in their lives through assess- appropriate interventions and treatment methods. ment, treatment planning, and individual, group, and fam- Course Types(s): none

Monmouth University A179 Appendix A: Course Descriptions

SW 280 Cr. 1.0 Prerequisites: Social Work 325; and English 101 and 102 Peer Tutoring or permission of the instructor. Peer tutoring experience. Students will prepare course-re- Course Type(s): WT lated information for presentation to students in courses at the 100 or 200 levels. Tutors will meet weekly with a SW 330 Cr. 3.0 faculty supervisor and assigned students. Field Practice in Gerontology Prerequisite: The student must have already taken the Designed to provide students with an actual learning 100- or 200-level course he or she is to be tutoring and experience in an agency or organization specializing in achieved a minimum grade of B in the course. Permission gerontological services. Students will be supervised by a of the instructor required. specialist in aging and will become familiar with agency Course Types(s): none functions and services serving the aging client and client’s extended family. Students will observe and, later in SW 298 Cr. 1.0 – 3.0 the semester, begin to provide service under supervision. Special Topics in Social Work (200 Level) Eight hours per week in placement and a weekly seminar An intensive study of a particular subject or problem in at the University. social work to be announced prior to registration. May Prerequisites: Social Work 105 and 223. be conducted on either a lecture-discussion or a seminar Course Types(s): none basis. Prerequisite: As announced in the course schedule. SW 332 Cr. 3.0 Course Types(s): none Gender and Sexual Identities Draws on sociological and feminist theories of identity to SW 299 Cr. 3.0 question the definitions, constructions, deconstructions, Independent Study in Social Work ambivalences, and socially constructed nature of gender Directed individual study of social work in areas of special and sexual identities. In questioning such identities, this interest. course aims at helping students understand the connec- Course Types(s): none tions between gender and sexuality, and how those two social forces shape people’s individual identities and the identities of others. The course examines how structure of SW 317 Cr. 3.0 race, class, gender, and sexuality, and social institutions Racism, Sexism, and Social Welfare such as family and work shape gender and sexual identi- Analysis of institutional racism and sexism in relation to ties. It pays particular attention to how one’s social loca- social welfare; the nature of social work intervention with tion within power structures shapes personal identities. racial and ethnic minorities and women. Also listed as Sociology 332. Course Type(s): CD, GS Prerequisite: Sociology 101. Course Type(s): CD, GS, SI, SJS SW 325 Cr. 3.0 Social Welfare Policy and Services I SW 341 Cr. 3.0 The values and norms that underlie social welfare ser- Social Work Practice with Groups vices; the historical roots of current approaches to social Methods and skills utilized in generalist social work prac- services; the manifest and latent functions of social wel- tice; major methods of social work intervention with indi- fare; political and economic forces that shape social wel- viduals, groups, and communities using case analysis and fare policy and services. theoretical concepts. Previously listed as Social Work 413. Prerequisite: Political Science 101 or 103. Prerequisite: Social Work 223, passed with a grade of C Course Types(s): none or higher. Course Type(s): EX SW 326 Cr. 3.0 Social Welfare Policy and Services II SW 342 Cr. 3.0 Dimensions of choice in social welfare policy design; eli- Social Work Practice with Individuals and Families gibility for service; structures, staffing, and funding for ser- Methods and skills utilized in generalist social work vices; theoretical material related to current developments practice; major methods of social work intervention with and services in the field. individuals, groups, and communities using case analysis

A180 Monmouth University Appendix A: Course Descriptions

and theoretical concepts. Students will learn skills related to culturally appropriate Prerequisites: Social Work 105 and 223, both passed with and tailored interventions. Experiential learning will be uti- a grade of C or higher. Corequisite: Social Work 342L. lized. Prepares students using a strength-based empow- Course Type(s): EX erment approach to effectively utilize required resources serving the needs of diverse, immigrant populations. SW 342L Cr. 1.0 Course Type(s): GU Social Work Practice with Individuals and Families Lab SW 398 Cr. 1.0 – 3.0 Designed to provide students with a hands-on experience Special Topics in Social Work (300 Level) with the assessment skills and tools taught in Social Work An intensive study of a particular subject or problem in Practice with Individuals and Families class (SW 342). social work to be announced prior to registration. May Students will become familiar with videotaping equipment be conducted on either a lecture-discussion or a seminar and will develop strong assessment skills to be used with basis. clients in the field. For Social Work majors only. Prerequisite: As announced in the course schedule. Prerequisite: Social Work 223. Corequisite: Social Work Course Types(s): none 342. Course Types(s): none SW 399 Cr. 1.0 – 3.0 Independent Study in Social Work SW 344 Cr. 3.0 Directed individual study of social work in areas of special Social Work Practice with Communities interest. Examines conceptual models of community social work; Prerequisite: Prior permission of the directing professor development of skills to help promote social change. and department chair. Prerequisite: Social Work 224. Course Types(s): none Course Types(s): none SW 409 Cr. 3.0 SW 371 Cr. 3.0 Social Work Research Methods International Service Seminar Basic skills necessary for Social Work research: problem Students will learn to unite theory and practice by study- formulation, theoretical framework development, research ing theories and policies based on human security, and design, methods of data collection, evaluation techniques, learning about their applications through service-learning and data analysis. projects. Students will enhance their understanding of Prerequisites: English 101 and 102. Corequisite: Social human security by volunteering in international, commu- Work 421. nity organizations and reflecting on the social, political, Course Type(s): WT and economic factors and policies that affect them. Also listed as Political Science 371, Anthropology 371, and SW 411 Cr. 3.0 Sociology 371. Data Analysis for Social Work Prerequisite: Political Science 101. Introduction to the basic knowledge and skills necessary Course Type(s): EX for the analysis of data collected or reported in social work research. Preparation for the social work practitioner SW 383 Cr. 3.0 to assess the adequacy of statistical procedures and Migration and Intercultural Cooperation to appropriately choose statistical procedures to make Students will become familiar with issues and strategies order out of data collected within their own research. to deal with immigrant populations effectively. Discussions Not open to students who have successfully completed will be directed towards increasing intercultural coopera- Mathematics 151. Limited to Social Work majors. tion, respect for the principle of peaceful coexistence, and Prerequisite: Mathematics 105. diversity as a strength for economic growth and societal Course Types(s): none progress. Emphasis will also be given to the theories related to ethnicity, race, culture, and geographic location SW 412 Cr. 3.0 of the origin of immigrant populations. Special attention Practice Evaluation in Social Work will be given to the diverse issues that arise from the Applications of research methods to social work practice. varied cultural backgrounds of immigrants and refugees. Using skills in practice evaluation, advanced research in

Monmouth University A181 Appendix A: Course Descriptions

single-system design will be conducted. maternal substance abuse are covered, as well as rec- Prerequisites: Social Work 409, 411 or Math 151, Senior ommended services and treatment that address these standing; and English 101 and 102. Corequisite: Social concerns. Public child welfare in New Jersey will be of Work 422. central focus, including the impact and changes of the Course Types(s): none system’s reform plan. In addition, issues of cultural diversity and cultural difference in child welfare practices and SW 421 Cr. 6.0 child rearing behaviors will be reviewed, with a focus on Field Practice in Social Work how the child welfare system could better infuse diversity Supervised experience in a social agency; direct work of experience in policy and practice. with individuals, groups, or communities; preparation Course Type(s): CD for professional responsibility upon graduation. Sixteen hours per week in placement and a weekly seminar at the SW 498 Cr. 1.0 – 3.0 University. Special Topics in Social Work (400 Level) Prerequisites: Social Work 342 and 344, both passed with An intensive study of a particular subject or problem in a grade of C or higher. Corequisite: Social Work 409. social work to be announced prior to registration. May Course Type(s): EX be conducted on either a lecture-discussion or a seminar basis. SW 422 Cr. 6.0 Prerequisite: As announced in the course schedule. Advanced Field Practice in Social Work Course Types(s): none Advanced field practice; direct services to individual clients, families, groups, and communities, with the possibil- SW 499 Cr. 1.0 – 3.0 ity of administrative experiences. Sixteen hours per week Independent Study in Social Work in placement and a weekly seminar at the University. Directed individual study of social work in areas of special Prerequisite: Social Work 421, passed with a minimum interest. grade of B- or higher. Corequisite: Social Work 412. Prerequisite: Prior permission of the directing professor Course Type(s): EX and department chair. Course Types(s): none SW 424 Cr. 3.0 New Perspectives on Human Sexuality TH 101 Cr. 3.0 Recent research and developments in the field of human Theatre Appreciation sexuality focusing on individual and social problems. Introduction to the elements of theatre, including film and Prerequisites: Nine combined credits from Social Work, TV as theatre media. Study of plays from script to stage Sociology, Psychology, or Anthropology. through readings, lectures, and theatre-going experiences. Course Types(s): none Course Types(s): AT

SW 426 Cr. 3.0 TH 150 Cr. 3.0 Seminar in Social Work Introduction to the Theatre Seminar focusing on topics of particular interest to Social Introduction to the elements of theatre, including cinema Work students planning to enter practice or graduate and television as theatre media; the study of a represen- school. Previously listed as SW 423. tative group of plays from script to stage. Prerequisites: Social Work 421 and Senior standing. Course Types(s): AT Course Types(s): none TH 154 Cr. 3.0 SW 461 Cr. 3.0 Acting I (Non-Major) Culturally Diverse Child Welfare Practices An introduction to acting the dramatic situation through Provides an understanding of the context from which guided improvisation based on material from dramatic the practice of child welfare originates, examining the literature. impact of policy upon the direct care of children at risk. Course Types(s): AT Contemporary issues that face children at risk such as sexual abuse, neglect, physical abuse, poverty, and

A182 Monmouth University Appendix A: Course Descriptions

TH 155 Cr. 3.0 Prerequisites: Theatre 155 and 156. Acting I (TH Major) Course Types(s): AT Designed to enable students to explore the use of their imagination, instrument, and sense of playing to work TH 232 Cr. 3.0 within an ensemble. Basic skills, such as playing with Acting IV (Major) intuition and listening and responding openly to a partner The fourth semester will be an extension of styles of within given circumstances, will be the primary goals. work. Advanced work in characterization, the develop- Course Types(s): AT ment of physical and emotional involvement, and working with objectives, obstacles, and actions, with emphasis on TH 156 Cr. 3.0 classic styles. Acting II (TH Major) Prerequisites: Theatre 155, 156, and 231. Builds from the previous exercise work with working on Course Types(s): AT assigned scenes. Work will begin on open scenes and finish the term working on a scene from important plays TH 240 Cr. 3.0 of American theatre. Students will study the breakdown of Actors’ Equity Workshop I a scene, structure, both verbal and non-verbal, and effec- An introduction to the basic rules and regulations of tive communication of intent. Actors’ Equity Association’s Small Professional Theatre Prerequisite: Theatre 155. Agreement and to basic stage management principles. Course Types(s): AT Lectures will be supplemented with extensive, practical lab hours in which the students put into practice in a pro- TH 190 Cr. 1.0 fessional setting those elements learned in the class. Applied Theatre Techniques I Course Types(s): AT First-year students are required to take this hands-on, practical course in building, painting, and crewing a TH 242 Cr. 3.0 department production. Introduction to Improvisation Course Types(s): AT An introduction to Improvisational Acting/Performance. No prior experience in theatre is required. Acting training and TH 191 Cr. 1.0 stage performance is a plus. Students should be prepared Applied Theatre Techniques II to go through a series of exercises that are designed to Second semester in Applied Theatre requires students to teach and hone the ability to perform an improvisational take a more responsible position in the hands-on practical performance. building, painting, and crewing of a department production. Course Types(s): AT Prerequisite: Theatre 190. Course Types(s): AT TH 245 Cr. 1.0 Theatre Performance Practicum I TH 230 Cr. 3.0 Involves actual experience performing in a University Acting II (non-Major) production. Credit can be specified for a student’s acting, Roles as an integral part of play production; the basic singing, and/or dancing in a department-sponsored pro- principles of acting through lectures, discussions, and the duction. The Performance Practicum can be taken in any rehearsal and performance of a variety of scenes. combination simultaneously or consecutively for a total Prerequisite: Theatre 154. of three credits toward the Theatre or Musical Theatre Course Types(s): AT Minor. Any credits for Practicum courses beyond that go towards free electives. This course is not available to Theatre majors. TH 231 Cr. 3.0 Course Types(s): AT Acting III (Major) Study of styles. Beginning work on classic texts, such as Shakespeare, Moliere, or Restoration Comedy. Text anal- TH 246 Cr. 1.0 ysis, scansion, and speaking with authority will be empha- Theatre Performance Practicum II sized. Text work in sonnets and scenes. Involves actual experience performing in a University production. Credit can be specified for a student’s acting,

Monmouth University A183 Appendix A: Course Descriptions

singing, and/or dancing in a department-sponsored pro- TH 298 Cr. 1.0 – 3.0 duction. The Performance Practicum can be taken in any Special Topics in Theatre (200 Level) combination simultaneously or consecutively for a total An intensive study of a particular subject or problem in of three credits towards the Theatre or Musical Theatre theatre to be announced prior to registration. Minor. Any credits for Practicum courses beyond that Course Types(s): AT go towards free electives. The course is not available to Theatre Majors. Course Types(s): AT TH 299 Cr. 1.0 – 3.0 Independent Study in Theatre Directed, individual study of theatre in areas of special TH 247 Cr. 1.0 interest. Theatre Performance Practicum III Prerequisite: Prior permission of the directing professor Involves actual experience performing in a University and department chair. production. Credit can be specified for a student’s acting, Course Types(s): AT singing, and/or dancing in a department-sponsored production. The Performance Practicum can be taken in any combination simultaneously or consecutively for a total TH 301 Cr. 3.0 of three credits towards the Theatre or Musical Theatre Theatre History I Minor. Any credits for Practicum courses beyond that go The development of theatre from the Classical Greek towards free electives. The course is not available for through the Elizabethan period. Examination of plays, Theatre Majors. playwrights, architecture, scenery, costumes, mechanics, Course Types(s): AT technology, historical, and sociological influences. Prerequisites: English 101 and 102 or permission of the instructor. TH 251 Cr. 3.0 Course Type(s): AT, WT Introduction to Theatre Production and Design Introduction to scenic, costume, lighting, and sound design and technology, including: the problems involved TH 310 Cr. 3.0 in executing the technical aspects of a theatrical produc- Musical Theatre History tion; preparation of working drawings, light plots, scale The Broadway musical is considered by many to be models; ability to hang, focus, and program theatrical America’s greatest contribution to the world of theatre. lighting; solutions of make-up and costuming problems. Examines the history and evolution of American musi- Course Types(s): AT cal theatre. Special attention will be paid to composers, lyricists, directors, choreographers, and performers who have made significant contributions to the genre. Material TH 290 Cr. 1.0 will be discussed chronologically from minstrelsy to the Applied Theatre Design contemporary mega-musical. Students will work intensely with a designer for a depart- Course Types(s): AT ment production. Student will be responsible for the design and construction of one facet of a total design: namely, a prop, a costume, lights, or some integral part of TH 335 Cr. 3.0 a production design. Group Techniques in Performance of Literature Prerequisites: Theatre 190 and 191. Various theories, methods, and techniques used in group Course Types(s): AT performances with a concentration on Readers Theatre and Chamber Theatre; selected literature is arranged, analyzed, and performed. Also listed as Communication TH 291 Cr. 1.0 335. Applied Theatre Management Prerequisite: Communication 231. Students will work intensely with a management office Course Types(s): AT concerning a department production. Students will be involved with hands-on production of publicity, company management, box office, public relations, casting, histori- TH 340 Cr. 3.0 cal records, and/or dramaturgy. Actors’ Equity Workshop II Prerequisites: Theatre 190 and 191. Builds upon the basic knowledge gained in Theatre 240 Course Types(s): AT through the in-depth study of Actors’ Equity Association’s

A184 Monmouth University Appendix A: Course Descriptions

two most widely used contracts, the LORT (League of TH 361 Cr. 3.0 Resident Theatres) and Production (Broadway, Off- Play Direction Broadway, National Tour) agreements. Lectures will be Play analysis, casting procedures, composition, move- supplemented with extensive, practical lab hours in which ment, stage business, backstage organization, rehearsal the students put into practice in a professional setting routine, and theatre management from the standpoint of those elements learned in the class. the creative director. Prerequisite: Theatre 240. Prerequisite: Theatre 230. Course Types(s): AT Course Types(s): AT

TH 342 Cr. 3.0 TH 389 Cr. 1.0 – 3.0 Improvisation II Internship in Theatre A continuation of exercises in Improvisational Acting/ Supervised practical experience in theatre; repeatable for Performance. No prior experience in theatre is credit. required, however students should take Introduction to Prerequisites: Departmental approval and Junior stand- Improvisation first. Acting training and stage performance ing. is a plus. Students should be prepared to go through a Course Type(s): AT, EX series of exercises that are designed to teach and hone the ability to perform an improvisational performance. Prerequisite: Theatre 242. TH 390 Cr. 1.0 Course Types(s): AT Applied Theatre Students will work hands-on with an appropriate faculty member on an advanced project in theatre, musical the- TH 349 Cr. 3.0 atre, or music production. An alternative possibility would Postcolonial Drama and Film be to do a pre-internship assignment with a local theatre. Study of postcolonial plays and films from Ireland, Prerequisites: Theatre 190, 191, and Theatre 290 or 291. Australia, Africa, and India, including such postcolonial Course Types(s): AT themes as language, religion, and race. Students will discuss the ways in which the theatrical and cinematic media are used to express the loss of, and quest for, national TH 391 Cr. 1.0 and individual identity in the aftermath of empire. The Applied Theatre students will not only become versed in postcolonial the- Students will work hands-on with an appropriate faculty ory, but also in the individual dramatic styles/structures of member on an advanced project in theatre, musical the- each of the nations discussed. atre, or music production. An alternative possibility would Course Type(s): AT, BI.EL, GU be to do a pre-internship assignment with a local theatre. Prerequisites: Theatre 190, 191, and either Theatre 290, 291, or 390. TH 355 Cr. 3.0 Course Types(s): AT Dramatic Literature Analysis of representative plays of the major forms of the drama-tragedy, comedy, tragicomedy, and romance. TH 398 Cr. 3.0 Emphasis on the literary and performance aspects. Special Topics in Theatre (300 Level) Prerequisite: Theatre 150. An intensive study of a particular subject or problem in Course Types(s): AT theatre to be announced prior to registration. May be conducted on either a lecture-discussion or a seminar basis. Prerequisite: As announced in the course schedule. TH 357 Cr. 3.0 Course Types(s): AT Acting for Television Techniques that the on-camera performer uses in various TV situations, commercials, daytime drama, TH 399 Cr. 3.0 situation comedy, and serious drama. Also listed as Independent Study in Theatre Communication 357. Directed individual study of theatre in areas of special Prerequisite: Theatre 154. interest. Course Types(s): AT Prerequisite: Prior permission of the directing professor

Monmouth University A185 Appendix A: Course Descriptions

and department chair. subjects. Also useful for actors and recreation or commu- Course Types(s): AT nity leaders who work with children and want to learn new and creative techniques. The emphasis in this class is on TH 401 Cr. 3.0 the participant and participation. Students should attend Theatre History II comfortably dressed. The development of theatre from the Restoration through Course Types(s): AT the Modern Period. Examination of plays, playwrights, architecture, scenery, costumes, mechanics, technology, TH 480 Cr. 3.0 historical, and sociological inferences. Problems in Theatre Practice Prerequisites: Theatre 301; and English 101 and 102 or Independent projects and intensive research under the permission of the instructor. guidance of one or more members of the department; Course Type(s): AT, WT creative work in acting, costuming, creative dramatics, directing, lighting, scenic design, and playwriting. TH 441 Cr. 3.0 Prerequisite: Permission of the department chair. Summer Theatre Workshop I Course Types(s): AT Basic technical theatre, theatre management, elements of acting, children’s theatre, costuming and make-up, light- TH 498 Cr. 3.0 ing, and set design; four dramatic productions. Special Topics in Theatre (400 Level) Course Types(s): AT An intensive study of a particular subject or problem in theatre to be announced prior to registration. May be con- TH 442 Cr. 3.0 ducted on either a lecture-discussion or a seminar basis. Summer Theatre Workshop II Prerequisite: As announced in the course schedule. Basic technical theatre, theatre management, elements of Course Types(s): AT acting, children’s theatre, costuming and make-up, lighting, and set design; four dramatic productions. TH 499 Cr. 1.0 – 3.0 Course Types(s): AT Independent Study in Theatre Directed individual study of theatre in areas of special TH 453 Cr. 3.0 interest. Creative Dramatics Prerequisite: Prior permission of the directing professor The goal of Creative Dramatics is to equip teachers with and department chair. the ability to use creative dramatics, creative play, and Course Types(s): AT theatre games in the classroom as a tool for teaching all

A186 Monmouth University Appendix B: Undergraduate Curriculum Charts

Monmouth University’s 2015–2016 official curriculum charts (as of June 2015) appear in this appendix. Please visit the registrar’s pages within the Academics section of Monmouth University’s WEBsite (www.monmouth.edu/academics) or WEBstudent (https://webadvisor.monmouth.edu/datatel/openweb/st/stmenu.html) for curriculum charts and additional information.

Undergraduate Majors BA Art and Education, Endorsement in K-12 Education in Art...... B16

BA Anthropology...... B4 Curriculum Charts BS Biology...... B18 BA Anthropology and Education, Endorsement in Elementary Education...... B6 BS Biology—Molecular Cell Physiology...... B20

BA Anthropology and Education, Endorsements in P-3 BS Biology and Education, Endorsement in and Teacher of Students with Disabilities...... B8 Elementary Education...... B22

BA Art...... B10 BS Biology and Education, Endorsement in Secondary Education in Biology...... B24 BA Art - Concentration in Photography...... B12 BS Business Administration—Accounting...... B26 BA Art and Education, Endorsement in Elementary Education...... B14 BS Business Administration—Economics...... B28

Monmouth University B1 Appendix B: Curriculum Charts 2015-2016

BS Business Administration—Finance...... B30 BS Computer Science with a Concentration in Applied Computing...... B68 BS Business Administration – Economics and Finance...... B32 BA Criminal Justice...... B70

BS Business Administration – Finance and BA English...... B72 Real Estate...... B34 BA English and Education, Endorsement in BS Business Administration – International Elementary Education...... B74 Business...... B36 BA English and Education, Endorsement in BS Business Administration—Management Secondary Education...... B76 Decision Sciences...... B38 BA English and Education, Endorsements in P-3 and BS Business Administration—Marketing...... B40 Teacher of Students with Disabilities...... B78

BS Business Administration - Marketing/ BA English – Concentration in Creative Writing.....B80 Management Decision Sciences...... B42 BA English/Creative Writing and Education with BS Business Administration—Real Estate...... B44 Endorsement in Elementary Education...... B82

BS Chemistry...... B46 BA English/Creative Writing and Education with Endorsement in Secondary Education...... B84 BS Chemistry—Advanced Chemistry...... B48 BA English/Creative Writing and Education, BS Chemistry—Biochemistry...... B50 Endorsements in P-3 and Teacher of Students with Disabilities ...... B86 BS Chemistry – Chemical Physics...... B52 BFA in Art - Concentration in Animation...... B88 BS Chemistry and Education, Endorsement in Elementary Education in Chemistry...... B54 BFA in Art – Concentration in Graphic and Interactive Design...... B90 BS Chemistry and Education, Endorsement in Secondary Education...... B56 BA Foreign Language—Spanish...... B92

BS Chemistry and Education, Endorsement in Secondary BA Foreign Languages/Spanish Concentration and Education and Physical Sciences...... B58 Communication (Journalism Cluster)...... B94

BS Clinical Laboratory Sciences— BA Foreign Languages/Spanish Concentration Cytotechnology...... B60 and Communication (Radio and Television Cluster)...... B96 BS Clinical Laboratory Sciences—Medical Laboratory Science...... B62 BA Spanish and International Business...... B98

BA Communication...... B64 BA Foreign Languages/Spanish & Education, Endorsement in Elementary Education...... B100 BS Computer Science with a Concentration in Advanced Computing...... B66

B2 Monmouth University Appendix B: Curriculum Charts 2015-2016

BA Foreign Languages/Spanish & Education, BS Mathematics and Education, Endorsement in Endorsement in K-12 Education Secondary Education in Mathematics...... B134 in Spanish...... B102 BS Mathematics with a Concentration BA Foreign Languages/Spanish & Education, in Statistics (new)...... B136 Endorsements in P-3 and Teacher of Students with Disabilities...... B104 BS Medical Laboratory Science...... B138

BS Health Studies...... B106 BA Music...... B140

BS Health Studies and Physical Education...... B108 BA Music—Music Industry...... B142

BS Health Studies and Physical Education with BA Music and Education, Endorsement in Endorsement in K-12 Education in Health Elementary Education...... B144 and Physical Education...... B110 BA Music and Education, Endorsement in K-12 BA History...... B112 Education in Music...... B146

BA History and Education, Endorsement in BA Music and Education, Endorsements in P-3 and Elementary Education...... B114 Teacher of Students with Disabilities...... B148

BA History and Education, Endorsement in Secondary BSN–RN to BSN...... B150 Education in Social Studies...... B116 BSN–Pre-Licensure...... B152 BA History and Education, Endorsements in P-3 and Teacher of Students with Disabilities...... B118 BA Political Science...... B154

BA History/Political Science Interdisciplinary...... B120 BA Political Science—International Relations...... B156

BA History/Political Science Interdisciplinary & Education, BA Political Science – Legal Studies...... B158 Endorsement in Elementary Education...... B122

BA Political Science and Education, Endorsement in BA History/Political Science Interdisciplinary & Education, Elementary Education...... B160 Endorsement in Secondary Education in Social Studies...... B124 BA Political Science and Education, Endorsement in Secondary Education in Social Studies...... B162 BS Homeland Security...... B126

BA Psychology...... B164 BS Marine and Environmental Biology and Policy...... B128 BSW...... B166 BS Mathematics...... B130 BA Sociology...... B168 BS Mathematics and Education, Endorsement in Elementary Education...... B132 BS Software Engineering...... B170

Monmouth University B3 Appendix B: Curriculum Charts 2015-2016

B4 Monmouth University Appendix B: Curriculum Charts 2015-2016 B.A. Anthropology

Monmouth University B5 Appendix B: Curriculum Charts 2015-2016

B6 Monmouth University Appendix B: Curriculum Charts 2015-2016 BA Anthropology and Education, Endorsement in Elementary Education

Monmouth University B7 Appendix B: Curriculum Charts 2015-2016

B8 Monmouth University Appendix B: Curriculum Charts 2015-2016

Teacher of Students with Disabilities BA Anthropology and Education, Endorsement in P-3

Monmouth University B9 Appendix B: Curriculum Charts 2015-2016

B10 Monmouth University Appendix B: Curriculum Charts 2015-2016 BA Art

Monmouth University B11 Appendix B: Curriculum Charts 2015-2016

B12 Monmouth University Appendix B: Curriculum Charts 2015-2016 BA Art - Concentration in Photography

Monmouth University B13 Appendix B: Curriculum Charts 2015-2016

B14 Monmouth University Appendix B: Curriculum Charts 2015-2016 BA Art and Education, Endorsement in Elementary Education

Monmouth University B15 Appendix B: Curriculum Charts 2015-2016

B16 Monmouth University Appendix B: Curriculum Charts 2015-2016 BA Art and Education, Endorsement in K-12 Education

Monmouth University B17 Appendix B: Curriculum Charts 2015-2016

B18 Monmouth University Appendix B: Curriculum Charts 2015-2016 BS Biology

Monmouth University B19 Appendix B: Curriculum Charts 2015-2016

B20 Monmouth University Appendix B: Curriculum Charts 2015-2016 BS Biology – Molecular Cell Physiology

Monmouth University B21 Appendix B: Curriculum Charts 2015-2016

B22 Monmouth University Appendix B: Curriculum Charts 2015-2016 BS Biology and Education, Endorsement in Elementary Education

Monmouth University B23 Appendix B: Curriculum Charts 2015-2016

B24 Monmouth University Appendix B: Curriculum Charts 2015-2016 BS Biology and Education, Endorsement in Secondary Education

Monmouth University B25 Appendix B: Curriculum Charts 2015-2016

B26 Monmouth University Appendix B: Curriculum Charts 2015-2016 BS Business Administration – Accounting

Monmouth University B27 Appendix B: Curriculum Charts 2015-2016

B28 Monmouth University Appendix B: Curriculum Charts 2015-2016 BS Business Administration – Economics

Monmouth University B29 Appendix B: Curriculum Charts 2015-2016

B30 Monmouth University Appendix B: Curriculum Charts 2015-2016 BS Business Administration – Finance

Monmouth University B31 Appendix B: Curriculum Charts 2015-2016

B32 Monmouth University Appendix B: Curriculum Charts 2015-2016 BS Business Administration – Economics and Finance

Monmouth University B33 Appendix B: Curriculum Charts 2015-2016

B34 Monmouth University Appendix B: Curriculum Charts 2015-2016 BS Business Administration – Finance and Real Estate

Monmouth University B35 Appendix B: Curriculum Charts 2015-2016

B36 Monmouth University Appendix B: Curriculum Charts 2015-2016 BS Business Administration – International

Monmouth University B37 Appendix B: Curriculum Charts 2015-2016

B38 Monmouth University Appendix B: Curriculum Charts 2015-2016 BS Business Administration – Management Decision Sciences

Monmouth University B39 Appendix B: Curriculum Charts 2015-2016

B40 Monmouth University Appendix B: Curriculum Charts 2015-2016 BS Business Administration—Marketing

Monmouth University B41 Appendix B: Curriculum Charts 2015-2016

B42 Monmouth University Appendix B: Curriculum Charts 2015-2016

Management and Decision Sciences BS Business Administration – Marketing and

Monmouth University B43 Appendix B: Curriculum Charts 2015-2016

B44 Monmouth University Appendix B: Curriculum Charts 2015-2016 BS Business Administration—Real Estate

Monmouth University B45 Appendix B: Curriculum Charts 2015-2016

B46 Monmouth University Appendix B: Curriculum Charts 2015-2016 BS Chemistry

Monmouth University B47 Appendix B: Curriculum Charts 2015-2016

B48 Monmouth University Appendix B: Curriculum Charts 2015-2016 BS Chemistry – Advanced

Monmouth University B49 Appendix B: Curriculum Charts 2015-2016

B50 Monmouth University Appendix B: Curriculum Charts 2015-2016 BS Chemistry – Biochemistry

Monmouth University B51 Appendix B: Curriculum Charts 2015-2016

B52 Monmouth University Appendix B: Curriculum Charts 2015-2016 BS Chemistry – Chemical Physics

Monmouth University B53 Appendix B: Curriculum Charts 2015-2016

B54 Monmouth University Appendix B: Curriculum Charts 2015-2016

Elementary Education in Chemistry BS Chemistry and Education, Endorsement in

Monmouth University B55 Appendix B: Curriculum Charts 2015-2016

B56 Monmouth University Appendix B: Curriculum Charts 2015-2016

BS Chemistry and Education, Endorsement in Secondary Education

Monmouth University B57 Appendix B: Curriculum Charts 2015-2016

B58 Monmouth University Appendix B: Curriculum Charts 2015-2016

Secondary Education and Physical Sciences BS Chemistry and Education, Endorsement in

Monmouth University B59 Appendix B: Curriculum Charts 2015-2016

B60 Monmouth University Appendix B: Curriculum Charts 2015-2016 BS Clinical Laboratory Sciences – Cytotechnology

Monmouth University B61 Appendix B: Curriculum Charts 2015-2016

B62 Monmouth University Appendix B: Curriculum Charts 2015-2016 BS Clinical Laboratory Sciences – Medical Science

Monmouth University B63 Appendix B: Curriculum Charts 2015-2016

B64 Monmouth University Appendix B: Curriculum Charts 2015-2016 BA Communication

Monmouth University B65 Appendix B: Curriculum Charts 2015-2016

B66 Monmouth University Appendix B: Curriculum Charts 2015-2016 BS Computer Science – Concentration in Advanced Computing

Monmouth University B67 Appendix B: Curriculum Charts 2015-2016

B68 Monmouth University Appendix B: Curriculum Charts 2015-2016 BS Computer Science – Concentration in Applied Computing

Monmouth University B69 Appendix B: Curriculum Charts 2015-2016

B70 Monmouth University Appendix B: Curriculum Charts 2015-2016 BA Criminal Justice

Monmouth University B71 Appendix B: Curriculum Charts 2015-2016

B72 Monmouth University Appendix B: Curriculum Charts 2015-2016 BA English

Monmouth University B73 Appendix B: Curriculum Charts 2015-2016

B74 Monmouth University Appendix B: Curriculum Charts 2015-2016 BA English and Education, Endorsement in Elementary Education

Monmouth University B75 Appendix B: Curriculum Charts 2015-2016

B76 Monmouth University Appendix B: Curriculum Charts 2015-2016 BA English and Education, Endorsement in Secondary Education

Monmouth University B77 Appendix B: Curriculum Charts 2015-2016

B78 Monmouth University Appendix B: Curriculum Charts 2015-2016

Teacher of Students with Disabilities BA English and Education, Endorsements in P-3

Monmouth University B79 Appendix B: Curriculum Charts 2015-2016

B80 Monmouth University Appendix B: Curriculum Charts 2015-2016 BA English—Concentration in Creative Writing

Monmouth University B81 Appendix B: Curriculum Charts 2015-2016

B82 Monmouth University Appendix B: Curriculum Charts 2015-2016

Endorsement in Elementary Education BA English/Creative Writing and Education,

Monmouth University B83 Appendix B: Curriculum Charts 2015-2016

B84 Monmouth University Appendix B: Curriculum Charts 2015-2016

Endorsement in Secondary Education BA English/Creative Writing and Education,

Monmouth University B85 Appendix B: Curriculum Charts 2015-2016

B86 Monmouth University Appendix B: Curriculum Charts 2015-2016

BA English/Creative Writing and Education, Endorsements in P-3 and Teacher of Students with Disabilities

Monmouth University B87 Appendix B: Curriculum Charts 2015-2016

B88 Monmouth University Appendix B: Curriculum Charts 2015-2016 BFA in Art – Concentration Animation

Monmouth University B89 Appendix B: Curriculum Charts 2015-2016

B90 Monmouth University Appendix B: Curriculum Charts 2015-2016 BFA in Art – Concentration Graphic and Interactive Design

Monmouth University B91 Appendix B: Curriculum Charts 2015-2016

B92 Monmouth University Appendix B: Curriculum Charts 2015-2016 BA Foreign Language—Spanish

Monmouth University B93 Appendix B: Curriculum Charts 2015-2016

B94 Monmouth University Appendix B: Curriculum Charts 2015-2016 (Journalism Cluster) BA Foreign Languages/Spanish Concentration and Communication

Monmouth University B95 Appendix B: Curriculum Charts 2015-2016

B96 Monmouth University Appendix B: Curriculum Charts 2015-2016

(Radio and Television Cluster) BA Foreign Languages/Spanish Concentration and Communication

Monmouth University B97 Appendix B: Curriculum Charts 2015-2016

B98 Monmouth University Appendix B: Curriculum Charts 2015-2016 BA Spanish and International Business

Monmouth University B99 Appendix B: Curriculum Charts 2015-2016

B100 Monmouth University Appendix B: Curriculum Charts 2015-2016

Endorsement in Elementary Education BA Foreign Languages/Spanish & Education,

Monmouth University B101 Appendix B: Curriculum Charts 2015-2016

B102 Monmouth University Appendix B: Curriculum Charts 2015-2016

Endorsement in K-12 Education Spanish BA Foreign Languages/Spanish & Education,

Monmouth University B103 Appendix B: Curriculum Charts 2015-2016

B104 Monmouth University Appendix B: Curriculum Charts 2015-2016

BA Foreign Languages/Spanish & Education, Endorsements in P-3 and Teacher of Students with Disabilities

Monmouth University B105 Appendix B: Curriculum Charts 2015-2016

B106 Monmouth University Appendix B: Curriculum Charts 2015-2016 BS Health Studies

Monmouth University B107 Appendix B: Curriculum Charts 2015-2016

B108 Monmouth University Appendix B: Curriculum Charts 2015-2016 BS Health Studies and Physical Education

Monmouth University B109 Appendix B: Curriculum Charts 2015-2016

B110 Monmouth University Appendix B: Curriculum Charts 2015-2016

BS Health Studies and Physical Education Endorsement in K-12 Education Health and Physical

Monmouth University B111 Appendix B: Curriculum Charts 2015-2016

B112 Monmouth University Appendix B: Curriculum Charts 2015-2016 BA History

Monmouth University B113 Appendix B: Curriculum Charts 2015-2016

B114 Monmouth University Appendix B: Curriculum Charts 2015-2016 BA History and Education, Endorsement in Elementary Education

Monmouth University B115 Appendix B: Curriculum Charts 2015-2016

B116 Monmouth University Appendix B: Curriculum Charts 2015-2016

BA History and Education, Endorsement in Secondary Education Social Studies

Monmouth University B117 Appendix B: Curriculum Charts 2015-2016

B118 Monmouth University Appendix B: Curriculum Charts 2015-2016

BA History and Education, Endorsements in P-3 and Teacher of Students with Disabilities

Monmouth University B119 Appendix B: Curriculum Charts 2015-2016

B120 Monmouth University Appendix B: Curriculum Charts 2015-2016 BA History/Political Science

Monmouth University B121 Appendix B: Curriculum Charts 2015-2016

B122 Monmouth University Appendix B: Curriculum Charts 2015-2016

Endorsement in Elementary Education BA History/Political Science Interdisciplinary & Education,

Monmouth University B123 Appendix B: Curriculum Charts 2015-2016

B124 Monmouth University Appendix B: Curriculum Charts 2015-2016

Endorsement in Secondary Education Social Studies BA History/Political Science Interdisciplinary & Education,

Monmouth University B125 Appendix B: Curriculum Charts 2015-2016

B126 Monmouth University Appendix B: Curriculum Charts 2015-2016 BS Homeland Security

Monmouth University B127 Appendix B: Curriculum Charts 2015-2016

B128 Monmouth University Appendix B: Curriculum Charts 2015-2016 BS Marine and Environmental Biology Policy

Monmouth University B129 Appendix B: Curriculum Charts 2015-2016

B130 Monmouth University Appendix B: Curriculum Charts 2015-2016 BS Mathematics

Monmouth University B131 Appendix B: Curriculum Charts 2015-2016

B132 Monmouth University Appendix B: Curriculum Charts 2015-2016 BS Mathematics and Education, Endorsement in Elementary Education

Monmouth University B133 Appendix B: Curriculum Charts 2015-2016

B134 Monmouth University Appendix B: Curriculum Charts 2015-2016

BS Mathematics and Education, Endorsement in Secondary Education Mathematics

Monmouth University B135 Appendix B: Curriculum Charts 2015-2016

B136 Monmouth University Appendix B: Curriculum Charts 2015-2016 BS Mathematics with a Concentration in Statistics

Monmouth University B137 Appendix B: Curriculum Charts 2015-2016

B138 Monmouth University Appendix B: Curriculum Charts 2015-2016 BS Medical Laboratory Science

Monmouth University B139 Appendix B: Curriculum Charts 2015-2016

B140 Monmouth University Appendix B: Curriculum Charts 2015-2016 BA Music

Monmouth University B141 Appendix B: Curriculum Charts 2015-2016

B142 Monmouth University Appendix B: Curriculum Charts 2015-2016 BA Music – Industry

Monmouth University B143 Appendix B: Curriculum Charts 2015-2016

B144 Monmouth University Appendix B: Curriculum Charts 2015-2016 BA Music and Education, Endorsement in Elementary Education

Monmouth University B145 Appendix B: Curriculum Charts 2015-2016

B146 Monmouth University Appendix B: Curriculum Charts 2015-2016 BA Music and Education, Endorsement in K-12 Education

Monmouth University B147 Appendix B: Curriculum Charts 2015-2016

B148 Monmouth University Appendix B: Curriculum Charts 2015-2016

BA Music and Education, Endorsements in P-3 and Teacher of Students with Disabilities

Monmouth University B149 Appendix B: Curriculum Charts 2015-2016

B150 Monmouth University Appendix B: Curriculum Charts 2015-2016 BS Nursing – RN to BSN

Monmouth University B151 Appendix B: Curriculum Charts 2015-2016

B152 Monmouth University Appendix B: Curriculum Charts 2015-2016 BS Nursing – Pre-Licensure

Monmouth University B153 Appendix B: Curriculum Charts 2015-2016

B154 Monmouth University Appendix B: Curriculum Charts 2015-2016 BA Political Science

Monmouth University B155 Appendix B: Curriculum Charts 2015-2016

B156 Monmouth University Appendix B: Curriculum Charts 2015-2016 BA Political Science—International Relations

Monmouth University B157 Appendix B: Curriculum Charts 2015-2016

B158 Monmouth University Appendix B: Curriculum Charts 2015-2016 BA Political Science—Legal Studies

Monmouth University B159 Appendix B: Curriculum Charts 2015-2016

B160 Monmouth University Appendix B: Curriculum Charts 2015-2016 BA Political Science and Education, Endorsement in Elementary Education

Monmouth University B161 Appendix B: Curriculum Charts 2015-2016

B162 Monmouth University Appendix B: Curriculum Charts 2015-2016

BA Political Science and Education, Endorsement in Secondary Education Social Studies

Monmouth University B163 Appendix B: Curriculum Charts 2015-2016

B164 Monmouth University Appendix B: Curriculum Charts 2015-2016 BA Psychology

Monmouth University B165 Appendix B: Curriculum Charts 2015-2016

B166 Monmouth University Appendix B: Curriculum Charts 2015-2016 Bachelor of Social Work

Monmouth University B167 Appendix B: Curriculum Charts 2015-2016

B168 Monmouth University Appendix B: Curriculum Charts 2015-2016 BA Sociology

Monmouth University B169 Appendix B: Curriculum Charts 2015-2016

B170 Monmouth University Appendix B: Curriculum Charts 2015-2016 BS Software Engineering

Monmouth University B171 Appendix B: Curriculum Charts 2015-2016

Matriculated undergraduate students who declare a minor Minor: Forensic Investigation...... B192 or endorsement will have their program modified to include the additional minor or endorsement. Minor: Gender Studies...... B193 Minors Minor: General Management...... B194 Minor: Accounting...... B174 Minor: Geographic Information Systems...... B195 Minor: Anthropology...... B175 Minor: Geography...... B196 Minor: Archaeology...... B176 Minor: Global Sustainability...... B197 Minor: Art...... B177 Minor: Graphic Design/Computer Graphics...... B198 Minor: Art History...... B178 Minor: Health Studies...... B199 Minor: Asian Studies...... B179 Minor: History...... B200 Minor: Biology...... B180 Minor: Homeland Security...... B201 Minor: Business Administration...... B181 Minor: Information Technology...... B202 Minor: Business Administration - Economics...... B182 Minor: Interactive Media...... B203 Minor: Business Administration - Finance...... B183 Minor: Irish Studies...... B204 Minor: Business of Healthcare...... B184 Minor: Italian...... B205 Minor: Chemistry...... B185 Minor: Journalism...... B206 Minor: Communication...... B186 Minor: Leadership Communication...... B207 Minor: Communication Sciences and Disorders...... B187 Minor: Legal Studies...... B208 Minor: Computer Science...... B188 Minor: Marketing...... B209 Minor: Creative Writing...... B189 Minor: Mathematics...... B210 Minor: Criminal Justice...... B190 Minor: Media Production...... B211 Minor: English...... B191

B172 Monmouth University Appendix B: Curriculum Charts 2015-2016

Minor: Musical Theatre...... B212 Minor: Theatre...... B232

Minor: Philosophy...... B213 Undergraduate Certificates Minor: Philosophy and Religious Studies...... B214 Certificate: Africana Studies...... B233

Minor: Photography...... B215 Certificate: Gerontology...... B234

Minor: Physics ...... B216 Certificate: Information Technology...... B235

Minor: Political Science...... B217 Certificate: Networking Technologies and Applications...... B236 Minor: Popular Music...... B218

Certificate: Spanish Language...... B237 Minor: Professional Writing...... B219

Certificate: Undergraduate Certificate Minor: Psychology...... B220 in Nursing...... B238

Minor: Public Policy...... B221 Undergraduate Education Endorsements Minor: Public Relations...... B222 Early Childhood P3...... B239

Minor: Religious Studies...... B223 English as a Second Language Elementary Education...... B240 Minor: Screen Studies...... B224 K-12 Education...... B241 Secondary Education...... B242 Minor: Social Justice...... B225 Teacher of Students with Disabilities Elementary Education...... B243 Minor: Social Services...... B226 K-12 Education...... B244 Secondary Education...... B245 Minor: Sociology...... B227 Middle School - English...... B246 Minor: Spanish...... B228 Middle School - Social Studies...... B247 Minor: Spanish for Business...... B229 Middle School - Sciences...... B248 Minor: Sports Communication...... B230 Middle School - Math...... B249 Minor: Statistics...... B231

Monmouth University B173 Appendix B: Curriculum Charts 2015-2016

B174 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B175 Appendix B: Curriculum Charts 2015-2016

B176 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B177 Appendix B: Curriculum Charts 2015-2016

B178 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B179 Appendix B: Curriculum Charts 2015-2016

B180 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B181 Appendix B: Curriculum Charts 2015-2016

B182 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B183 Appendix B: Curriculum Charts 2015-2016

B184 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B185 Appendix B: Curriculum Charts 2015-2016

B186 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B187 Appendix B: Curriculum Charts 2015-2016

B188 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B189 Appendix B: Curriculum Charts 2015-2016

B190 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B191 Appendix B: Curriculum Charts 2015-2016

B192 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B193 Appendix B: Curriculum Charts 2015-2016

B194 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B195 Appendix B: Curriculum Charts 2015-2016

B196 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B197 Appendix B: Curriculum Charts 2015-2016

B198 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B199 Appendix B: Curriculum Charts 2015-2016

B200 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B201 Appendix B: Curriculum Charts 2015-2016

B202 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B203 Appendix B: Curriculum Charts 2015-2016

B204 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B205 Appendix B: Curriculum Charts 2015-2016

B206 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B207 Appendix B: Curriculum Charts 2015-2016

B208 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B209 Appendix B: Curriculum Charts 2015-2016

B210 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B211 Appendix B: Curriculum Charts 2015-2016

B212 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B213 Appendix B: Curriculum Charts 2015-2016

B214 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B215 Appendix B: Curriculum Charts 2015-2016

B216 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B217 Appendix B: Curriculum Charts 2015-2016

B218 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B219 Appendix B: Curriculum Charts 2015-2016

B220 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B221 Appendix B: Curriculum Charts 2015-2016

B222 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B223 Appendix B: Curriculum Charts 2015-2016

B224 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B225 Appendix B: Curriculum Charts 2015-2016

B226 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B227 Appendix B: Curriculum Charts 2015-2016

B228 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B229 Appendix B: Curriculum Charts 2015-2016

B230 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B231 Appendix B: Curriculum Charts 2015-2016

B232 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B233 Appendix B: Curriculum Charts 2015-2016

B234 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B235 Appendix B: Curriculum Charts 2015-2016

B236 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B237 Appendix B: Curriculum Charts 2015-2016

B238 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B239 Appendix B: Curriculum Charts 2015-2016

B240 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B241 Appendix B: Curriculum Charts 2015-2016

B242 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B243 Appendix B: Curriculum Charts 2015-2016

B244 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B245 Appendix B: Curriculum Charts 2015-2016

B246 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B247 Appendix B: Curriculum Charts 2015-2016

B248 Monmouth University Appendix B: Curriculum Charts 2015-2016

Monmouth University B249 B250 Monmouth University Appendix C: Monmouth University Academic Calendar

FALL SEMESTER 2015 September 2015 End of Continuing Registration...... Thursday, September 3, 2015 CLASSES BEGIN (8:30 A.M.)...... Tuesday, September 8, 2015 Late Registration or Program Changes...... Tuesday–Tuesday, September 8-15, 2015 Leave of Absence Deadline...... Tuesday, September 15, 2015 “W”ithdrawal Deadline Pattern “A” Classes...... Friday, October 2, 2015 October 2015 Fall Holiday for Non-Weekend Students...... Saturday-Tuesday, October 17-20, 2015 Classes in Session for Weekend Students...... Saturday and Sunday October 17-18, 2015 Pattern “A” Classes End...... Monday, October 26, 2015 Pattern “B” Classes Begin...... Tuesday, October 27, 2015 Undergraduate Midterm Grades Due in Office of the Registrar*...... Tuesday, October 27, 2015 November 2015 Academic Calendars Deadline to submit graduation applications for January 2016 Graduation...... Sunday, November 1, 2015 Last Day to Withdraw with “W” Grade (semester-long classes)...... Tuesday, November 5, 2015 Last Day to submit substitutions and/or waivers for January 2016 Graduation...... Sunday, November 15, 2015 Last Day to Withdraw from Pattern “B” Classes...... Friday, November 20, 2015 Thanksgiving Recess...... Wednesday–Sunday, November 25-29, 2015 December 2015 Classes End...... Monday, December 14, 2015 Reading Day...... Tuesday, December 15, 2015 Final Examination Period...... Wednesday-Tuesday, December 16-22, 2015 Final Grades Due 12:00 Noon*...... Monday, December 28, 2015

* Grades will be posted on WEBstudent approximately 2 days after the Office of the Registrar has received all grades.

Monmouth University C1 Appendix C: Academic Calendar

SPRING SEMESTER 2016 January 2016 End of Continuing Registration...... Thursday, January 14, 2016 COMMENCEMENT...... Friday, January 15, 2016 Martin Luther King Holiday...... Monday, January 18, 2016 CLASSES BEGIN 8:30 A.M...... Tuesday, January 19, 2016 Late Registration or Program Changes...... Tuesday–Tuesday, January 19-26, 2016 Leave of Absence Deadline...... Tuesday, January 26, 2016 February 2016 Last Day to Withdraw from Pattern “A” Classes...... Friday, February 12, 2016 March 2016 Graduation Applications due for May 2016...... Tuesday, March 1, 2016 Undergraduate Midterm Grades Due in Office of the Registrar*...... Tuesday, March 1, 2016 Pattern “A” Classes End...... Monday March 7, 2016 Pattern “B” Classes Begin...... Tuesday March 8, 2016 Spring Break...... Saturday-Friday, March 12-18, 2016 “W”ithdrawal Deadline (semester-long classes)...... Monday, March 21, 2016 April 2016 Academic Advising and Priority/Early Registration for Summer, Fall and Spring ...... Thursday-Friday, March 31-April 15, 2016 to Last day to submit substitutions and/or waivers For May, 2016 graduation...... Friday, April 1, 2016 Last Day to Withdraw from Pattern “B” Classes...... Monday, April 5, 2016 Classes End...... Monday, April 25, 2016 Reading Day...... Tuesday, April 26, 2016 Final Examination Period...... Wednesday-Tuesday, April 27-May 3, 2016 to May 2016 Grades Due 10 P.M...... Thursday, May 5, 2016 COMMENCEMENT...... Wednesday, May 11, 2016

* Grades will be posted on WEBstudent approximately 2 days after the Office of the Registrar has received all grades.

C2 Monmouth University Appendix D: Index

A First Year Students...... 15 Applied Music...... 25 Homeschooled...... 19 Arabic Courses...... A85 Academic Advising...... 60 International Applicants...... 26-27 Art and Design Academic Amnesty...... 69 Military Students...... 23 Faculty...... 80-81 Academic Calendars...... Appendix C Applicants with Disabilities...... 26 Minors...... 82 Academic Definitions...... 67 Transfer Students...... 19 Undergraduate Courses...... A10-A20 Academic Dismissal...... 71 Visiting Students...... 25 Undergraduate Curricula....Appendix B Academic Honesty...... 14, 70 Adult Applicants...... 26 Articulation Agreements, Academic Probation...... 70 Advanced Placement Exams...... 17 Credit Transfer...... 20 Academic Procedures...... 75 Advanced Standing...... 16 Athletics, Co-Curricular Programs..... 135 Academic Programs Listing...... 49-51 Advising, Academic...... 60 Athletic Grants...... 38 Academic Progress Africana Studies Attendance Requirements...... 71 (Financial Aid)...... 43-44 Certificate Program...... Appendix B Auditing Courses...... 68 Academic Regulations...... 69 Courses...... A4 Awards Academic Skills Services...... 61 Air Force ROTC...... 58 Alumni Association Index Academic Support Services .For Students Achievement Award...... 69 Army ROTC...... 59 with Learning Disabilities...... 62 Distinguished Teaching Accelerated Programs...... 58 Alternative Credit Options...... 24 Award...... 12 Accounting Alumni Association Achievement Outstanding Student Award...... 135 Award...... 69 Faculty...... 112 Donald Warncke Award...... 13 American Council on Education Program...... Appendix B (ACE)...... 20 Stafford Presidential Award...... 13 Courses...... A20-A22 Americans with Disabilities Act...... 4 Accreditation...... 11 Anthropology B Activities, Student...... 135 Faculty...... 80 Bachelor’s Degree Curricula...... 79-131 Add/Drop (see Course Changes) Minor...... 80, Appendix B Biographical Data, Student...... 73 Administration, University...... 139 Undergraduate Courses...... A4-A10 Biology Admission Requirements and Undergraduate Curricula....Appendix B Procedures Faculty...... 102 Application for Graduation...... 75 Adult Learners...... 16 Minor...... 104, Appendix B Application to the University...... 15 Former Students...... 25 Undergraduate Courses...... A33-A43

Monmouth University D1 Appendix D: Index

Undergraduate Curricula... Appendix B Credits in Escrow...... 19 Endorsements...... Appendix B Board and Room...... 30 Credit by Exam...... 25 Endowed Chairs Board of Trustees...... 139-140 Criminal Justice Freed Chair in Social Science...... 77 Bookstore (University Store)...... 10 Faculty...... 84-85 Greenbaum/Ferguson/NJ Association Boylan Gymnasium...... 137 Minors...... 86, Appendix B of Realtors...... 111 Undergraduate Courses...... A47-A52 Jack T. Kvernland Chair in Philosophy and Corporate Social Policy...... 111 Undergraduate Curricula....Appendix B C Jules Plangere, Jr. Chair in American Cultural Activities...... 136 Social History...... 77 Campus Facilities...... 10 Curricula, Bachelor’s Degree...... 79-131 McMurray-Bennett Chair...... 77 Campus Map...... Appendix E Curriculum and Instruction Steven and Elaine Pozycki Career Services...... 58 Faculty...... 118 Chair in Real Estate...... 111 Courses...... A113 Undergraduate Courses...... A69-A74 English Catalog of Record Curriculum of Record...... 69 Faculty...... 86-87 (see Curriculum of Record) Minors...... 87 Certificates...... Appendix B Undergraduate Courses...... A77-A85 Center for Student Success...... 60 D Undergraduate Curricula....Appendix B Changing Courses...... 76 Dance Courses...... A68-A69 EOF (see Educational Opportunity Changing from Non-matriculated to Dean’s List...... 68 Fund Program) Regular (Matriculated) Status...... 75 Degree Programs...... 49-51 Equal Opportunity Policy...... 4 Changing Majors...... 75 Degree Requirements...... 51 Experiential Education Chemistry Departmental Honors Courses...... A85 Faculty...... 104-105 (listed within each department Portfolio Policy...... 54 Minor...... 106, Appendix B in this catalog) Requirements...... 5, 53 Undergraduate Courses...... A43-A47 Developmental Courses...... 69 Travel Class Policy...... 54 Undergraduate Curricula....Appendix B Dining Hall...... 8 Chinese Courses...... A85 Directions...... Appendix E Classification of Students...... 67 Directories...... 137-161 F CLEP (College Level Examination Directory in Brief...... 5-7 Facilities...... 10 Program)...... 24 Disability Services...... 62 Faculty...... 150-161 Commencement...... 75 Dismissal, Academic...... 71 Family Educational Rights and Privacy Communication Distinguished Teaching Award...... 12 Act (FERPA)...... 4 Faculty...... 82-84 Dormitories (see Residence Halls) Federal Work Study...... 45 Minors...... 84 Drop/Add (see Course Changes) Final Examinations...... 72 Undergraduate Courses...... A52-A63 Dual Majors...... 54 Finance Undergraduate Faculty...... 112-113 Curriculum...... Appendix B E Undergraduate Commuter Students...... 134 Concentration...... Appendix B Complaints about Grades...... 67 Economics Undergraduate Courses...... A25-A27 Computer Science Faculty...... 112-113 Financial Aid...... 35 Faculty...... 107 Undergraduate Courses...... A23-A25 Financial Information...... 29 Minor...... 108, Appendix B Undergraduate Fine Arts Curricula...... Appendix B Undergraduate Courses...... A63-A68 Concentration...... Appendix B First Year Advising...... 60 Undergraduate Curricula... Appendix B Education, School of...... 117 First Year Students...... 133 Counseling...... 135 Educational Opportunity First Year Seminar...... 21, 53, 51 Fund Program...... 61 Course Changes...... 76 Courses...... A95 Educational Opportunity Fund Grant... 40 Course Descriptions...... Appendix A Five Year Plans...... 73 e-FORMS...... 78 Course Load...... 68 Foreign Students (see International Course Withdrawals...... 71 Emergency Medical Technician (EMT) Students) Training...... 20 Credit Cards...... 32 Former Students...... 25 Employment, On-Campus...... 45

D2 Monmouth University Appendix D: Index

Fraternities...... 137 History of the University...... 11 Law Enforcement Official Memorial Freed Chair in Social Science...... 79 Homeschooled Students...... 19 Scholarship...... 41 French Courses...... A85-A86 Homeland Security Learning Disabilities, Students with.... 62 Freshman, Classification as...... 68 Courses...... A102-A104 Leave of Absence...... 76 Full-time Students...... 68 Honesty, Academic...... 14, 70 Leadership Communication Honor Societies...... 137 Minor...... Appendix B Honors Courses...... A104-A105 Legal Studies Minor...... Appendix B G Honors, Graduation...... 68 Leon Hess Business School...... 111 Minors...... 115 Gender Studies Honors School...... 57 Business Health Courses...... A27 Minor...... Appendix B Housing...... 134 Undergraduate Curricula...Appendix B Undergraduate Courses...... A97-A98 Humanities and Social Sciences, Wayne D. McMurray, School of...... 79 Business Law Courses...... A30 General Education Requirements...... 21, 52 Humanities Courses...... A115 Business Real Estate Courses...... A33-A34 Geography Human Relations, Office of...... 4 Faculty...... 112-113 Minor...... Appendix B Human Relations Philosophy and Policy...... 4 Library...... 65 Undergraduate Courses...... A96-A97 Loans...... 42 Geology Courses...... A96 Geographic Information I Systems...... A95-A96 M German Courses...... A86-A87 Independent Study...... 72 Governor’s Urban Scholarship...... 41 Information Technology MAC...... 10 Courses...... A116-A117 Grade Point Average (GPA)...... 67 Magill Commons...... 10 Instructional Technology Support...... 65 Grade Reports...... 67 Majors, Change of...... 75 Interdisciplinary Studies Grades...... 66 Management Minors...... 91, Appendix B Grades, Complaints About...... 67 Faculty...... 113-114 Undergraduate Curricula...... 91 Graduate Courses, Enrollment in...... 74 Undergraduate Philosophy and Religion...... 91 Concentration...... 115, Appendix B Graduation, Application for...... 75 Internal Progression Requirements Undergraduate Courses...... A30-A33 Graduation with Honors...... 68 (School of Education)...... 118-119 Map, Campus...... Appendix E Grants (Financial Aid)...... 36-42 International Students Marketing Graphic Design/Computer Graphics Admission of...... 26-27 Minor...... 82, Appendix B Faculty...... 114-115 Office of...... 135 Greek Letter Organizations...... 137 Undergraduate Irish Studies Minor...... 87, Appendix B Concentration...... 115, Appendix B Gymnasium, Boylan...... 137 Italian Courses...... A87-A88 Undergraduate Courses...... A28-A30 Undergraduate Curricula....Appendix B H J Marine Science Courses...... A124-A125 Marine and Environmental Biology and Health Center...... 135 Journalism Minor...... Appendix B Policy...... 104, Appendix B Health/Physical Education...... 127 Junior, Classification of...... 68 Math Learning Center...... 61 Curricula...... Appendix B Mathematics Health Studies Faculty...... 109 Minor...... 128, Appendix B K Minor...... 110, Appendix B Undergraduate Courses...... A98-A192 Kislak Real Estate Institute...... 111 Undergraduate Courses.... A117-A124 Undergraduate Curricula....Appendix B Kvernland, Jack T., Chair in Philosophy Undergraduate Curricula...Appendix B Hebrew Courses...... A87 and Corporate Social Policy...... 111 Matriculated Student (see Regular History Student) Faculty...... 87-88 L Maximum Course Load...... 68 Minors...... 89, Appendix B McMurray, Wayne D., School of Undergraduate Courses.... A106-A115 Latin Courses...... A89 Humanities...... 79 Undergraduate Curricula....Appendix B Law...... 65 Meal Plans...... 30

Monmouth University D3 Appendix D: Index

Media Production Minor...... Appendix B P Minor...... 96, Appendix B Medical Laboratory Science Undergraduate Courses.... A160-A167 Undergraduate Courses...... A124 Parent Orientation...... 60 Undergraduate Curricula....Appendix B Undergraduate Curricula....Appendix B Parking Areas (see map Appendix E) Psychological Counseling...... 96 Merit Grants...... 36 Part-time Students...... 68 Faculty...... 96-97 Merit Scholarships...... 36 Part-time Academic Scholarship...... 36 Public Policy Minor...... Appendix B Minor Programs, General Payment Plan...... 32 Public Relations Minor...... Appendix B Discussion of...... 55 Payment, Terms of...... 32 Minors...... Appendix B Pell Grant...... 39 R Mission Statement...... 2 Permission to Take Courses at Another Institution...... 74 Monmouth Medical Center Scholars Readmission...... 25 Program...... 63 Perspectives Courses...... A145-A153 Real Estate Courses...... A33-A34 Monmouth Medical Courses...... A124 Philosophy Recreation...... 137 Multipurpose Activity Center (MAC).... 10 Faculty...... 90-91 Refunding of Tuition and Fees...... 33-34 Music and Theatre Arts Minor...... 91, Appendix B Registration...... 76 Faculty...... 89-90 Undergraduate Courses.... A141-A144 Regular Students (matriculated)...... 67 Minors...... 90 Phi Theta Kappa Scholarship...... 38 Rehabilitation Act of 1973...... 4 Undergraduate Courses.... A124-A132 Physical Disabilities...... 62 Religious Studies Undergraduate Curricula....Appendix B Physical Education Courses...... A136-A149 Undergraduate Courses.... A167-A169 Physics Minor...... Appendix B N Undergraduate Courses.... A140-A141 Repeating a Course Plangere, Jules Jr., Chair American Impact on GPA...... 67 New Student Orientation...... 60, 133 Social History...... 79 Repeating a Course New Jersey Student Tuition Assistance Policy Studies Policy...... 73 Reward Scholarship (STARS) II..... 41 Undergraduate Courses.... A144-A145 Residence Halls...... 10, 134 New Jersey Survivor Tuition Benefits Political Science and Sociology Program...... 41 Residency Requirements...... 22, 53 Faculty...... 91-93 New Jersey Tuition Aid Grant Responsibility of the University...... 4 Minors...... 95, Appendix B (TAG)...... 40-41 Room and Board...... 30 Undergraduate Courses.... A153-A160 Nondisclosure...... 28 ROTC, Air Force...... 58 Undergraduate Curricula....Appendix B Nonmatriculated Students...... 67 ROTC, Army...... 59 Non-traditional Students...... 26 Popular Music Minor...... Appendix B Nursing and Health Studies Portfolio/Prior Learning Assessment Program...... 25, 73 S Faculty...... 124-125 Portfolio Assessment for EXED...... 54 Marjorie K. Unterberg School of.... 123 SAT (see Scholastic Assessment Tests) Pre-Law Advising...... 63 Minor in Health Satisfactory Academic Progress...... 45 Studies...... 128, Appendix B Pre-Professional Programs...... 62-65 Scheduling Information...... 77 Undergraduate Courses.... A132-A136 Prior Learning Assessment Program...... 25 Scholarships...... 36-37 Undergraduate Scholastic Assessment Tests...... 15 Curriculum...... Appendix B Probation, Academic...... 70 Professional Health-Related School of Science...... 101 Advising...... 62-63 Science Courses...... A169 O Professional Writing Minor....Appendix B Science Achievement Scholarship...... 36-37 On-Campus Employment...... 45 Program 65 (Adult Applicants)...... 26 Screen Studies Minor...... Appendix B Orientation...... 60, 133 Psychological Services...... 135 Second Bachelor’s Degree...... 55 Outstanding Student Award...... 137 Psychology Faculty...... 95 Section 504 (see Rehabilitation Act of 1973)...... 4

D4 Monmouth University Appendix D: Index

Senior Citizens Student Activities...... 135 U Admission of...... 26 Student Activities Board...... 136 Tuition...... 29 Student Biographical Data...... 73 University Endowed and Sponsored Scholarship...... 38 Senior, Classification as...... 68 Student Center...... 134 University Store...... 10 Service Members Opportunity Student Classification...... 66 College...... 28 Unterburg, Marjorie K., School of Student Code of Conduct...... 135 Nursing and Health Studies...... 123 Services for First-Year Student Government Association...... 136 Students...... 60, 133 Student Orientation...... 60, 133 Shadow Loan Grants...... 37 V Student Services...... 133 SOAR...... 60 Students with Disabilities...... 62 Veteran’s and War Orphans...... 28 Social Justice Minor...... 94, Appendix B Study Abroad Program...... 57-58 Veterans’ Services...... 135 Social Work, School of...... 129 Submission of the Same Paper or Visiting Students...... 25-26 Faculty...... 128-129 Computer Program...... 74 Minor in Social Services...Appendix B Substitution of Requirements...... 75 Undergraduate Courses.... A177-A182 W Undergraduate Curriculum...... Appendix B T Waiving Requirements (see Substitution of Requirements) Sociology Table of Contents...... 3 Warncke Award, Donald...... 13 Undergraduate Courses.... A171-A177 Taking Courses at Another War Orphans, Admission of...... 28 Curriculum...... Appendix B Institution...... 74 Washington Center...... 58 Software Engineering Teaching Certification...... 119 WEBstudent...... 78 Faculty...... 107 TEACH Grants...... 39 Withdrawal from Courses...... 71 Minors...... 109 Theatre Arts Woodrow Wilson Hall...... 10 Undergraduate Courses.... A169-A171 Undergraduate Courses.... A182-A185 Work Study, Federal...... 45 Undergraduate Theatre, Lauren K. Woods...... 10, 136 Curriculum...... Appendix B World Languages and Cultures Theatre Minor...... Appendix B Sophomore, Classification as...... 68 Faculty...... 96-97 Time Limitation...... 74 Sororities...... 137 Minors...... 99 Transcript Requests...... 77 Spanish Undergraduate Courses...... A85-A95 Transfer Applicants...... 19 Undergraduate Concentration...... 98 Undergraduate Curricula. Appendix B Transfer Articulation Agreements...... 21 Undergraduate Courses...... A90-A95 Writing Services...... 61 Transfer Credits...... 19-22 Undergraduate Writing Minor...... Appendix B Transfer Science Scholarship...... 37 Curriculum...... Appendix B Trustees, Board of...... 139 Spanish and International Business Tuition...... 29 Y Concentration...... 99 Tuition and Fees, Explanation of... 31-32 Curriculum...... Appendix B Yellow Ribbon Grant...... 38 Tuition and Fees, Refunds of...... 32-34 Speech Pathology, Educational Counseling and Leadership...... 120 Tuition Payment Plan...... 32 Statistics...... 110, Appendix B Tutoring and Writing Services...... 61

Monmouth University D5 D6 Monmouth University Appendix E: Directions

1. From the Garden State Parkway: Take Exit 105. The Parkway offramp leads directly onto Route 36 East. Continue on Route 36 East approximately three miles to Route 71 South. Go approximately one mile and Route 71 will fork left and become Cedar Avenue. Enter the campus through the Norwood Avenue entrance.

2. From the NJ Turnpike: From the South, take Turnpike North to Exit 7A. After the toll plaza, take I-195 East to Shore Points. Approaching Belmar, I-195 becomes NJ Route 138. After crossing the Garden State Parkway, exit right to NJ Route 18 North, marked Eatontown. Take the Deal Road exit and drive east to the intersection at Monmouth Road. Turn left and proceed to the third traffic light, which is Cedar Avenue. Turn right onto Cedar (also labeled NJ Route 71 South) and follow to campus. Enter the campus through the Norwood Avenue entrance. Directions

3. From the NJ Turnpike: From the North, take Turnpike South to Exit 11 (Garden State Parkway South), Take Exit 105 as outlined in #1 above.

4. From Trenton and Points West: Take I-195 East, and follow instructions outlined in #2 above.

5. From Freehold area: Take US Route 9 South to I-195 East. Follow instructions outlined in #2 above.

Monmouth University E1 Lot 2 Norwood Avenue Lot 26 56 Atlantic Ocean 5 Lot 4 8 50 Beechwood Avenue Library Parking University Bluffs 46 Lot 20 Student Residences Greeter’s G 29 Lots 1, 3, 8 1 Booth 6 16 Cedar Avenue Monmouth Park 51 Pinewood Avenue 2 3 7 D Non-Resident Student Corporate Center 54 /Visitor Parking • Psychological 30 Counseling Program 4 Lot 23 • Physician Assistant Program • Speech Pathology 9 Adult Clinic 11 C (coming soon) 12 57 Greeter’s 53 Booth 34 48 Visitors’ Parking Lots 11, 11A Lot 9 Admission Office E B Norwood Avenue Route 71/Cedar Avenue 13 17 Faculty/Staff Parking 18 Lot 16 14 Greeter’s 49 Lot 12 Booth Lot 10 22 52 10 37 19 20 23 47 Non-Resident Student Parking 41 42 Lot 25 24 27 55 45 F 40 25 26

Larchwood Avenue 38 Greeter’s Booth Lot 24 31 33 Faculty/Non-Resident Student Parking 32 39 Lots 13, 14, 15

Lots 19, 21, 22 44

Non-Resident Student Parking 43 Lot 18

Greeter’s Booth

VEHICULAR STUDENT RESIDENCES ADMINISTRATION AND 18 Woodrow Wilson Annex 30 University Police RECREATION/FOOD SERVICE 42 Rebecca Stafford ENTRANCES 1 Elmwood Hall ACADEMIC BUILDINGS 19 Rotary Ice House Gallery 31 Facilities Management 34 Samuel Hays Magill Student Center A,B Students 2 Pinewood Hall 8 Health Center/Birch Hall 20 Art Workshop 32 Greenhouse Commons, The Club, 43 Baseball Field & Employees 3 Willow Hall 13 Plangere Center for 22 600 Art Building 33 Doherty House Dining Hall 44 Practice Field A,C,E Visitors 4 Laurel Hall Communication 23 Thomas A. Edison 37 Alumni House 38 Kessler Field 45 “So Sweet A Cat” Field D Students 5 Beechwood Hall 14 Joan and Robert Rechnitz Hall Science Hall 48 Robert E. McAllan Hall 39 Proposed Stadium Building Hockey Field & Library 6 Spruce Hall •Vincent DiMattio Gallery 24 James and Marlene 50 Monmouth University 40 William T. Boylan 46 Tennis Complex A,F Pollak Theatre 7 Cedar Hall 16 Lauren K. Woods Howard Hall Library Gymnasium and Richard 47 Women’s Softball Field Guests 8 Health Center/Birch Hall Theatre Complex 25 Pollak Theatre and 56 Community Garden E. Steadman Natatorium 49 Hesse Field on F Students 9 Garden Apartments 17 Woodrow Wilson Hall Art Gallery 57 Pedestrian Underpass 41 Multipurpose Activity the Great Lawn 10 Great Lawn Apartments & Employees & Auditorium 26 Leon Hess Business Center (MAC) 52 Lois Blonder 11 Oakwood Hall G Lauren K. •Admission School in Samuel E. •University Store Sculpture Garden 12 Redwood Hall •Academic Registration & Records •Kessler Blue/White Club Woods Theatre 29 University Bluffs •President’s Office and Mollie Bey Hall •Fitness Center 55 Torcivia Common & Students 51 Maplewood Hall •Human Resources 27 Pozycki Hall •Arena •Financial Aid 28 Athletic Department •Box Office 53 Mullaney Hall •Controller’s Office 54 New Hall •External Affairs Offices